UNIVERSITAS MATARAM

FAKULTAS KEGURUAN DAN ILMU PENDDIKAN

ESP PROGRAM DEVELOPMENT
KODE: REVISI: TANGGAL: HAL:
06 March 2021 20-DES-2014

RANCANGAN TUGAS MAHASISWA (RTM) 2

Mata Kuliah : ENGLISH FOR SPECIFIC PURPOSE (ESP)

Semester : IV Sks: 2

Minggu Ke : 3-4 Tugas ke: 2

KOMPONEN TUGAS RINCIAN TUGAS

1 TUJUAN TUGAS: Mahasiswa mampu memahami berbagai konsep tentang

pendekatan ESP dalam desain pembelajaran Bahasa Inggris
(PBI).
2 URAIAN TUGAS :
a. Obyek Garapan Konsep Dasar Pendekatan ESP dalam ELT
b. Batasan yang harus Menelusuri dan mengumpulkan berbagai informasi terkait
Dikerjakan dengan:
1. Rationale for an ESP approach in ELT
2. Various definitions of ESP
3. Kinds of ESP
4. The Emergence of ESP
5. The roles of ESP teachers
c. Metode/Cara 1. Mahasiswa mengumpulkan berbagai informasi tentang
Pengerjaan/Acuan yang rasional penerapan pendekatan ESP dalam ELT/PBI,
Digunakan berbagai definisi tentang ESP, Jenis-jenis ESP, Sejarah
munculnya ESP, dan Konsep tentang “Knowing
Language”, dengan mengerjakan LKM yang telah
disediakan.
2. Mahasiswa melakukan diskusi hasil penelusuran
referensi terhadap aspek-aspek di atas.
3. Mahasiswa mengerjakan laporan hasil temuan secara
berkelompok (2-3 orang) dengan mengisi lembar kerja
(worksheet 2 berikut).
4. Sebelum dikumpulkan, hasil diskusi disajikan pada
pertemuan kelas online untuk mendapatkan feedback
dari mahasiswa lain dan dosen.

d. Referensi 1. Anthony, L. 2018. Introducing English for Specific

Purposes. Great Britain: Routledge.
2. Basturkmen, H. 2010. Developing Courses in
English for Specific Purposes. McMilan: Palgrave
3. Dudley, E. & St. Jones., 1998. Development in
English for Specific Purpose: An Interdisciplinary

1
 approach. Cambridge: CUP
4. Hutchinson, T & A. Waters, 2010. English for Specific
Purposes. Cambridge: CUP
5. Tickoo, L. (ed.) 1988. ESP: State of Art. Singapore:
SEAMEO RELC.
6. Woodrow, L. 2018. Introducing Course Design in
English for Specific Purposes. New York:
Routledge.

e. Luaran yang Dihasilkan Tugas berupa Laporan Hasil Diskusi dikerjakan secara
berkelompok yang terdiri dari 2 atau 3 orang. Tugas
disampaikan dalam diskusi kelas online sebelum
dikumpulkan dalam daring.unram.ac.id

3 KRITERIA PENILAIAN 1. Kelengkapan & Ketepatan materi/konsep 45%

2. Kedalaman analisis 45%
3. Bahasa 10%

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 2

 STUDENTS’ WORKSHEET 2

Pleas transfer the results of your discussion here:

1. Find references on definitions of ESP, summarize them and discuss them.

a. According to Hutchinson and Waters (2010)

Hutchinson & Waters (2010) define ESP as an approach of designing courses

based on learners’ needs.

b. According to Streven (1987)

Strevens' (1988) definition makes a distinction between four absolute and two
variable characteristics:
I. Absolute Characteristics:
ESP consists of English language teaching which is:
• designed to meet specified needs of the learner;
• related in content (i.e. in its themes and topics) to particular
disciplines, occupations and
 activities;
• centred on the language appropriate to those activities in syntax,
lexis, discourse,
 semantics, etc., and analysis of this discourse;
• in contrast with General English.
II. Variable characteristics:
ESP may be, but is not necessarily:
• restricted as to the language skills to be learned (e.g. reading
only);
• taught according to any pre-ordained methodology (Gatehouse,
2001 cf. Strevens, 1998, pp. 1-2).
Streven (1987) define ESP is the importance of tailoring language
instruction to the specific needs and goals of the learners, with a focus

