DEVELOPMENT ESP MATERIALS FOR STUDENTS FOR LAW FACULTY.
ABSTRACT
Matondang, Marbaeni. K.D. Registration Number: 72188330028. Developing
ESP Materials for Students of Law Faculty. A Thesis. English Applied
Linguistic Study Program, State University ofMedan.2011
During the recent years, English has increasingly become a medium for teaching
and learning of other subjects. This use of English as an auxiliary language is
especially important in many countries, which rely to a great extent on 'textbooks
written in English, especially at the university level. However, English is taught in
this major is not General English anymore. English for Specific Purposes (ESP) is
the suitable and important course to be applied to teach students. The objectives of
this qualitative research were identifying the language skills and developing
English materials for students of Law Faculty, University of Simalungun,
Pematangsiantar. The researcher observed the available English materials that
were used by the lecturer. Based on the evaluation, it seems that some of the
materials were not related to the field of the study, i.e Law. In order to
accommodate the students' future career, a needs analysis was carried out so as to
discover the present situation analysis (PSA) and target situation analysis (TSA).
A questionnaire and interview questions were used as the instruments of the data
collection. The responses given by the students and lecturer were analyzed, using
percentages. The research findings reveals that the students preferred to have
speaking (52.5%) and Reading 22.5%) and these two skills were related to the
students' lack. They would like to have the practice (72.5%) more than the theory
and 25% would like theory and practice if the same balance. They would like to
communicate (77.5%) in English and the teaching materials should be related to
the authentic issues as their m~or
field. A communicative syllabus should be
created i.e. to see the language in use. Based on the results of the study,
conclusions, implications, and suggestions are directed to the enhancement of
teaching-learning process and the lecturer should be aware of the importance of
revising and updating the materials in connection with the hot issues of the
present time.
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THESIS
DEVELOPING ESP MATERIALS FOR STUDENTS OF
LAW FACULTY
BY
MARHAENI K.D MATONDANG
Registration Num ber: 072188330028
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
THE STATE UNIVERSITY OF MEDAN
This thesis was examined on 10tb February 2011 by Board
Examiners
Approved by
Adviser Commission
Adviser II
The Head of English Applied
Lin · c
dy Program
APPROVED
This thesis was examined on lOthFebruary 2ill by Board
Examiners
I
Prof. Tina Mariany, M.A., Ph.D
NIP: 19440302 196902 2 001
Prof. T. Silvana Sinar, M.A., Ph.rltl&a/!,.
NIP: 19540916 198003 2002
'--"='
Dr. Eddy Setia, M.Ed., TESP
NIP : 19570412 198403 1 001
Dr. Didik Santoso, M.Pd
NIP: 19660616199403 1006
•
AKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful.
Praise be Allah, the cherisher and sustainer of the world, that has given his
blessing, sturdiness, and patience, so that the researcher can finish her thesis as a
partial fulfillment of the requirements for post graduation degree of Magister
Humaniora.
In writing this thesis, she has encountered a lot of difficulties since the
beginning to the last; many people have directly helped her in finishing this thesis.
She would like to acknowledge her deep gratitude for all of them for their
generous guidance and assistance.
She would like acknowledge with gratitude the time and effort extended
on the thesis by the respective Advisers, Prof. Tina Mariany Arifin, M.A.Ph.D
First Adviser and Prof.Amrin Saragih, M.A. Ph.D., Second Adviser for their
understanding, efforts and willingness to share their valuable time especially for
comments, advice, corrections, and suggestions.
She would like to thank the reviewers and examiners, Prof. T. Silvana
Sinar, M.A.,Ph.D., Dr. Eddy Setia, M.Ed., TESP, and Dr. Didik Santoso, M.Pd,
for their valuable input to furnish this thesis. She also wishes to express thanks to
all lecturers who have given her the valuable knowledge during her study at the
English Applied Linguistics Study Program, Postgraduate School, and State
University of Medan. She would also like to express her appreciation of the
interest shown by the lecturer of Law Faculty, Masdin Saragih SH., MH, Ridwan
ii
Manik M.Hum with whom she discussed about the legal terms and lent her a book
related to the Law.
She would also like to express her very deepest thanks to her Mom, Hj
Mularia Saragih, her sisters, especially to Dra. Hj . Tuty Dwi Sriaty Matondang
and her brothers who have given suggestions and encouragement.
She remains grateful. as ever, to her husband, Nurman Pattimura and also
to her beloved children, Ria Novira Mantika, Fahryn Patka Aprinsyah and Avifa
Trizki Adeira, who have given endless love, spirit, support, and pray to finish the
study. She would like to give a special thank to Drs. Ridwin Purba M.Pd., Drs
Marasi Manurung, M.Hum, and lr. Kataresada Ketaren MT who always share
their time.
