and synonyms, etc. Brown, 2000: 343
2. English for Specific Purposes ESP
a. The Definition of ESP
Hutchinson and Waters 1987: 19 define ESP as an approach to language teaching in which the decisions related to content and method are
based on learner need and learner’s reason for learning. In addition, Johns in Paltridge Starfield, 2013: 2 states that ESP is the teaching and learning of
English whe re the learners’ goal is to use English in particular field. Further,
Nunan 2004: 7 adds that ESP is an important subcomponent of language teaching which has its own approaches to curriculum development, materials
design, pedagogy, testing and research. Thus, it can be said that ESP is an approach of language teaching based
on the learners’ needs in using English.
b. The Need Analysis in ESP
Need analysis is the procedures in gathering information about the learners’ needs as the basis for developing the curriculum Richards, 2001:
51; Brown, 1995: 35. Furthermore, Hutchinson and Waters 1987: 12 define need analysis as identifying the target situation and carrying out the detailed
analysis of the linguistic features that will form the syllabus of the ESP course.
Richards 2001: 53 lists the reasons why need analysis should be conducted before designing materials as follows:
continued
1 Determining current levels of language proficiency
2 Determining the language learners who need language training
3 Identifying learners’ perceptions of language problems and difficulties
they face 4
Ascertaining the types of transactions that will be typically performed in English
5 Determining the language characteristics of each transaction
6 Assessing the extent to which the learners’ needs are met by currently
available textbooks and other materials Hutchinson and Waters 1987: 54 divide needs into two types namely
target needs and learning needs. Target needs mean what the learners need to do in the target situation. Target needs include necessities, lacks, and wants.
‘Necessities’ is what the learner has to know in order to function effectively in target situation. It is not enough to know the necessities only, we need to
know the learners’ lacks as well. Lacks mean the gap between what the learner already knows and what the learner needs to know. The last is dealing
with the learner s’ wants. Want is the learners’ view to what their needs are.
While learning needs mean the knowledge and abilities the learners will require in order being able to perform to the required degree of competence in
the target situation Hutchinson and Waters, 1987: 60. Accordingly, conducting need analysis before designing the materials is
important. The need analysis results are used to make the decision on developing the appropriate materials.
3. Theory of Learning: Zone of Proximal Development
The term of Zone of Proximal Development ZPD is probably well- known as the idea of Lev Vygotsky. This concept is now widely used in
studies about teaching and learning in many subject areas and one of them is in second or foreign language learning.
Vygotsky 1982, in Hedegaard, 2005: 224-225 believes that children can perform much better in doing something when they are guided by adult or
more experienced and competent people than when they do alone. He also believes that what the children can do in collaboration today they can do
independently tomorrow. Then, he defines ZPD as the distance between the level of solved task that can be performed with adult guidance and help and
the level of solved task that can be performed independently. Chaiklin in Kozulin et al., 2003: 40 adds that ZPD presupposes an
interaction between more competent person and a less competent person on a task, then the less competent person becomes independently experienced at
what was a joint-accomplished task. In this case, the tasks are designed based on the theory of ZPD. It
implies in the task setting, the way tasks are being done by the students. Students are given the chance to do the tasks with the teacher guidance or do
the tasks with their peers in pairs or in groups. Then, after the students experienced and understood with the tasks, situations, and topics, students are
provided with the free guided or individual tasks.
4. Task-based Language Teaching TBLT
a. The Definition of TBLT
Task-based Language Teaching TBLT or Task-based instruction is a methodology that can be regarded as a developing from a focus on classroom
processes Richards, 2006: 30. Further, Richards and Renandya 2002: 93 add TBLT as the use of task which serve to facilitate meaningful
communication and interaction. Moreover, Willis Willis 2007: 1 and Nunan 2004: 19 state that
Task-based Language Teaching is the effective way to teach a language as TBLT engages the learners in the real language use in the classroom and the
materials used are closely with the students’ daily life. Thus, it can be summarised that TBLT is a methodology that uses tasks
to engage the learners in the real language use in the classroom.
b. The Principles of Task-based Language Teaching TBLT
Nunan 2004: 35 underlines the seven principles of TBLT as follows. 1
Scaffolding Lessons and materials should provide supporting framework within
which the learning takes place. At the beginning of the learning process, learners should not be expected to produce language that has not been
introduced either explicitly or implicitly. 2
Task Dependency Within a lesson, one task should grow out of, and build upon, the ones
that have gone before.
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