Professional Documents
Culture Documents
And
English for General Purposes (EGP)
ESP EGP
0
- to explain how to operate a crane
- to make a stock trade on trading floor
TEFL / TESL
EGP ESP
EPE. EEP
ESP LEARNERS
ESP students are likely to be adults rather than children. Therefore, it is also assumed that ESP student
are not beginners but should have already studied EGP (English for general purposes) for some years.
Mcdounough (1986:17) suggest the following key learners differences to take into account in foreign language
learning.
Personality : learners maybe quite, or extrovert
Motivation : learner may have choosen to learn, they maybe obligate to take a course or an
examination, they may or may not perceive relevant materials
Attitude : learners have attitudes to learning, to target language and, to classroom
Aptitude : some people seem more readily able than other to learn another language.
Preferred learning styles : some learners are more comfortable in a spoken situation, other preferred
written materials.
Intelligence : cognitive maturity and cognitive ability.
ESP TEACHERS
ESP teacher Role
The teacher must have experience in teaching English as a second language
Teacher needs to analysis the learners
Formulation of Goals and Objectives of the Course
Conceptualizing the Content
Selecting and Developing ESP Materials
Evaluating the Course
ESP MATERIALS
A. SELECTING AND DEVELOPING ESP MATERIALS
1. Authentic Materials
Authenticity is a key concept within communicative approach and is particularly relevant for ESP.
There are several reasons why authentic material is highly recommended.
First, In short, authentic text will include the type of language which the learner may need to be exposed
to, to develop skills for understanding, and possibly even to produce.
Second, the material may provide information about real-life situations or events.
In relation to material development for ESP, Moore (1977:45) suggests six criteria to be applied in
creating materials:
a. PURPOSES
b. TYPE: Does he exercise type effectively and economically accomplish the purpose?
c. CONTENT: Is the ratio of language given and student task economic? Are instructions to students clear?
d. INTERST:
e. AUTHENTIC: is it a meaningful task? Is it challenging?
f. DIFFICULTY: does it contain distracting difficulties?
2. Materials for Self- Access Centers
1. Published Materials
2. Authentic Materials
Gadner and miller (1999:102) made a list of categories; newspaper; magazine, user manuals; leaflets and
brochures; foreign mission information; materials from international companies and airlines; letters, faxes and
e-mails; videos; and songs. Lectures and speeches being given locally can be recorded; near negative and native
who may be persuaded to record talks, give interviews, or tell stories. Even TV and radio programs can be also
recorded.
3. Adapting and supplementing published materials
Published materials which have been adapted and supplemented in some way should also be made
available.
4. Specially prepared materials
In addition to published and authentic materials, there will always be a need for materials that is more
precisely tailored to the needs of students on their own such as practice/testing activities or social/ peer
matching activities.
B. CONTEXTUALIZATION
Contextualization has been recognized as an important concept in ESP classroom and involves some
variables. One of the context variables that should heavily be considered in ESP classroom is what the students
have to do. Context refers to circumstances or setting in which person uses language
Robinson (1991:49) believes that role play and simulation, case study, project work and oral
presentation have been effective and efficient in ESP classroom interactions.
Role Play and Simulation
Role play and simulation essentially involved the learners’ looking on a different role and even identity from
their usual one. In simulation the learner is given task to perform a problem to solve.
Case Study
Case studies involve studying the facts of a real-life case, discussing the issues involved and reaching some kind
of decision or action plan.
Project Work
Project work is particularly appropriate for EAP, since doing is project may be a requirement for a college
student. A project work is typically tasks for several days or even weeks and involves students in some out-of
class activities.
Oral Presentation
ESP MATERIALS
A. Check List for Evaluating Published Materials
Based on Tomlinson’s (in Anonym, 2010) conception of what constitutes effective language teaching
materials; we believe good textbooks should have the following features.
1. Good textbooks should attract the students’ interest and attention.
2. Textbooks should help students to feel at ease.
3. Textbooks should help students to develop confidence.
4. Textbooks should meet students’ needs.
5. Textbooks should expose the students to language in authentic use.
6. Textbooks should provide the students with opportunities to use the target language to realize
communicative purposes.