Special thanks is delivered to, Januarison Saragih, SH., M.H Dean of Law
Faculty of University ofSimalungun, Pematangsiantar,
Finally she gratitude to her classmates and friends, Masdelina, Maria, Ayu,
Sahat, Salmah, Wiki, Yohana, Yolferi, Maslatif, Ora Anita Purba, M.Hum, Ora
Meriany Pulungan, Ir Asril Nizar, Dewi Kirana S.E M.M, Hotma Napitu B.A and
Noni (Fahraini) for their supports and prayers.
Medan,
December 2010.
The writer,
Marhaeni K.O. Matondang
Registration Number 07218833028
iii
TABLE OF CONTENTS
Page
ABSTRACT ..................... ; .................................... . ........... .
ACKNOWLEDGEMENTS ..................... ......... ... ... ......... .•........
ii
TABLE OF CONTENTS .............................................................................
iv
vii
LIST OFTABLES ......................................................................................
LIST OF FIGURES ...................................................................................
viii
CHAPTER 1: INTRODUCTION................................................................
1
1.1 The Background of the Study .................. .... ........ .. .
1.2 The Research Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
1.3 The Objective of the Research . .. .. ... ....... .. . .. .... .... ... .....
4
1.4 The Scope ofthe Research..........................................
4
1.5 The Significance of the Study ................................... .
5
CHAYfER ll : REVIEW OF LITERATURE............................................
7
2.1
The Origin and the Growth of ESP. . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.1.1 The Origin of ESP ... ..... ....................... ........ ....
7
2.1.2 The Growth of ESP .................. ........ ... ......... ...
8
What is ESP..............................................................
9
2.2.1 Absolute Characteristics....................................
9
2.2.2 Variable Characteristics ....................................
10
2.3
Types ofESP................................................................
11
2.4
The Difference of ESP to General English..................
15
2.5
Need Analysis and Evaluation...................................
16
2.2
iv
-z
?
2.5.1 Needs Analysis .................................................
16
2.5.1 .1 Present Situation Analysis (PSA) ...................
17
2.5.1.2 Target Situation Analysis (TSA)....................
17
2.5.2 Identifying Learned Target Situation........... .
20
2.6 Course Design............................................................
21
2. 7
Evaluation ............... .................. ...... .... ......... .. . .........
22
2.8
Material Development on Processes of ESP..............
23
2.9
Selecting Theoretical Views of Language.................
24
2.9.2 Structural Linguistics . . .. .... . .. .. . .. . .. . . .. . . . .. . ..
24
2.9.3 Language Variation and Register Analysis......
25
2.9.4 Functional and National Grammar................
25
2.10 Developing Materials...............................................
27
2.11 Revising Material .............................................. ......
28
2.11.1 Application Material Syllabus .. .....................
29
2.1 L2 Material Development ...................... ....... ......
30
2.12 Teaching and Learning Processes..............................
32
2.13 English for Law .......................................................
32
2.14 Conceptual Frameworks... .......................... .....
33
CHAPTER ID: ME1HOD OF RESEARCH..............................................
34
3.1 Research Design........................................................
34
3.2 Subject of the Study...................................................
34
3.3
34
Data and Source of Data.................... ..........................
v
3.4 Data Collection ..........................................................
35
3.5
35
Techniques of Analyzing Data ...................................
CHAYfER IV: DATA ANALYSIS AND RESEARCH FINDING......
4.1 Data Analysis . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . . .. .. .. . . . . . . ....
4.2
4.2.1 The Result of Need Analysis . . . . .. .. . . .. . . . . . .. .. .. ...
36
4.2.1.1 The Existing Materials ........... .. .... .......
36
4.2.1.2.2 Students' Lack
..................... .... ..
37
39
4.2. 1.2.3 Students' Learning Needs .. .. .. .. .
41
4.2.1.4 Problem Finding .. .. .. .. . .. .. .. .. .. .. .. .. .. .. .. ..
44
4.2.2 The result of Competency Analysis
?
36
Research Finding . . . . . .. . . . . . .. .. . . . . . .. . . . . . . . .. .. . . . . . . . .. . .. 36
4.2.1.2.1 Students Target Needs .. ... .. .... . .. .. .... .
z
36
.. .. .. .. .. ....
45
4.2.2.1 Formulation of the Competency.................
45
4.2.2.2 Theoretical Model of English Material..........
45
4.2.3 Learning Objective ................................. .
45
4.2.4 Material Production ................................. .
45
4.2.5 Tentative Model of English Material ............ ..
47
4.2.5.1 Draft of English Materials ...................... ..
47
4.2.6 The Result ofExperts' and Lecturer Analysis .. .
62
CHAPTER V: CONCLUSIONS, IMPLICATION AND SUGGESTIONS 63
5.1 Conclusions ................................. ..................... 63
5.2 Implication ..... .... .. ..... ... ........ ..... ... ............ ....... 63
5.3 Suggestions ..... ... .. ... ........................... ...........
vi
64
REFERENCES............................................................................................... 65
LIST OF APPENDIXES ...............................................................................
vii
67
LIST OF TABLES
Page
Table
4.1
The Students' Target Need of Language Skill..................
