CHAPTER I
INTRODUCTION
According to Tom Hutchinson
& Alan Waters Lancaster (1986), “English for Specific Purposes is teaching
which has specified objectives”. English Language world got a long well enough
without it for many years, so why has ESP became such an important part of
English Language Teaching? In ESP students hope by learning ESP can serve as a
guide to all present and future and inhabitant of ESP, revealing both the
challenges and pleasures to be enjoyed there and the pitfalls to be avoided. The
writer make this book in order we will not only explain our reason for writing
it but will also be able to presents a plan of the itinerary we shall follow,
the ESP is related to learning central approach because in development ESP has
paid scant attention to the questions of how people learn, focusing instead on
the question of what people learn.
CHAPTER II
DISCUSSION
A.
ESP: Approach Not Product
ESP all essentially emphasize to language centred approaches and to give a
definition of ESP we need to establish a context about how ESP at the present
time relates to the rest of ELT.
In the time honoured manner of Linguistics, we shall represent the
relationship in the form of a tree. They represent some of the common divisions
that are made in ELT. The topmost branches of the tree show the level at which
individual ESP courses occur. This level divided into two main types of ESP
according to whether the learner requires english for academic study, they are
EAP (English for Academic Purpose of for work/training) and EOP,EVP,VESL
(English for Occupational Purpose/English for Vocational Purpose/Vocational
English as a Second Language)
At the next level down, ESP courses distinguished by the general nature of
the learner's specialism. Three categories are identified here, they are : EST
(English for Science and Technology), EBE (English for Business and Economics)
and ESS (English for the Social Sciences).
Next level, we can see that ESP is just one branch of EFL/ESL which are
themselves the main branches of English language teaching in general. ELT is
one variety of the many possible kinds of language teaching. As we know that, a
tree cannot survive without roots. In this case, the roots which nourish the
tree of ELT are communication and learning. The analogy of a tree above showing
to us what ESP isn't. Here they are :
1.
ESP is not a matter of teaching ''specialized varieties'' of English
because the fact that language is used for a spesific purpose. There are some
features which can identified as ''typical'' of a particular context of use,
and which , so, the learners is more perhaps to meet in the target situation.
2.
ESP is not just a matter of science words and grammar for scientist, so on.
When we look at the tree, there's actually much hidden from view inside and
beneath the tree although we know the leaves and the branches. They are
supported by a complex underlying structure. The point is we need much more
communication than just the surface features of what we read and hear and also
we need to distinguish between performance and competence in relation to what
people actually do with the language and the range of knowledge and abilities
which can enables them to do it.
3.
ESP is not different in kind from any other form of language teaching. It
based on the principles of effective and efficient learning. Eventhough the
content of the learning is different, the proccesses of learning should be any
different for the ESP learner than for the general english learner.[1]
ESP is different from the form of ELT because ESP must be seen as an
approach not as a product. ESP is not a particular kind of language or
methodology, nor does it consist of a particular type of teaching material. ESP
is an approach to language learning, which is based on the learners' need. So,
we conclude that ESP is an approach to language teaching in which all decisions
as to content and method are based on the learners' reason for learning.
B. A System Approach to Course Design
Course Design is a phased process
that is supported by the CourseSpace software. The following diagram situates
the course design process in the broader learning and teaching cycle at CSU.
The course design, development and implementation process is an iterative
process. Courses or degrees are identified for design during the selection
phase and may be brand new or under review. During the preparation phase course
teams are established and course leaders prepare for the design process,
including setting up a CourseSpace where the team will engage in communication,
design, feedback and approval processes. The course design process consists of
components that build the design of a course in three phases. Feedback from and
approval of the design by Faculty Course Committee occurs at the waypoint for
each design phase. Throughout the preparation, design and development processes
course teams and their stakeholders share feedback that informs the design in
an iterative process. Evaluation from the implementation process feeds into the
selection and design phases.
The components in each phase of
the course design process consist of:
·
Design Phase 1: Baseline, Standards and Products
·
Design Phase 2: Assessment and Subject Design
·
Design Phase 3: Module Design
·
Overviews of the process elements;
·
how to descriptions of each component; and
·
CourseSpace help guides for each component.
