19
Figure 1: Factors Affecting ESP Course Design Hutchinson and Waters, 1987: 22
In the process of designing ESP course, there are some approaches underpinning the ESP course design as proposed by Hutchinson and Waters
1987. The first approach is Language-centred approach. This approach generates the simplest kind of course design process. Thus, English teachers have become
comfortable with it. The process of the language-centred course design involves: Identify learners‟ target situation and select theoretical views of language; identify
linguistic features of target situation; create syllabus; design materials to exemplify syllabus items; establish evaluation procedures to test acquisition of
syllabus items. The second is Skills-centred approach. This approach aims to help learners develop skills and strategies which will continue to develop even after the
ESP course is over. The process of the skills-centred course design involves:
20 Identify target situation; analyze skillsstrategies required to cope in target
situation; write syllabus; select texts and write exercises to focus on skillsstrategies in syllabus; establish evaluation procedures which require the use
of skillsstrategies in syllabus. The last is Learning-centred approach. In this approach, the learners are seen as the center of the learning. Hence, the learners
have the authority to determine what they will learn. The learning process lets the learners have the opportunities to make use of their existing knowledge and
proficiency to make sense of new information. The process of the learning-centred course design involves: Identify learners; analyze learning situation and target
situation; identify attitudeswantspotential of learner; identify skills and knowledge needed to function in the target situation; write syllabusmaterials to
exploit the potential of the learning situation in the acquisition of the skills and knowledge required by the target situation.
Considering the discussion above, the ESP course design can be concluded as the process of generating an ESP course for ESP learners who have specific
needs in learning English. Then, there are three approaches which have something to do with the ESP course design: Language-centred approach, skills-centred
approach, and learning-centred approach. Each approach has a different perception regarding the way the English course should be conducted.
d. Students of Hotel Management Department as ESP Learners
SMK N 1 Sewon is one of vocational high schools taking Hotel Management as one of their study programs to offer. Based on the preliminary
observation, the students of Hotel Management department are certainly in need
21 to master English in both active and passive communication for their academic
and non-academic purpose. They are required to achieve both academic and non- academic purpose in order to be able to continue their academic study further or to
look for jobs after graduating. As mentioned in Mackay 1978, the academic needs refer to the use of English in context where English is required for further
academic study, while the non-academic one refers to job needs in which English is required to perform certain jobs.
Referring to the students‟ needs in mastering English, the students are then considered as ESP learners. As stated in Hutchinson and Waters 1987, the
difference between ESP and general English lies in the awareness towards the students‟ needs. In this case, the relevant English instructions and materials are
really needed to provide the students‟ needs as ESP learners.
3. Learning Materials a. The Nature of Learning Materials
Tomlinson 1998: 2 defines learning materials as any means that facilitate teachers or learners to conduct language learning. Learning materials can be found
in the forms of textbooks, CDs, cassettes, scripts, and etc. In accordance with the definition of learning materials, Tomlinson 2008
cites that a material should provide sufficient input for the needs of authentic language use and include activities that allow the learners to be able to observe the
texts being learnt. Moreover, the designed materials should be considered as a source of information for teachers to conduct the learning activities. Teachers
should be able to explore the materials and develop it by considering their
22 students‟ needs. Therefore, in order to provide the best learning materials that fit
the students‟ needs, teachers need to know the criteria of good learning materials. The following explanation mentions the requirements of learning materials to be
considered as good materials, especially for vocational high schools students.
b. Crite ria of Good Learning Materials for Students of Hotel Management Department
In order to be able to develop materials appropriate to vocational high school students, especially students of Hotel Management department, some
modifications regarding the requirements of good learning materials are made. Based on the characteristics of good language instructional materials proposed by
Tomlinson 1998, the modifications of criteria of good learning materials for students of Hotel Management department are:
1 Materials should achieve impact in terms of learning needs and target needs
especially of students of Hotel Management department. 2
Materials should help learners feel at ease. 3
Materials should help learners develop confidence as if they do jobs in a hotel in real situation.
4 What is being taught should be perceived by learners as relevant and useful
for the hotel jobs they will do. 5
Materials should require and facilitate learner self-investment. 6
Materials should prepare learners to acquire the points of being taught. 7
Materials should expose the learners to language in authentic use, especially ones related to the hotel situation.
8 The learners‟ attention should be drawn to linguistic features of the input.
9 Materials should provide the learners with opportunities to use the language
and terms especially used in hotels to achieve communication purposes in both oral and written.
10 Materials should take into account that the positive effects of instruction are
usually delayed. 11
Materials should take into account that learners have different learning styles. 12
Materials should take into account that learners have differ in affective attitudes.
13 Materials should permit a silent period at the beginning of the instruction for
the learners need to concentrate before doing the tasks.