4.2
Students'
4.5
-z
?
La
~k
. •. . . .... ••• •. •. . . .. . .. .. •. . .. . .. ••.. .. . .. .. . . .... .......
37
40
Students' Preference of Teaching Methodology....... ........
41
Students' Preference of Teaching Methodology................
42
Students' Prefn~
43
of Teaching Materials .................. ..
m
viii
LIST OF FIGURES
Figure
Page
2.1
TbeTreeofELT ......................................................
14
2.2
Factors affecting ESP Course Design ••• •••.... •.. .. .. .. .. .. •••..
22
2.3
A Material Design Model ... ..................... ... ............ .....
31
-z
?
m
ix
CHAPTER I
INTRODUCTION
1.1
The Background of the Study
In this globalization
era. all
aspects of life are changing rapidly. Science
and technology, for instance has become more and more complicated. In short. the
change of social pattern, has created gaps between today and the future. To cope
up with the changes, and competitions, it is inevitable that English language
shows its potential role in all aspects of knowledge. It is obvious that English is
regarded as a foreign language in Indonesia and it is moving in its position to be a
second language.
English as an international language plays a very vital role in all kinds of
fields such as, business, law, education, health, tourism, international relationship,
scientific, and technological. It attracts many people in many cases, especially in
this globalized era, it seems of great importance for everyone to master it well, in
terms of the first language skills so as to position one, to be regarded as important
and can well communicate with all people.
Considering that English is one of the most important languages said that
English is the key to
success because most
scientific books are written in
English. Due to this fact, almost all people would like to master it well. Indonesia
as a developing country, should respond to this era, by preparing students to be
able to communicate orally and written because it is the pointing up to the
university level, and English is given in the second semester although it is just as
a basic general subject at university but all departments should take it as a
compulsary. There is hardly a condusive environment where English is used as a
means of communication. Outside the classrooms or courses, English will no
longer be spoken or written. Therefore, English atmosphere should be created so
that students always keep up with English. By mastering English, learners are
going to be familiar with English text, which can enrich their knowledge.
The teaching of English in Indonesia is widespread and improving, as seen
from the initiation of the government policy to train and upgrade English teachers
for teaching English well. Many schools have used the language laboratory to
make teaching English becomes more effective and efficient
A quite devastating result from the National Examination shows
unsatisfactory scores obtained by the students. Most of them cannot perfonn the
language skills well, namely listening, speaking, reading, and writing. Listening is
the easiest skill to master and writing is the most difficult. Each of those four
skills has a different way of learning. For instance, if one wants to excel in
speaking one should take a different path of learning than if one wants to be able
to write well in the language. Listening and speaking, however, are tightly
connected to each other. And so, is case of reading and writing. On the other hand,
many students at the University Level can not use English, they must ask
somebody to translate the English texL It is because the materials taught are not
based on the students' needs.
2
The law students at university who learn English as a compulsory subject
also face by the failure of studying it. The implementation of needs analysis is
expected to solve students' problem in studying English, so that the materials
understudy should be associated with their future career.
The Law Faculty of Simalungun University in Pematangsiantar has the
objective of preparing graduates to really master the knowledge of legal matters.
Instead of learning law, English is given as a general subject to students. In fact,
by mastering English, students are expected to be able to absorb knowledge of law
from English law text books. Yet, since the materials for teaching English are not
designed for the students' needs and the teaching-learning process become
unsuccessful. Most of the graduates who become a lawyer can not give a legal
advice to the foreign clients for their cases, because they can not communicate in
English fluently.
In Indonesia, there are many cases related to international matters, such as,
immigration system. trading system, marriage, traficking, divorce, and adoption
system. That is why many lawyers who can communicate in English fluently are
needed by many clients. But the problem is the lawyers can not speak English
fluently. With the globalization of law and the conditioning of international
communication, the demand of English for Specific Purposes (ESP) is expanding,
Even though English is given as a compulsory subject in the Faculty of
Law of Simalungun University for many years, the materials of English are
limited and specialized to sentence structure and also to some legal terms.
3
In response to that problems. it is really important to help the students of
Law Faculty of Simalungun University to adapt today's competitive society. The
researcher as a lecturer at that university, is vey much interested in planning to
develop English teaching materials that can be used to enhance the teachinglearning process.
1.2
The Research Problem
In this reseach, the research problems are formulated as the following.
1.
What language skills are needed by students the of Law Faculty?
2.