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 3

 on teaching English in context and for specific communicative purposes.

c. According to Dudley-Evans & St. Jones (1998)

I. “I. Absolute Characteristics

• ESP is defined to meet specific needs of the learner;
• ESP makes use of the underlying methodology and activities of
the discipline it serves;
• ESP is centered on the language (grammar, lexis, register), skills,
discourse and genres
 appropriate to these activities.
II. Variable Characteristics
 ESP may be related to or designed for specific disciplines;
 ESP may use, in specific teaching situations, a different
methodology from that of general English;
 ESP is likely to be designed for adult learners, either at a tertiary
level institution or in a professional work situation. It could,
however, be for learners at secondary school level;
 ESP is generally designed for intermediate or advanced students;
 Most ESP courses assume some basic knowledge of the
language system, but it can be used with beginners”.
Dudley-Evans & St. Jones (1998) define ESP as an approach to language
teaching that focuses on the specific needs, interests, and learning goals of a
particular group of learners.

d. According to Mackay and Mountford (1978, p. 2)

Mackay and Mountford (1978, p. 2) have referred to it as the teaching of

English for “clearly utilitarian purposes”

e. According to Robinson (1980)

Robinson (1980) has defined it as the teaching of English to the learners who

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 4

 have specific goals and purposes. According to him, these goals might be
professional, academic, scientific etc.

2. What are the similarities of those definitions? (What do they share in common?)

Similarities of aspects in those definitions:

All of the definitions share a common focus on the specific needs, goals, and interests
of the learners. They also emphasize the importance of designing courses and materials
that are relevant to the learners' particular fields or disciplines, and that use language
appropriate to those contexts. Additionally, they all suggest that ESP courses may
involve a different methodology or approach from that used in general English
language teaching. The definitions also agree that ESP courses are generally designed
for intermediate or advanced learners, but can be used with beginners, and that they
may be intended for learners at various levels and in different settings, including
tertiary and professional work situations.

3. Find references on the rationales of using an ESP approach in ELT, summarize them and
then discuss to your group.

Here are some references on the rationales of using an ESP approach in ELT:
1. Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for
Specific Purposes: A multi-disciplinary approach. Cambridge: Cambridge
University Press.
2. Flowerdew, J. (2005). An integration of corpus-based and genre-based
approaches to text analysis in EAP/ESP: Countering criticisms against corpus-
based methodologies. English for Specific Purposes, 24(3), 321-332.
3. Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-
centered approach. Cambridge: Cambridge University Press.
4. Robinson, P. (1991). ESP today: A practitioner's guide. Hemel Hempstead:
Prentice Hall International.
5. Swales, J. M. (1990). Genre analysis: English in academic and research settings.
Cambridge: Cambridge University Press.

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 5

4. Why ESP? [What makes ESP is more preferable in current ELT?]

ESP stands for "English for Specific Purposes," which refers to a type of language
teaching that focuses on teaching English for a particular purpose or context, such as
business, science, or tourism. Here are a few reasons why ESP is becoming more
popular in current English language teaching (ELT):
 Relevance: ESP is highly relevant to students' needs and goals. Students who
are studying English for specific purposes usually have a clear idea of why
they need to learn English, and what they will use it for. This makes their
learning more purposeful and meaningful.
 Efficiency: ESP courses are designed to be efficient and effective, focusing on
the specific language skills and vocabulary needed for the particular field or
context. This means that students can make progress more quickly and
efficiently than in more general English courses.
 Motivation: Students are often more motivated in ESP courses, as they can see
the direct relevance of what they are learning to their future goals and careers.
This can lead to higher levels of engagement and participation in class.
 Flexibility: ESP courses can be tailored to the specific needs and interests of
the students, making the learning experience more personalized and enjoyable.
Teachers can focus on the areas where students need the most improvement,
and provide materials and activities that are interesting and relevant to their
particular field or context.
Overall, ESP is becoming more popular in ELT because it provides a more targeted,
efficient, and engaging approach to learning English.

5. According to Hutchinson & Waters (1993), there are some phenomena for the emergence
of ESP. What are they and how do they happen?

