be grounded around their study program, that is, Multimedia Study Program.
2. English for Specific Purposes
a. Definition of English for Specific Purposes
According Hutchinson and Waters 1987, ESP is not a product but an approach. ESP is not a methodology or a specified
language. The approach focuses on the purposes of learners in learning English. The particularity features of language in ESP means that those
features can be identified as typical in the particular context of use that will be met by learners in target situation later. The whole analysis of
the ESP is basically derived from learners‟ needs that identified in the early program or course. Therefore, all considerations, decisions and
material content of ESP are based on the specific and apparent needs of learners in learning a language Hutchinson and Waters, 1987.
ESP learners need English to attain communicative competencies that they will implement in particular settings, either in
educational context or in the occupational context. Regarding this condition, it will suitable and efficient to teach learners specific
language materials and communicative skills needed for particular professions Richards, 2006. To know what kinds of purpose that the
learners have in learning English leads to the stage of needs analysis.
b. Needs Analysis
The term needs analysis has been widely used in language teaching. Therefore, many experts use the term needs analysis in
several ways however, they intend the same thing. Needs analysis is the reflection of awareness of the target situation and it provides
definable needs of learners in order to communicate in English Hutchinson and Waters, 1987. Needs analysis also can be defined as
a procedural process which is used to gather learners‟ needs which is
then used to provide information for further steps Richards, 2001. In addition, Graves defines needs analysis as a need
assessment. Needs analysis or need assessment is done systematically and it i
s an ongoing process of collecting information of the learners‟ need including their preferences. It also includes the process of
interpreting those kinds of needs as the information. The information gathered is used then to make decisions that can bring the course meet
the needs Graves, 2000. Concerning material development, the ultimate aims of need anaysis are to identify language skills which
learners will use in target language based on their roles and to find out gap between students‟ current ability and what they need to be able to
do later Richards, 2001. According to Hutchinson and Waters 1987, the analysis of
needs can be classified into target needs and learning needs. The target needs can be defined as what the learners needs to do in the target
situation. In analyzing the target needs, there are three areas that should be focused on. They are necessities, lacks, and wants. The three
areas of the target needs can be elaborated as follow Hutchinson and Waters, 1987:
a Necessities
Necessities refer to what the learner has to know in order to perform effectively in the target situation.
b Lacks
Lacks cover the gap between what the learners already known current proficiency and what the learners need to know target
proficiency in the target situation. c
Wants Wants can be defined as what the learners desire to know or to
achieve in the target situation. The learners‟ wants can vary because it may be influenced by their motivation in learning. Thus,
in analyzing learners‟ wants, it can be related to the question such as “what the learners wish to learn?”.
Another kind of needs that should be analyzed is learning needs. Learning needs concern with what the learner needs to do in
order to learn. Thus, analyzing the learning needs figures out anything needed in the instructional process that has the role as the
route on how the learners are going from the starting point lacks to the destination necessities Hutchinson and Waters, 1987.
c. Syllabus
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