How should the English materials be developed for the course for the
students of Law Faculty?
The Objective of the Study
In line with the problems above, the objectives are to
1.
identify language skills and needed by the students of Law Faculty and
2.
develop English materials are for the students of Law Faculty
1.4
The Scope of the Study
In this research the researcher focuses and gives limits of the reseach on
Developing ESP Materials for students of Law Faculty at the University of
Simalungun aitd how the materials are presented to the students.
4
In this part. the researcher will search the process of developing the
materials based on the existing materials developed by the lecturer of English in
the Law Faculty of
Simalungun University. On the other hand, she will
implement the materials which have been developed and make the analysis on the
materials whether they are suitable to be given to the students
1.5
The Significance of the Study
Findings of study are expected to be useful theoritical and practically
This research is expected to be a valuable source of infonnation, in
connection with the theoretical as well as practical aspects. Theoretically this
research is hoped be useful in the effort to develop science, especially in the
development of theories of English for Specific Purposes. It should be very
valuable for teachers and in this case lecturers in order to enhance the teaching of
English for specific field. It can also serve as a source of references and valuable
infonnation for future researches.
The practical value is that it will give some ideas and thoughts to
communicate effectively and effeciently to students who take it as a course of
compulsary subject. This research is hoped to be use as guidelines for lecturers
lecturing in English for Law and other lecturers as well, in their attempt to
develop specific materials as related to the students field of study. So, the fmdings
should be very useful and become a sample of how teaching materials can be
directed to the students' needs.. Also, for the lecturers, it is expected that the
findings will arouse English teachers in terms of promoting the relevant materials
5
to be taught. It can be concluded that the conduction of Present Situations analysis
and Target Situation Analysis will be very beneficial for the development of
teaching and learning materials.
6
CHAPTERV
CONCLUSIONS, IMPLICATION, AND
SUGGESTIONS
5.1. Conclusions
After analyzing the data, some conclusions are drawn as the following
1. Teaching in different major as in Law Faculty is a hard work to the
lecturer because they have to master not only English but also a little
about legal knowledge
2. Need analysis is the primary point in teaching.
3. Language skiiJs which are needed by the students of Law Faculty are
-z
speaking and reading.
4. ESP materials are very important to be taught because it can improve
English ability and it can also support the students' legal knowledge.
5. ESP materials must be actual : issues related to the actual legal
?
knowledge in order it can be a stimulus for the students to learn
English.
5.2. Implications
The implication are stated as follow
1.
First, the result of the research shows that the existing materials are
not suitable to the students' needs. From the language skills, they
..
needed most are speaking and reading.
63
2.
Second, the research fmding also gives the implication to the lecturer
of Law Faculty at the University of Simalungun to be able to improve
his/her teaching materials which have its relevance to the
students'needs. On the other hand, he/she will conduct suitable
methods of teaching that the teaching will be running smoothly
3.
Third,
this research has given implication to the researcher that
teaching materials will be suitable to the students' needs in order to
motivate or encourage the students to study.
5.3 The Suggestions
Suggestion are stated as follow
1.
-z
?
The teaching of English in Law Faculty in University of Simalungun
should apply ESP.
2.
To achieve the effective teaching learning process especially in the
teaching of ESP, needs analysis of the students are absolutely
needed.
3.
ESP materials should be actual issues in line with legal knowledge in
order to stimulate the students' motivation to study English
64
REFERENCES
Bogdan, R.C. & Biklen, S. K. 1982. Qualitative Research for Education (An
Introduction to Theory and Methods). Allyn and Bacon Boston: Schuster,
Inc.
Carey, S. (1985). Are children fundamentally different kinds of thinkers and
learners from adults? In S.F. Chipman, J.W. Segal & R. Glaser (eds.),
Thinking and Learning Skills, 2. Hillsdale, NJ: Erlbaum. 485-517.
Reprinted by Open University Press: Open University Readings in
Cognitive Development
Carter, D. (1983): Some Propositions about ESP, The ESP Jourlflll, 2,131 -137
Chomsky, N. (1957) Syntactic Structures, The Hague: Mouton. (First work on
Transformational Grammar.)
Creswell, J.W. 2006. Educational Research : Planning, Conducting, and
Evaluating Quantitative and Qualitative Research. New Jersey Pearson.
Merrill Prentice Hall.
Dick, W & Carey, L. 1990. The Systematic Design of Instruction. USA: Harper
Collins Publishers.
Duoglas, D. 2000. Assessing Language for Specific Purposes. Cambridge :
Cambridge University Press.
Dudley-Evans, T. and StJohn, MJ. 1998. Developments in English for Specific
Purposes. United Kingdom : Cambridge University Press.