The phenomena for the emergence of ESP:

Hutchinson and Waters (1987) identified five phenomena that led to the emergence of

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 6

 English for Specific Purposes (ESP):
1. The growth of technology: With the increase in technology and its use in
various fields, there was a need for professionals to communicate in English for
specific purposes related to their area of expertise. This led to the development
of ESP courses in various fields such as engineering, medicine, and business.
2. The needs of the learner: Learners often have specific needs related to their
field of study or work. ESP courses address these needs by focusing on the
language and skills needed for communication in specific contexts.
3. The status of English: English has become a global language used in various
fields. ESP courses cater to this trend by providing learners with the necessary
skills to communicate effectively in their respective fields.
4. The nature of language: ESP recognizes that language is not homogeneous, but
rather it varies depending on the context in which it is used. ESP courses take
into account the specific language features and functions used in particular
contexts.
5. The role of the teacher: ESP teachers need to be familiar with the specific
context and language needs of their learners. They must be able to adapt their
teaching methods and materials to meet the specific needs of their students.
Overall, these phenomena led to the emergence of ESP as a specialized form of
language teaching that focuses on providing learners with the language and skills
necessary for effective communication in specific contexts.

6. What are the kinds of ESP?

Kinds of ESP:
1. English for Science and Technology (EST): This involves teaching English
language skills for professionals in scientific and technological fields, such as
engineers, researchers, and laboratory technicians. This type of ESP focuses on
teaching specific technical vocabulary, scientific writing skills, and
communication skills necessary for working in these fields.
2. English for Business and Economics (EBE): This involves teaching English
language skills for professionals in business and economics, such as managers,
bankers, and marketers. This type of ESP focuses on teaching business-related
vocabulary, writing skills for business correspondence, and communication

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 7

 skills for presentations, negotiations, and networking in professional contexts.
3. English for Social Studies (ESS): This involves teaching English language skills
for professionals in social sciences, such as anthropologists, sociologists, and
political scientists. This type of ESP focuses on teaching academic writing skills,
critical thinking skills, and research skills necessary for conducting and
presenting research in the social sciences.
Overall, these three types of ESP reflect the specific needs and contexts of English
language learners in different professional fields, and aim to provide language instruction
that is tailored to the learners' specific goals and needs.

ELT Tree from Hutchinson & Waters (p.). What do you think it means?
Hutchinson and Waters illustrated their idea of ELT by the picture of a tree. In the
picture, ESP is opposed to General English, usually taught for exam purposes. Thus,
the first conclusion we can draw is that ESP is teaching English for any other
purposes, e.g. work or study. These two are usually called professional (also
occupational, or vocational) purposes and academic purposes. According to the
division, most secondary schools teach General English simply because their purpose
is a particular exam (a GE exam, of course, such as the FCE or the standard Russian
school exam). If a student intends to use English in their future profession or wants to
continue their academic studies, they need another sort of English that ought to meet
some particular needs. Therefore, all our universities and colleges deal with ESP.

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 8

7. Find references, and discuss the various roles of an ESP teacher

Five Key Roles of an ESP teacher:

1. As a Teacher: The ESP teacher's primary role is to deliver effective English
language instruction to meet the specific needs and goals of the learners.
2. As Course Designer and Material Provider: The ESP teacher designs and
develops appropriate course materials and instructional resources that are
relevant to the learners' specific needs and contexts.
3. As Researcher: The ESP teacher engages in ongoing research and analysis to
ensure that the instructional materials and methods are up-to-date, effective,
and relevant to the learners' needs.
4. As Collaborator: The ESP teacher collaborates with other professionals, such
as subject matter experts, industry professionals, and language specialists, to
ensure that the instruction is comprehensive and relevant to the learners' needs.
5. As Evaluator: The ESP teacher assesses the learners' language proficiency and
evaluates the effectiveness of the instruction in meeting their specific goals and
needs, and uses this feedback to modify and improve future instruction.

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 9

What are the differences of being ESP practitioners/teacher and teachers at formal
school?:
 ESP practitioners/teachers focus on teaching English language skills for
specific purposes and contexts, whereas teachers at formal schools provide a
general education in English language skills for academic and everyday
purposes. ESP teachers design and deliver courses that are tailored to the
learners' specific needs and goals, while teachers at formal schools follow a
standardized curriculum that may not be directly applicable to the learners'
specific contexts. ESP teachers also often collaborate with subject matter
experts and industry professionals to ensure that the instruction is relevant to
the learners' professional contexts.

Student Worksheet 2 “ESP Program Development” @I Made Sujana/UNRAM 1

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