CHAPTER I THE ORIGINS OF ESP The emergence of ESP is caused by three leading points, namely: 1.

The demands of a brave new world. There are some significant changes in the world after Second World War that involves English as the international language in many aspects of life. 2. A revolution in linguistics. There is a change from grammar emphasis into communication emphasis. 3. Focus on the learner means give a tendency to the students as the central object in learning. CHAPTER II THE DEVELOPMENT OF ESP ESP is developed under five phases. Firstly, it is developed under register analysis. Register analysis is the concept of special language which aimed to identify the grammatical and lexical features of these registers. It also aimed to produce a syllabus which gave high priority to the language form students will meet and gave low priority to forms they would not meet. The second one is related beyond the sentence or so-called rhetorical or discourse analysis. It emphasizes to the understanding of how sentences were combined in discourse to produce meaning. So that it concerns to identify the organizational patterns in texts and to specify the linguistics means by which these patterns are signaled. The third one is target situation analysis. This analysis enables the students to use the language they are learning in an appropriate situation. This analysis then will create the syllabus of the ESP course. The fourth one is skills and strategies. This stage attempts to look below the surface and to consider not the language itself but the thinking process that underlie the language use. It tends to cope with study situation where the medium of instruction is the mother tongue but the texts are available only in English.

The last one is learning-centered approach. We must not just simply assume that describing and exemplifying what people do with language will enable someone to learn it. However, ESP must be based on an understanding of the processes of language learning.

CHAPTER III APPROACH NOT PRODUCT Structurally, ESP level can be described into a tree in which it is underlain by learning and communication. Then above it the tree shows language teaching which will be poured in to an English Language Teaching. ELT then is divided in to three parts namely EMT, EFL, and ESL. Above EFL there has been two divisions namely ESP and GE (General English). ESP then is categorized into three parts namely English For Science and Technology (EST), English for Business and Economics (EBE), and English for the Social Sciences (ESS). Every category is determined according to whether the learners require English for academic study (EAP) or for work (EOP/EVP/VESL). The second last branches rise up to the very topmost branches in which individual ESP courses occur. Based on this we can conclude that: a) ESP does not teach specialized varieties of English. b) ESP doesnt contain only the surface form but also the hidden form as Chomsky asserted it as performance and competence. c) ESP does not show distinctive form in language teaching with others. Therefore, ESP is not product, nor does it comprise a specific sort of teaching material. It tends to be an approach rather than a product.

SECTION 2

COURSE DESIGN

ESP is an approach to language teaching which aims to meet the need of particular learners. It means that much of the work practically done by ESP teachers is regarded to design appropriate courses for various groups of students.

Thus, course design or designing of a course means a matter o asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, materials writing, classroom teaching and evaluation. These questions appears under three main points namely language description (what), Learning Theories (how), and Needs Analysis (who, why, where, and when).

CHAPTER IV LANGUAGE DESCRIPTIONS

There are six main stages in describing language development. Firstly is based on the classical or traditional grammar. This stage emphasizes the usage of grammars of the classical languages. The second one is structural linguist stage. This stage described the grammar in terms of syntagmatic structures which carry the fundamental propositions and notions. This one then is applied in structural syllabus which provides the learners with a systematic description of the generative core of the language. The third one is Transformational Generative (TG) Grammar. It is said that to comprehend the language as well it is not just looked as a phenomenon in itself but also as a reflection of human thought patterns. This is advocated by Noam Chomsky as he shows in terms of competence and performance. The next one is language variation and register analysis. Actually language varies based on the context thus we should identify the kind of language regarding with a specific context which is included on register analysis. The ensuing one is Functional/Notional Grammar. Functional refers to social behavior and represent the intention of the speaker or writer. On the other hand, notion concerns with the way in which the human mind thinks. The last one is discourse analysis. This aimed to bring the students round of the stages in certain set-piece transactions concerning with particular specialist fields. In addition it is used to explain how meaning is created by the relative positions of the sentences in a written text.