Gatehouse, K. 200 I. Key Issues in English for Specific Purposes Curriculum
Development. The Internet TESL Journal, Vol. VII, No. I 0 Accessed
August, 5th, 2009
Hart, H.L.A. 1961. The Concept of Law . London : Oxford University Press .
Indonesia Legal Center Publishing. 2008. For Law Justice Reform.
Jakarta : CV Karya Gemilang
Hutchinson, T & Waters, A. 1987. English f or Specific Purpose. Cambridge :
Cambridge University Press.
65
Jones, G. (1990). ESP textbooks: Do they really exist? English for Specifk
Purposes, 9, 89-93.
Mackay, R. & Mountford, A. (Eds.) (1978): English for Specific Purposes: A
Case Study Approach. London: Longman.
Nunan, D. 1988. Syllabus Design. Hongkong: Oxford University Press
Nur, A. 2005. English for Specific Purposes. Law
Bandung : Cita Pustaka Media
(Bahasa Inggris Hukum).
Rangkuti, H. 1992. English for Specific Purposes Law. Jakarta: PT. Gramedia
Robinson, P. 199 I. ESP Today A practioner 's Guide. UK Prentice Hall.
Spiropoulou,M.I996. Producing ESP Materials. FORUM, Vol. 34 no 3, JulySeptember.
z
?
m
66
Matondang, Marbaeni. K.D. Registration Number: 72188330028. Developing
ESP Materials for Students of Law Faculty. A Thesis. English Applied
Linguistic Study Program, State University ofMedan.2011
During the recent years, English has increasingly become a medium for teaching
and learning of other subjects. This use of English as an auxiliary language is
especially important in many countries, which rely to a great extent on 'textbooks
written in English, especially at the university level. However, English is taught in
this major is not General English anymore. English for Specific Purposes (ESP) is
the suitable and important course to be applied to teach students. The objectives of
this qualitative research were identifying the language skills and developing
English materials for students of Law Faculty, University of Simalungun,
Pematangsiantar. The researcher observed the available English materials that
were used by the lecturer. Based on the evaluation, it seems that some of the
materials were not related to the field of the study, i.e Law. In order to
accommodate the students' future career, a needs analysis was carried out so as to
discover the present situation analysis (PSA) and target situation analysis (TSA).
A questionnaire and interview questions were used as the instruments of the data
collection. The responses given by the students and lecturer were analyzed, using
percentages. The research findings reveals that the students preferred to have
speaking (52.5%) and Reading 22.5%) and these two skills were related to the
students' lack. They would like to have the practice (72.5%) more than the theory
and 25% would like theory and practice if the same balance. They would like to
communicate (77.5%) in English and the teaching materials should be related to
the authentic issues as their m~or
field. A communicative syllabus should be
created i.e. to see the language in use. Based on the results of the study,
conclusions, implications, and suggestions are directed to the enhancement of
teaching-learning process and the lecturer should be aware of the importance of
revising and updating the materials in connection with the hot issues of the
present time.
r,Hl!K PERPUSTAKAAN
UNIMED
.
....
...
.....
'j
:j
~
::
'
. r:1
~
i3
....
)
tl
2
;)
'r:1
I':J
tl
?::
I>
~
:0
.....
l>
~
:n
't'j
::>
::tl
i
•'
ll
z
?
m
THESIS
DEVELOPING ESP MATERIALS FOR STUDENTS OF
LAW FACULTY
BY
MARHAENI K.D MATONDANG
Registration Num ber: 072188330028
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
THE STATE UNIVERSITY OF MEDAN
This thesis was examined on 10tb February 2011 by Board
Examiners
Approved by
Adviser Commission
Adviser II
The Head of English Applied
Lin · c
dy Program
APPROVED
This thesis was examined on lOthFebruary 2ill by Board
Examiners
I
Prof. Tina Mariany, M.A., Ph.D
NIP: 19440302 196902 2 001
Prof. T. Silvana Sinar, M.A., Ph.rltl&a/!,.
NIP: 19540916 198003 2002
'--"='
Dr. Eddy Setia, M.Ed., TESP
NIP : 19570412 198403 1 001
Dr. Didik Santoso, M.Pd
NIP: 19660616199403 1006
•
AKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful.
Praise be Allah, the cherisher and sustainer of the world, that has given his
blessing, sturdiness, and patience, so that the researcher can finish her thesis as a
partial fulfillment of the requirements for post graduation degree of Magister
Humaniora.
In writing this thesis, she has encountered a lot of difficulties since the
beginning to the last; many people have directly helped her in finishing this thesis.
She would like to acknowledge her deep gratitude for all of them for their
generous guidance and assistance.
She would like acknowledge with gratitude the time and effort extended
on the thesis by the respective Advisers, Prof. Tina Mariany Arifin, M.A.Ph.D
First Adviser and Prof.Amrin Saragih, M.A. Ph.D., Second Adviser for their
understanding, efforts and willingness to share their valuable time especially for
comments, advice, corrections, and suggestions.