7. Textbooks should take into account that the positive effects of language teaching are usually delayed.
8. Textbooks should take into account that students differ in learning styles.
9. Textbooks should take into account that students differ in affective factors. Good textbooks should
accommodate different attitudinal and motivational background as much as possible.
10. Textbooks should maximize learning potential by encouraging intellectual, aesthetic, and emotional
participation which stimulates both right and left brain activities.
According to Wello (2008), check list for evaluating published materials consist of six parts, such as the
material that is aimed for the learners, the main language objectives, the main topic areas covered, the main
methodological approach, the role of the material, and the material attractive.
1. The materials that is aimed for the learners
a. Job and task to perform at work
b. Work experience
c. Language level
d. Cultural background
e. Age
f. Learning style
2. The main language objectives
a. Skills
b. Functions
c. Structures
d. Vocabulary
3. The main topic areas covered
a. The material introduce the subject
b. It use the topic area as contextual background
c. The coverage of the topic content high in credibility
4. The main methodological approach
a. Demonstration of language in context through text, tape, or video
b. Explain grammatical rules
c. Presentation of functional language
d. Controlled practice of language
e. Open practice of language
f. Skill development or a combination of these?
5. The role of the material
a. To present language
b. To practice language
c. To provide a resource for the learner
d. To check or test knowledge
6. The material attractive
a. Clear layout
b. Good use of space
c. Useful, clear pictures, and diagrams
d. Interesting context and task
B. Selection and Exploitation of Authentic Materials
According to Wello (2008), when selecting authentic materials to use, there are three questions to keep
in mind:
1. Who is it for?
2. What is the training purpose?
3. How can the material be exploited?
C. Developing or Adapting Materials
According to Swales (in Wello, 2008), there are three stages process of curriculum design in ESP, such
as
1. Reaching some understanding of the target situation
2. Studying the target situation elements
3. Devising materials and language learning activities
When designing an ESP course, teachers face multifaceted task for selecting an appropriate, motivating
content domain as well as agreeing upon challenging language and content specific teaching materials to use in
classroom and they will face a number of additional hurdles in selecting the specific materials to use in the
classroom. Ideally, the selected material is the ones that fit the language teaching purposes (Wello, 2008).
In the case of adapting language teaching materials based on authentic text, Briton, Snow, and Wesche
(in Wello, 2008) suggest the following useful guidelines.
1. Needs analysis
Needs analysis of a formal or informal nature play a central role in determining how to the best adapt the
content material? For example, teachers may formally analyze the linguistic features of the content reading
materials in order to create activities which make the materials more accessible to their students.
2. Juxtaposition of language and content objectives
In any content based course, language teachers need to make a concrete effort to map their teaching objectives
onto the content materials. This effort involves devising skill activities which derive from the content material
and allow the students to utilize newly learned language and critical thinking skills.
3. Textual features
Authentic texts may deviate from the standard of good writing. Content text may contain linguistic
characteristic such excess embedding or lack of cohesion which hinder nonnative comprehension. Providing
revision of such text can help learners in their comprehension.
4. Informational content
Typically, content texts contain a density of information which is difficult for the nonnative speakers to process.
Adaptation should therefore center on making the text more accessible via the development of exercises to help
learners utilize existing schemata.
In the other hand, Maley (in Anonym, 2010) suggested the following options to adapt materials:
1. Omission: the teacher leaves out things deemed unsuitable, unpleasant, unproductive, etc., for the particular
group.
2. Addition: where there seems to be insufficient treatment, teachers may decide to add to textbooks, either
in the form of texts or exercise material.
3. Reduction: where the teacher shortens an activity to give it less weight or emphasis.
4. Extension: where an activity is extended in order to give it an additional dimension. (For example, a
vocabulary activity is extended to draw attention to some syntactic patterning).
5. Rewriting/modification: teacher may occasionally decide to rewrite material, especially exercise
material, to make it more suitable, more “communicative”, more challenging, more accessible to their students,
etc.