CHAPTER V THEORIES OF LEARNING

Language could be comprehended as a reflection of human thought processes. Language learning is conditioned by the way in which the mind observes, organizes and stores information. Actually there are several theories to be known. Behaviorism. This theory is created by Pavlov in the Soviet Union and of Skinner in the United States. It simply said that learning is mechanical process of habit formation and proceeds by means of the frequent reinforcement of a stimulus response sequence. Mentalism. This theory is sparked by Noam Chomsky. He rebutted behaviorists opinion. He pointed out that thinking must be rule-governed: a finite, and fairly small, set of rules enables the mind to deal with the potentially infinite range of experiences it may encounter. He adds that learning consists not of forming habits but of acquiring rules- a process in which individual experiences are used by the mind to formulate a hypothesis. Cognitive theory. This theory views the student as an active processor of information. They dont just receive the knowledge but try to figure it out to make sense about what they see, feel and hear. This theory treats the students as thinking beings and places them firmly as the central of the learning process. Affective theory. This theory completes the previous theory in which human not especially the students who do not just think but also have feelings. Of course there must be a desire to think before the students actively think about something. It is so-called affective which means that how the learning is received by the learner which can influence their learning to take place. Learning and Acquisition. These two terms are different. Learning occurs to the students consciously. Acquisition, on the other hand, occurs unconsciously. As the conclusion of this theory that: a) It is better to use an eclectic approach in learning process by combining cognitive, affective, and behaviorist aspects of leaning. b) We cannot connect causally between learning theories and language descriptions.

CHAPTER VI NEEDS ANALYSIS Need analysis is broadly recognized from John Munbys Communicative Syllabus Design (1978). He arranges a set of procedures as Communication Needs Processor (CNP). It comprises a series of communication variables that can be exerted to signify target language needs of the learners. Target needs hide a number of important distinctions in terms of necessities, lacks and wants. Necessities is the type of need decided by the demands of the target situation, that is, what the students have to know in order to function effectively in the target situation. A businessman, for instance, ought to recognize business letters, to communicate effectively at sales conferences. Lacks is regarded with what the students ever know, so that we could prescribe which the necessities the learner less understand. After identifying target needs, then we collect information organized in questionnaires, interviews, observation, data collection, and informal consultation with sponsors. Learning needs as the next step is considered as knowledge and ability the students require to be able to perform the required degree of competence in the target situation. To analyze it we need to enclose a framework which consist of several questions such as why the students taking the course, how do they learn, what resources are available, who are the learners, where will the course take place, and when will it take place.

CHAPTER VII APPROACHES TO COURSE DESIGN Course design is the process of interpreting the raw data of a learning need into production of integrated sequences of teaching-learning experience whose goals is to direct the students to a specific state of knowledge. ESP course is designed through three main approaches namely language-centered, skill-centered, and learning-centered course design.

Language-centered approach intends to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course. This approach has some flaws such as static and inflexible, learner plays no further part in the process, trend in the surface level; ignore the factors which must inevitably play a part in forming the course. Skill-centered approach is established upon two basic principles. Theoretically, this approach intends to get away from the surface performance data and look at the competence that underlies the performance. Meanwhile, pragmatically this approach derives from diversity between goaloriented courses and process-oriented courses. Needs analysis in this approach function as a provider a basis for discovering the underlying competence to perform in the target situation. Also, it enables the course designers to invent the potential knowledge and abilities that the learners bring to the ESP classroom. Learning-centered approach is an approach with the avowed aim of maximizing the potential of the learning situation. This approach is more complex than the others. Therefore, learningcentered approach is more suggested to be applied.

CHAPTER VIII THE SYLLABUS

Syllabus is a statement which determines what will be learnt. ESP syllabus is interpreted into some stages of syllabuses. Evaluation syllabus is produced by having a view of what language is and thus how it can be broken down. This syllabus lists what should be learnt in specific time. Organizational syllabus carries assumption about the nature of learning as well as language by considering aspects which depend upon a view of how people learn. Then, material syllabus is conducted by the material writers by determining the context in which the language will appear, the relative weightings and integration of skills, the number and type of exercises to be spent on any aspect of language, the degree of revising and recycling.