She would like to thank the reviewers and examiners, Prof. T. Silvana
Sinar, M.A.,Ph.D., Dr. Eddy Setia, M.Ed., TESP, and Dr. Didik Santoso, M.Pd,
for their valuable input to furnish this thesis. She also wishes to express thanks to
all lecturers who have given her the valuable knowledge during her study at the
English Applied Linguistics Study Program, Postgraduate School, and State
University of Medan. She would also like to express her appreciation of the
interest shown by the lecturer of Law Faculty, Masdin Saragih SH., MH, Ridwan
ii
Manik M.Hum with whom she discussed about the legal terms and lent her a book
related to the Law.
She would also like to express her very deepest thanks to her Mom, Hj
Mularia Saragih, her sisters, especially to Dra. Hj . Tuty Dwi Sriaty Matondang
and her brothers who have given suggestions and encouragement.
She remains grateful. as ever, to her husband, Nurman Pattimura and also
to her beloved children, Ria Novira Mantika, Fahryn Patka Aprinsyah and Avifa
Trizki Adeira, who have given endless love, spirit, support, and pray to finish the
study. She would like to give a special thank to Drs. Ridwin Purba M.Pd., Drs
Marasi Manurung, M.Hum, and lr. Kataresada Ketaren MT who always share
their time.
Special thanks is delivered to, Januarison Saragih, SH., M.H Dean of Law
Faculty of University ofSimalungun, Pematangsiantar,
Finally she gratitude to her classmates and friends, Masdelina, Maria, Ayu,
Sahat, Salmah, Wiki, Yohana, Yolferi, Maslatif, Ora Anita Purba, M.Hum, Ora
Meriany Pulungan, Ir Asril Nizar, Dewi Kirana S.E M.M, Hotma Napitu B.A and
Noni (Fahraini) for their supports and prayers.
Medan,
December 2010.
The writer,
Marhaeni K.O. Matondang
Registration Number 07218833028
iii
TABLE OF CONTENTS
Page
ABSTRACT ..................... ; .................................... . ........... .
ACKNOWLEDGEMENTS ..................... ......... ... ... ......... .•........
ii
TABLE OF CONTENTS .............................................................................
iv
vii
LIST OFTABLES ......................................................................................
LIST OF FIGURES ...................................................................................
viii
CHAPTER 1: INTRODUCTION................................................................
1
1.1 The Background of the Study .................. .... ........ .. .
1.2 The Research Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
1.3 The Objective of the Research . .. .. ... ....... .. . .. .... .... ... .....
4
1.4 The Scope ofthe Research..........................................
4
1.5 The Significance of the Study ................................... .
5
CHAYfER ll : REVIEW OF LITERATURE............................................
7
2.1
The Origin and the Growth of ESP. . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.1.1 The Origin of ESP ... ..... ....................... ........ ....
7
2.1.2 The Growth of ESP .................. ........ ... ......... ...
8
What is ESP..............................................................
9
2.2.1 Absolute Characteristics....................................
9
2.2.2 Variable Characteristics ....................................
10
2.3
Types ofESP................................................................
11
2.4
The Difference of ESP to General English..................
15
2.5
Need Analysis and Evaluation...................................
16
2.2
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2.5.1 Needs Analysis .................................................
16
2.5.1 .1 Present Situation Analysis (PSA) ...................
17
2.5.1.2 Target Situation Analysis (TSA)....................
17
2.5.2 Identifying Learned Target Situation........... .
20
2.6 Course Design............................................................
21
2. 7
Evaluation ............... .................. ...... .... ......... .. . .........
22
2.8
Material Development on Processes of ESP..............
23
2.9
Selecting Theoretical Views of Language.................
24
2.9.2 Structural Linguistics . . .. .... . .. .. . .. . .. . . .. . . . .. . ..
24
2.9.3 Language Variation and Register Analysis......
25
2.9.4 Functional and National Grammar................
25
2.10 Developing Materials...............................................
27
2.11 Revising Material .............................................. ......
28
2.11.1 Application Material Syllabus .. .....................
29
2.1 L2 Material Development ...................... ....... ......
30
2.12 Teaching and Learning Processes..............................
32
2.13 English for Law .......................................................
32
2.14 Conceptual Frameworks... .......................... .....
33
CHAPTER ID: ME1HOD OF RESEARCH..............................................
34
3.1 Research Design........................................................
34
3.2 Subject of the Study...................................................
34
3.3
34
Data and Source of Data.................... ..........................
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3.4 Data Collection ..........................................................
35
3.5
35
Techniques of Analyzing Data ...................................
CHAYfER IV: DATA ANALYSIS AND RESEARCH FINDING......