6. Replacement: text or exercise material which is considered insufficient, for whatever reason, may be
replaced by more suitable material. This is often culled from other resource materials.
7. Re-ordering: teachers may decide that the order in which the textbooks are presented is not suitable for
their students. They can decide to plot a different course through the textbooks from the one the writer has laid
down.
8. Branching: teachers may decide to add options to the existing activity or to suggest alternative pathways
through the activities (For example, an experiential route or an analytical route).
NEEDS ASSESMENT
Needs Assessment or needs analysis in a language program is often viewed simply as identification of
the language forms that the students will likely need to use in the target language when they are required to
actually understand and to produce the language.
According to Isaac and Michael, there are four parts of needs assessment, namely:
1. Identify the students-oriented goals (needs are based on goals).
2. Rank the importance of these goals without regard to performance levels which are categorized as high,
moderate, or low importance.
3. Assess the level of performance for each of the goals. The performance level for each goal is categorized
as high, moderate or low.
4. Establish a priority for each student goal, considering both importance and performance.
A. Steps in Needs Analysis
According to Jordan (1997:23), there are ten steps in needs analysis, they are:
1. Purpose of analysis
In needs assessment, purpose of analysis refers to help the teachers or instructors know the learners’ needs and
make choices as to what to teach and how to teach it.
2. Delimit student population
This step is used to separate the learners based on their needs, so that the teachers will be easier to manage the
teaching and learning process.
3. Decide upon the approach (es)
This step is used by the teachers to decide the approaches that are effective on teaching process based on the
students-oriented goals.
4. Acknowledge constrains/limitations
For this step, the teachers make some limitations about the material that will be taught to the learners based on
their needs, so that the material will not swerve from the learners needs.
5. Select method of collecting data
This step is used by the teachers to select a particular method in collecting learners’ data such as student
population, student needs, and etcetera.
6. Collect data
This step is used by the teachers to collect learners’ data based the method that has been selected.
7. Analyze and interpret results
This step is used by the teachers to analyze and interpret the results of the collecting learners’ data.
8. Determine objectives
This step is used by the teachers to determine the objective of teaching and learning of needs assessment.
9. Implement decision (decide syllable, content, material, method, and etcetera.
This step is applied to decide the syllable, content, material, and method in teaching and learning process to
reach the objectives.
10. Evaluate procedure and result
This step is used to evaluate the improvement of the learners about what they have gotten during teaching and
learning process.
B. Approaches to Needs Analysis/Assessment
1. Target-situation analysis (TSA)
According to Dudley-Evans and St John (1998: 125), target situation analysis focuses on two parts, namely
subjective and objective needs. Subjective needs describes about the students’ personal information, and
objective needs describes about the students’ professional information.
2. Present-situation analysis (PSA)
This approach focuses on the English language information about the students. What their current skills and
language use are present situation analysis (PSA). PSA determines strengths and weakness in language skills.
3. Pedagogic analysis
The term “pedagogic needs analysis” was proposed by West (1998) as an umbrella term to describe the
following three elements of needs analysis. He states the fact that shortcomings of target needs analysis should
be compensated by collecting data about the learner and the learning environment.
4. Deficiency analysis (DA)
DA maps existing proficiency against target learner proficiency determining deficiencies/lacks with the use of a
three-point rating scale (none/some/lots), which establishes the priority that should be given. (West, 1994: 10)
5. Strategy analysis
According to Allwright (1982), there are three important points in Strategy analysis, namely: needs (the skills
which a student seen as being relevant to him/herself), wants (those needs on which the students put a high
priority in the available, limited time), and lacks (the difference between the students’ present competence and
desired competence).
6. Mean analysis
According to Dudley-Evans and St John (1998: 125), mean analysis focuses on environmental situation. The
information is about the environment in which the course will be run (cultural attitudes, resources materials
equipment, methods).
7. Register analysis
Changing approaches to linguistics analysis for ESP involve not only change in method but also changing ideas
of what is to be included in language and its description (Robinson, 1991). Register analysis also called
“lexicostatistics” by Swales (1988:1) and “frequency analysis” by Robinson (1991:23) focused on the grammar
and “structural and nonstructural” vocabulary. As noted, register analysis operates only at word and sentence
level and does not go beyond these levels.
