2. English for Specific Purposes ESP
English for nursing students can be categorized as English for specific purposes because what they need is English for nursing field, not general English.
This part presents the definition of English for Specific Purposes, need analysis and syllabus design.
a. Definition of English for Specific Purposes
By learning English, Vocational High School Students are expected to be able to apply the knowledge they have learnt in their field.
Therefore, they need English material that specifically designed for them related to their need and interest so they can focus only learn about it. In
English Learning Teaching, teaching English for special needs is included in the approach of English for Specific Purposes ESP.
Hutchinson and Waters 1987: 19 states that English for Specific Purposes ESP is an approach to language teaching in which all the content
and method are based on th e learners‟ reason for learning. In their book,
Hutchinson and Waters 1987:8 also mention that one of the main reason to the existance of ESP is learning that focus in the learners. It emphasizes the
most importance in learning English are the learners attitudes towards learning. It views towards learners is that they have different needs and
interests that can influence their motivation to learn and the effectiveness of their learning. In short, this approach was believed that the suitability of the
materials to their needs will increase their motivation so the learning will happen better and faster.
There is also other definition of ESP by Dudley-Evans and St. John 1998 who proposed some absolute and variable characteristics to explain what ESP
is. Absolute Characteristics
1. ESP is defined to meet specific needs of the learners. 2. ESP makes use of underlying methodology and activities of the discipline it
serves. 3. ESP is centered on the language appropriate to these activities in terms of
grammar, lexis, register, study skills, discourse and genre.
Variable Characteristics 1. ESP may be related to or designed for specific disciplines.
2. ESP may use, in specific teaching situations, a different methodology from
that of General English. 3. ESP is likely to be designed for adult learners, either at a tertiary level
institution or in a professional work situation. It could, however, be for learners at secondary school level.
4. ESP is generally designed for intermediate or advanced students. 5. Most ESP courses assume some basic knowledge of the language systems.
After reviewing some definitions and characteristics of ESP above, it is clear that ESP is designed to provide the approach of English learning with
materials that related to the learners‟ need and interests. Therefore, knowing learners‟ need in learning English is very important. The activity to identify
learners‟ need called need analysis. It was discussed in the next point of this thesis.
b. The Need Analysis
What makes ESP different from English for general purpose is the awareness towards the
learners‟ needs. In ESP, learners‟ need is a very important aspect to conduct learning.
To fulfill the learners‟ need, researchers
need to conduct need analysis. Need analysis can be simply defined as the activity to identify the learners need to learn in the learning process.
Richards and Schmidt 2002:353 defines needs analysis as the process of deciding the needs of learners who learn language and arranging
the needs based on priorities. Furthermore, needs analysis is needed to find out:
a.the situations when a language will be used b.the aims and goals for which the language is needed
c.the types of communication which will be used d.the level of proficiency needed
According to Richards 2006: 12 needs analysis is an activity to decide the specific characteristics that will be used in specific purposes rather
than general purpose. Furthermore, needs analysis can be conducted through surveys, observation, interviews, and situation analysis in the target setting.
The result of the need analysis can be used to consider the vocabulary, grammar, texts, functions, and other skills for developing the materials.
Hutchinson and Waters 1987 : 54 states two types of needs: target need and learning need. Target need is viewed as what the learners needs to do in
the target situation. What included in target needs are necessities, lacks, and wants. Necessity is what the learner must know so they can be functioned
effectively in target situation. Then, there is lack which can be defined as the gap between the learners already knew and what the learners must know. The
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