4.1 Data Analysis . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . . .. .. .. . . . . . . ....
4.2
4.2.1 The Result of Need Analysis . . . . .. .. . . .. . . . . . .. .. .. ...
36
4.2.1.1 The Existing Materials ........... .. .... .......
36
4.2.1.2.2 Students' Lack
..................... .... ..
37
39
4.2. 1.2.3 Students' Learning Needs .. .. .. .. .
41
4.2.1.4 Problem Finding .. .. .. .. . .. .. .. .. .. .. .. .. .. .. .. ..
44
4.2.2 The result of Competency Analysis
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36
Research Finding . . . . . .. . . . . . .. .. . . . . . .. . . . . . . . .. .. . . . . . . . .. . .. 36
4.2.1.2.1 Students Target Needs .. ... .. .... . .. .. .... .
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.. .. .. .. .. ....
45
4.2.2.1 Formulation of the Competency.................
45
4.2.2.2 Theoretical Model of English Material..........
45
4.2.3 Learning Objective ................................. .
45
4.2.4 Material Production ................................. .
45
4.2.5 Tentative Model of English Material ............ ..
47
4.2.5.1 Draft of English Materials ...................... ..
47
4.2.6 The Result ofExperts' and Lecturer Analysis .. .
62
CHAPTER V: CONCLUSIONS, IMPLICATION AND SUGGESTIONS 63
5.1 Conclusions ................................. ..................... 63
5.2 Implication ..... .... .. ..... ... ........ ..... ... ............ ....... 63
5.3 Suggestions ..... ... .. ... ........................... ...........
vi
64
REFERENCES............................................................................................... 65
LIST OF APPENDIXES ...............................................................................
vii
67
LIST OF TABLES
Page
Table
4.1
The Students' Target Need of Language Skill..................
4.2
Students'
4.5
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La
~k
. •. . . .... ••• •. •. . . .. . .. .. •. . .. . .. ••.. .. . .. .. . . .... .......
37
40
Students' Preference of Teaching Methodology....... ........
41
Students' Preference of Teaching Methodology................
42
Students' Prefn~
43
of Teaching Materials .................. ..
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LIST OF FIGURES
Figure
Page
2.1
TbeTreeofELT ......................................................
14
2.2
Factors affecting ESP Course Design ••• •••.... •.. .. .. .. .. .. •••..
22
2.3
A Material Design Model ... ..................... ... ............ .....
31
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CHAPTER I
INTRODUCTION
1.1
The Background of the Study
In this globalization
era. all
aspects of life are changing rapidly. Science
and technology, for instance has become more and more complicated. In short. the
change of social pattern, has created gaps between today and the future. To cope
up with the changes, and competitions, it is inevitable that English language
shows its potential role in all aspects of knowledge. It is obvious that English is
regarded as a foreign language in Indonesia and it is moving in its position to be a
second language.
English as an international language plays a very vital role in all kinds of
fields such as, business, law, education, health, tourism, international relationship,
scientific, and technological. It attracts many people in many cases, especially in
this globalized era, it seems of great importance for everyone to master it well, in
terms of the first language skills so as to position one, to be regarded as important
and can well communicate with all people.
Considering that English is one of the most important languages said that
English is the key to
success because most
scientific books are written in
English. Due to this fact, almost all people would like to master it well. Indonesia
as a developing country, should respond to this era, by preparing students to be
able to communicate orally and written because it is the pointing up to the
university level, and English is given in the second semester although it is just as
a basic general subject at university but all departments should take it as a
compulsary. There is hardly a condusive environment where English is used as a
means of communication. Outside the classrooms or courses, English will no
longer be spoken or written. Therefore, English atmosphere should be created so
that students always keep up with English. By mastering English, learners are
going to be familiar with English text, which can enrich their knowledge.
The teaching of English in Indonesia is widespread and improving, as seen
from the initiation of the government policy to train and upgrade English teachers
for teaching English well. Many schools have used the language laboratory to
make teaching English becomes more effective and efficient
A quite devastating result from the National Examination shows
unsatisfactory scores obtained by the students. Most of them cannot perfonn the
language skills well, namely listening, speaking, reading, and writing. Listening is
the easiest skill to master and writing is the most difficult. Each of those four
skills has a different way of learning. For instance, if one wants to excel in
speaking one should take a different path of learning than if one wants to be able
to write well in the language. Listening and speaking, however, are tightly
connected to each other. And so, is case of reading and writing. On the other hand,
many students at the University Level can not use English, they must ask
somebody to translate the English texL It is because the materials taught are not
based on the students' needs.
2
The law students at university who learn English as a compulsory subject
also face by the failure of studying it. The implementation of needs analysis is
expected to solve students' problem in studying English, so that the materials
understudy should be associated with their future career.
The Law Faculty of Simalungun University in Pematangsiantar has the
objective of preparing graduates to really master the knowledge of legal matters.
