Group 3:
Wilda Utami_A12122128
Siti Mutmaina_A12122126
Vikramsing_A12122
Aulia Septi Cahyani_A12122133
APPLICATION
A. The Syllabus
So, what is a syllabus? Basically, a syllabus is a plan for what students will learn in a course. But in ESP
(English for Specific Purposes), the syllabus isn’t just a general language course—it’s designed based on
what students actually need in their specific field.
According to Hutchinson & Waters (1987), a syllabus in ESP is designed based on the learners' needs,
which means the focus is on what students actually need to use in real life or at work. This is different
from general English, which teaches all four skills (listening, speaking, reading, and writing) equally.
Now, how do teachers figure out what students need? They don’t just guess! Teachers usually do
something called a needs analysis. This means they observe, interview, or give surveys to students and
professionals in that field to understand what kind of language skills are most important. If students are
studying tourism, for example, they might need to practice conversations with guests, explaining
directions, or handling complaints politely. This way, the syllabus is built around real-life situations they
will face in their careers.
B. Materials Evaluation
Now, let’s talk about materials evaluation. Evaluating learning materials is super important. According
to Tomlinson (2011), material evaluation is the process of checking whether the learning materials are
effective, engaging, and relevant for students.
Not all books or resources are good for ESP students! That’s why teachers need to evaluate or check if
the materials match the students' needs. Imagine you're learning English for the hotel industry, but your
textbook is full of basic grammar rules that don’t apply to real hotel situations. That wouldn't be useful,
right? Instead, the materials should include dialogues on how to welcome guests, handle complaints, or
explain hotel facilities.
So, teachers have to ask questions like: Does this material help students in their future jobs? Is it
engaging? Is the language level appropriate? If the answer is no, then they need to find better resources
or modify the materials to fit the class. The goal is to make sure students learn something that is
practical and useful for their field.
C. Materials Design
Now that we've covered evaluating materials, let’s talk about material design. It's about how to design
them. Sometimes, existing books and resources aren’t enough, so teachers have to create their own
materials. This can include worksheets, role-playing activities, or even real-world tasks.
According to Graves (2000), material design should be based on students' learning goals and real-life
tasks they will face. This means that instead of just studying grammar rules, students should practice
tasks that are relevant to their careers.
For example, if you're teaching English to medical students, you can’t just give them a standard English
textbook. They need materials tailored to their field, such as doctor-patient conversations, medical
terms in English, and how to write medical reports.
There are three main ways to design learning materials:
1. Using existing materials – This includes textbooks, online articles, or any resources already available.
2. Adapting materials – If existing materials don’t fully match students' needs, teachers can modify
them. For instance, if an article on health is too complex, it can be simplified or summarized.
3. Creating original materials – If nothing suitable is available, teachers can develop their own materials,
such as custom dialogues, listening exercises, or interactive videos.
In short, ESP materials must be designed with students' professional context in mind, rather than relying
on generic English materials.
D. Methodology
Now, let’s move on to Methodology, it's about how we teach. According to Richards and Rodgers
(2001), methodology refers to the principles and practices of language teaching. It’s not just about what
we teach, but how we deliver the lessons so students can actually use the language in real life.
In ESP, teaching methods are often more communication-based. For instance, in business English
classes, students shouldn’t just learn grammar—they should practice giving presentations, writing
business emails, or participating in meetings. In engineering classes, they might practice reading
technical manuals or explaining procedures in English.
One popular approach in ESP is Task-Based Learning (TBL). In this method, students learn through
practical tasks. For example, in a hospitality English class, students might role-play as hotel receptionists
handling customer complaints. This way, they practice real-life communication rather than just
memorizing grammar rules.
So, ESP methodology focuses on making sure students can actually use English in their professional lives,
rather than just studying theories.
E. Evaluation
Finally, we have evaluation. How do we know if students have really learned what they need? According
to Brown (2004), evaluation in ESP should not only test students' language knowledge but also their
ability to use English in real-world situations.
In ESP, evaluation isn’t just about passing a test. It’s about checking if students can actually use English
in their field.
For example, in an ESP class for hotel management, instead of just giving a grammar test, students
might be asked to role-play as hotel receptionists, handling check-ins and guest complaints in English.
This kind of performance-based evaluation is more effective because it shows whether students are
truly prepared for real-life situations.
Teachers also give feedback to help students improve. Instead of just marking answers as right or wrong,
they might give suggestions like, “Try using more polite language when talking to customers” or “Your
pronunciation is clear, but you need to work on fluency”. This way, students know exactly what to work
on.
References:
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Pearson Education.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-centred Approach.
Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.).
Cambridge University Press
Tomlinson, B. (2011). Materials Development in Language Teaching. Cambridge University Press.
POIN POIN PPT:
A. The Syllabus
-A syllabus is a plan for what students will learn in a course.
-In ESP, the syllabus is designed based on students’ specific needs.
-Hutchinson & Waters (1987): ESP syllabus focuses on real-life language use.
-Needs Analysis: Observation, interviews, surveys
B. Materials Evaluation
-Tomlinson (2011): Evaluating materials ensures they are effective, engaging, and relevant.
-Not all books/resources fit ESP students’ needs.
-Key questions for evaluation:
•Does this material help students in their future jobs?
•Is it engaging and appropriate for their language level?
Example: Hotel management students need dialogues for guest interactions, not just grammar
exercises.
C. Materials Design
-Graves (2000): Material design should be based on students' learning goals and real-life tasks.
-Three ways to design learning materials:
1. Using existing materials – Textbooks, online resources.
2. Adapting materials – Modifying content to match students' needs.
3. Creating original materials – Custom dialogues, listening exercises, interactive activities.
Example: Medical students need doctor-patient conversations, medical terms, and report writing.
D. Methodology
-Richards & Rodgers (2001): Methodology refers to how language is taught and delivered.
-ESP focuses on communication-based methods rather than just grammar.
-Task-Based Learning (TBL): Learning through real-world tasks.
Example activities:
•Business English: Writing emails, giving presentations.
•Engineering English: Explaining procedures, reading manuals.
•Hospitality English: Handling customer service interactions.
E. Evaluation
-Brown (2004): ESP evaluation measures students’ ability to use English in real situations.
-Performance-based assessment:
Example: Instead of a grammar test, hotel management students role-play as receptionists handling
check-ins.
-Constructive feedback: Teachers provide guidance, not just right or wrong answers.
Example feedback:
•"Try using more polite language for customers."
•"Your pronunciation is clear, but work on fluency."