The following elements are integral to the course design process:
1.
Course Performance and market analysis to inform the initial planning of
the work to be done; a clearly defined process that supports course directors
in planning and completing the work of a course review.
2.
Integrated course-level standards drawn from CSU Graduate Learning
outcomes, AQF learning outcomes and Professional Standards. Evidence of the
achievement of the standards is described in a set of definable products, that
are tangible evidence of student achievement of skills, knowledge and skill
application that reflect the world of work.
3.
Constructive alignment across the course learning experiences that support
students to demonstrate their capabilities and achievement of course-level
standards.
4.
Authentic and Criterion/standards based assessment tasks that map to
course-level standards and/or subject-level learning outcomes and have clearly
defined assessment criteria that makes explicit to the student what they need
to achieve in order to pass (or receive a higher grade for) the task.
5.
Intentionally designed learning experiences and module content that
directly map to the subject outcomes and the relevant assessment tasks to
demonstrate how students will learn what they need to know to successfully
achieve the course outcomes.
6.
Collaborative work within a course team and across faculties and divisions
at CSU, enabling multiple perspectives on the work of course design, and
distributed leadership within a course team.
7.
Emergent feedback at each stage of the design/review process, supporting
ongoing development work that is iterative and responsive to the feedback, and
course approval.
8.
The course design process is supported by the CourseSpace, a bespoke
software, that enables:
C. Approaches to Course Design
Course design is the process by which raw data about the
needs of students interpreted agara produce various interpretations of teaching
experience.
1. Language-centered course design
(Design Course Oriented Language)
Aiming to describe a direct connection between the target
and situation analysis of the content of the course ESP. However, it seems
logical and simple, but it has few drawbacks:
a. Starting from the students and
their needs
b. Process oriented language can also
be criticized for static procedures and infleksibel
c. One interesting feature of this
model is a systematic nampkanya
d. Model oriented language does not
give recognition to the factors that should definitely play a role in creating
some courses
e. Analysis of the data-oriented
language situation in the average level targets
2. Skills-centered course design
(Design Course Oriented Skills)
Formed in two basic principles, namely:
a. Hipotesis basic theory underlines
that some habits of language is a skill and a certain strategy, which students
use to generate discourse discussion.
b. Pragmatic basic obtained from the difference made by
Widdowson (1981) between the goals of the original course and process of the
original course.
3. A learning-centered approach
(approach Berorienatsi on Learning)
Based on the principle that learning is determined by
teachers in total. Learning is seen as a process in which students use the
knowledge or skills they have to make sense of the flow of new information. In
conclusion, we must look beyond the competence that allows one to perform,
because what really we want to write is not the competence itself, but how does
one get it.
Two implications oriented approach
pemebelajaran:
a. The design of the course is the
negotiation process
b. The design of the course is a
dynamic process[2]
Needs analysis states that the ESP students need English
to be able to read text in their subject specialization. The list of questions
could be used to design keefktifan ESP courses. A situational analysis of
targets has direct effects on the development of the syllabus, materials,
methodologies, and test. Course design process should be more dynamic and
interactive. This is called learning-oriented approach, the approach with the
goal of full potential of learning situations.
CHAPTER III
CONCLUSION
The main factors in the origin of ESP that the Linguistic factor dominate
the ESP’s development that focus on the nature of specific varieties of
language use. In tree of ELT, it shown that they are primarily concerned with
communication and learning. ESP is not a language product but as an approach to
language teaching which is directed by specific and apparent reasons for
learning. Course design is the process by which raw data about the
needs of students interpreted agara produce various interpretations of teaching
experience.
1. Language-centered course design
(Design Course Oriented Language)
2. Skills-centered course design
(Design Course Oriented Skills)
3. A learning-centered approach
(approach Berorienatsi on Learning)
REFERENCES
Hutchinson, T.,
& Waters, A. 1987. English
for Specific Purposes: A learning- centered approach. Cambridge:
Cambridge University Press
Dudley-Evans, T.,
& St John, M. 1998. Developments in ESP: A multi-disciplinary
approach. Cambridge: Cambridge University Press, 1998
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