Instead of learning law, English is given as a general subject to students. In fact,
by mastering English, students are expected to be able to absorb knowledge of law
from English law text books. Yet, since the materials for teaching English are not
designed for the students' needs and the teaching-learning process become
unsuccessful. Most of the graduates who become a lawyer can not give a legal
advice to the foreign clients for their cases, because they can not communicate in
English fluently.
In Indonesia, there are many cases related to international matters, such as,
immigration system. trading system, marriage, traficking, divorce, and adoption
system. That is why many lawyers who can communicate in English fluently are
needed by many clients. But the problem is the lawyers can not speak English
fluently. With the globalization of law and the conditioning of international
communication, the demand of English for Specific Purposes (ESP) is expanding,
Even though English is given as a compulsory subject in the Faculty of
Law of Simalungun University for many years, the materials of English are
limited and specialized to sentence structure and also to some legal terms.
3
In response to that problems. it is really important to help the students of
Law Faculty of Simalungun University to adapt today's competitive society. The
researcher as a lecturer at that university, is vey much interested in planning to
develop English teaching materials that can be used to enhance the teachinglearning process.
1.2
The Research Problem
In this reseach, the research problems are formulated as the following.
1.
What language skills are needed by students the of Law Faculty?
2.
How should the English materials be developed for the course for the
students of Law Faculty?
The Objective of the Study
In line with the problems above, the objectives are to
1.
identify language skills and needed by the students of Law Faculty and
2.
develop English materials are for the students of Law Faculty
1.4
The Scope of the Study
In this research the researcher focuses and gives limits of the reseach on
Developing ESP Materials for students of Law Faculty at the University of
Simalungun aitd how the materials are presented to the students.
4
In this part. the researcher will search the process of developing the
materials based on the existing materials developed by the lecturer of English in
the Law Faculty of
Simalungun University. On the other hand, she will
implement the materials which have been developed and make the analysis on the
materials whether they are suitable to be given to the students
1.5
The Significance of the Study
Findings of study are expected to be useful theoritical and practically
This research is expected to be a valuable source of infonnation, in
connection with the theoretical as well as practical aspects. Theoretically this
research is hoped be useful in the effort to develop science, especially in the
development of theories of English for Specific Purposes. It should be very
valuable for teachers and in this case lecturers in order to enhance the teaching of
English for specific field. It can also serve as a source of references and valuable
infonnation for future researches.
The practical value is that it will give some ideas and thoughts to
communicate effectively and effeciently to students who take it as a course of
compulsary subject. This research is hoped to be use as guidelines for lecturers
lecturing in English for Law and other lecturers as well, in their attempt to
develop specific materials as related to the students field of study. So, the fmdings
should be very useful and become a sample of how teaching materials can be
directed to the students' needs.. Also, for the lecturers, it is expected that the
findings will arouse English teachers in terms of promoting the relevant materials
5
to be taught. It can be concluded that the conduction of Present Situations analysis
and Target Situation Analysis will be very beneficial for the development of
teaching and learning materials.
6
CHAPTERV
CONCLUSIONS, IMPLICATION, AND
SUGGESTIONS
5.1. Conclusions
After analyzing the data, some conclusions are drawn as the following
1. Teaching in different major as in Law Faculty is a hard work to the
lecturer because they have to master not only English but also a little
about legal knowledge
2. Need analysis is the primary point in teaching.
3. Language skiiJs which are needed by the students of Law Faculty are
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speaking and reading.
4. ESP materials are very important to be taught because it can improve
English ability and it can also support the students' legal knowledge.
5. ESP materials must be actual : issues related to the actual legal
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knowledge in order it can be a stimulus for the students to learn
English.
5.2. Implications
The implication are stated as follow
1.
First, the result of the research shows that the existing materials are
not suitable to the students' needs. From the language skills, they
..
needed most are speaking and reading.
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2.
Second, the research fmding also gives the implication to the lecturer
of Law Faculty at the University of Simalungun to be able to improve
his/her teaching materials which have its relevance to the
students'needs. On the other hand, he/she will conduct suitable
methods of teaching that the teaching will be running smoothly
3.
Third,
this research has given implication to the researcher that
teaching materials will be suitable to the students' needs in order to
motivate or encourage the students to study.
5.3 The Suggestions
Suggestion are stated as follow
1.
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The teaching of English in Law Faculty in University of Simalungun
should apply ESP.
2.
To achieve the effective teaching learning process especially in the
teaching of ESP, needs analysis of the students are absolutely
needed.
3.
ESP materials should be actual issues in line with legal knowledge in
order to stimulate the students' motivation to study English
64
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Jones, G. (1990). ESP textbooks: Do they really exist? English for Specifk
Purposes, 9, 89-93.
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