The next interpretation then derived from the teacher which is called teacher syllabus. The teacher could affect the clarity, intensity, and frequency of any item which can influence the image of students acceptance. Classroom syllabus affects the learners in terms of its condition when the learning process runs. And the last, learner syllabus is included in internal syllabus which contains the knowledge that develops in the learners brain and which enables that learner to comprehend and save the later keen. We have to make syllabus because of some reasons listed below:  It supplies a practical basis for the division of assessment, textbooks, and learning time that can break down the complex entity of language into manageable units.  It gives moral support to the teacher and learner  It has a cosmetic role in which it can give reasonable restitution toward the money or time spent by the students and the sponsors.  It helps the teacher and learner to get an idea of where they are going and how they might get there.  It tells the teacher and student not only what is to be learnt but why it is to be learnt.  It defines the items to focus  It is one step in which standardization is reached.  It supplies a visible basis for testing. A syllabus then can be organized in several criteria such as: topic syllabus, structural/situational, functional/notional, skills, situational, task-based, discourse, and the last is skills and strategies. Each of them tries to itemize the knowledge into specifiable units.

CHAPTER IX MATERIALS EVALUATION

Evaluation is the way if determining the appropriateness of something for a specific goal. By having evaluation we can save a lot of expense and frustration. Also, it can aid in justifying requests to sponsors or other member of an ESP team for money to buy materials or time to write them. Evaluation is processed into four main ways namely defining criteria, subjective analysis, objective analysis, and matching. CHAPTER X MATERIALS DESIGN Writing materials is needed by ESP teachers owing to several reasons such as: 1. To avoid the unavailability of materials commercially that is needed by the learners. 2. There is a possibility of import restrictions toward the materials used. 3. ESP materials may also be written for non-educational reasons. There are some principles about materials namely: y y y y y y Material provide stimulus to learn It helps to organize the teaching-learning process It actualizes a view of the nature of language and learning It reflects the nature of the learning task It has significant function n widening the principle of teacher training It provide examples if right and appropriate language use

Material is designed into four models namely: input, content focus, language focus, and task.

CHAPTER XI METHODOLOGY Here are basic principles of language learning: a) Second language is developmental process b) Language learning is an active process

c) Language learning is a decision making process d) Language learning is not just a matter of linguistic knowledge e) Language learning is not the learners first experience f) Learning is an emotional experience g) Language learning is to a large extent incidental h) Language learning is not systematic Here are a number of simple techniques to be applied in practicing the outlining principles as follows: a. Gaps, if there is no need to think. It consists of information, media, reasoning, memory, jigsaw, opinion, and certainty gaps. b. Variety as the spice of learning c. Prediction as a way of exerting a prevailing knowledge. d. Enjoyment as the simplest of all ways of engaging the earners mind e. An integrated methodology f. Coherence g. Preparation as the teachers planning of the lesson stage h. Student involvement cognitively and emotionally in learning process i. Creativity that reflect the dynamic condition of the lesson

CHAPTER XII EVALUATION Evaluation is brought into two levels namely learner assessment and course evaluation. There are three main aspects in ESP of assessment namely placement tests, achievement tests, proficiency tests. Placement tests intended to decide the learners state of knowledge before the ESP course begins. Meanwhile, achievement tests intend to reflect the nature and content of the course itself. In addition, proficiency tests intend to assess whether candidates will be able to perform the language tasks required to them.

CHAPTER XIII ORIENTATION There are three main problems which are found in ESP teachers are: a) The lack of an ESP orthodoxy to supply a ready-made guide b) The new realms of knowledge the ESP teacher has to get over c) There is a status change of English Language Teaching The solutions of the first matter are: y y y y Survey of the history and present state of ESP in your own or neighboring countries Group formations of ESP teachers Maintenance of newsletters and other forms of publication Supplying of pre- and in- service teacher training focusing on ESP cases.

The second matter can be anticipated by preparing an ESP teacher who understand the subject matter of ESP materials in which the materials itself should take proper account of the knowledge and competence of the teacher and negotiate a workable relationship. The solution for the last problems is the ESP teachers have to establish clear guidelines about their and the specialists separate and joint roles and responsibilities.

Assignment Of ESP I

SUMMARIZING

Arranged By: WA ODE RITNA YUNIYRULLAH A1D2 08 032

TEACHER TRAINING AND EDUCATIONAL FACULTY HALUOLEO UNIVERSITY KENDARI 2010