8. Discourse analysis
Since register analysis operated almost entirely at word and sentence level, the second phase of development
shifted attention to the level above the sentence and tried to find out how sentence were combine into discourse
(Hutchinson & Waters, 1987). In practice, according to West (1998), this approach tended to concentrate on
how sentences are used in the performance of acts of communication.
9. Genre analysis
Discourse analysis may overlap with genre analysis. According to Bhatia, genre analysis is the study of
linguistic behavior in institutionalized academic or professional setting. In his article, Bhatia said that an ESP
learner needs to develop so as to get over his/her lack of confidence in dealing with specialist discourse.
C. Philosophies of Needs Assessment
According to Stufflbeam (1995) there are four divergent philosophies in a needs analysis.
1. The discrepancy philosophy views needs as differences between a desired performance from the students
and observed or predicted performance (what they are actually doing). This might lead to gathering detailed
information what is needed to change students’ performance based on the observed differences between the
desired correct use of grammatical items and the incorrect use of those items by the students.
2. The democratic philosophy views needs as a change desired by a majority of some reference group or a
majority of the group involved.
3. The analytic philosophy sees needs as whatever the students will naturally learn next based on what is
known about them and the learning process involved: that is the students are at stage x in their language
development, and the next need to learn x + 1 or whatever is next in the hierarchy of language development.
4. The diagnostic philosophy views a need as the direction improvement predicted, given information about
current status. In other words, need is anything that would prove harmful if it was missing.
NEEDS ANALYSIS
A. Who Will be Involved in the Needs Analysis
1. Target Group which is made up of those people about whom information will ultimately be gathered.
The usual target group is the students in a program, but sometimes the teacher and/or administrators are also
targeted.
2. The audience for a needs analysis which encompasses all people who will eventually be required to act
upon the analysis. This group usually consists of teachers, teacher’s aids program administrator and any
governing bodies or supervisor in the bureaucracy above the language program.
3. The needs analyst who are responsible to conducting the needs analysis. They may be consultants
brought in for the purpose or members of the faculty designated for the job.
4. The recourses group which consist of any people who may serve as sources of information about the
target group. In some context, financial sponsor outsiders (content course teacher).
Hall and Crabbe (1994:8) emphasize that the types of information which are central to any specific purpose of a
language course will answer the following question:
a. In what situations do the learners have to use English?
b. Who do they talk to or listen to, about what task do they have to perform?
c. What kinds of information do they have to read or write, in what form and for what purpose?
B. Types of Instrument
There are six kinds of instrument which are frequently used in gathering needs analysis information:
Records analysis
System analysis
Procedure
1. Existing Information Literature review
Letter writing
Proficiency
Procedure Placement
2. Tests
Diagnostic
Achievement
Case Studies
Diary studies
Procedure
3. Observation Behavior observation
Interactional analysis
Inventories
Procedure Individual
4. Interviews Group
Delphitechnique
Procedure Advisory
5. Meetings Interest group
Review
Biodata surveys
Procedure Opinion surveys
Self-ratings
6. Questionnaires
Judgmental Ratings
Q sort
ESP TEST
A. Planning a Test
Before making a test, a tester needs to know some steps of test planning as well as stages and
consideration in developing a language test. A test plan is a document detailing a systematic approach to testing
a system. To plan a test for students or learners we have to have a good consideration in order to we can give the
most suitable test to the students or learners.
1. Different steps of test planning
To determine the purposes of the test.
EXAMPLE: proficiency, achievement, diagnostic, or placement.
To specify the objectives of the test.
EXAMPLE: what is to measure.
To define the content area of the test.
EXAMPLE: Performance or skill.
To determine the relative weight of the different parts of the test.
EXAMPLE: oral/written, performance/skill, fluency/accuracy, the ability to communicate, etc.
To determine what testing method(s) and procedure to use in order to tap the objectives and content.
EXAMPLE: role play, simulation, etc.
Stage and consideration in developing a language test
ESP TESTING