Preface

Praise be due to Allah SWT because only with his mercy and his guidance, so writer can
finish to write this paper with the title “ESP : Is An Approach Not a Product Course
Design”. In arrange this research paper, writer realize that so many limitations, weakness,
and not perfect. However, writer can handle and finish that because of helpinghands and
support from many sides.
With all honesty may all of all sides’ helping hands can get reward from Allah SWT As a
human, writer realize this paper is far from perfect, so the suggestions and critics from
readers are very writers expected. The last word, may this paper is useful and give a benefit
for the readers and the writers.

Jakarta, 14 September 2019

writer

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 TABLE OF CONTENT

Cover……………………………………………………………………………………
Preface .......................................................................................................................…. 1
Table of Content………………………………………………………………………. 2
CHAPTER I : INTRODUCTION
Background of Research...................................................................................... 3

CHAPTER II : DISCUSSION
A. ESP : Approach Not a Product……………………………………… 3
B. A System Approach to Course Design……………………………… 4
C. Approaches to Course Design………………………………………….. 5

CHAPTER III : REFERENCE

Conclusion……………………………………………………………………… 7

Reference.............................................................................................................. 8

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 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(English
Languange Teaching). 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

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 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.

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

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 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

On the course design process provide:

 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.

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 8. The course design process is supported by the CourseSpace.

C. Approaches to Course Design

Course design is the process by which the raw data about a learning need is
interpreted in order to produce an integrated series of teaching-learning experiences, whose
ultimate aim is to lead the learners to a particular state of knowledge.

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
inflexible procedure.
c. One of the alluring features of this model is that it appears to be systematic.
d. This model gives no acknowledgement to factors which must inevitably play a
part in the creation of any course.
e. Analysis of target situations data is only at the surface level. It reveals very little
about the competence that underlines the performance.

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 Orientation 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 learning approach :

a. The design of the course is the negotiation process. There is no single factor
which has an outright determining influence on the content of the course. The ESP
learning situation and the target situation will both influence the nature of the

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 syllabus, materials, methodology and evaluation procedures. Similarly each of
these components will influence and be influence by the others.

b. The design of the course is a dynamic process. It does not move in a linear fashion
from initial analysis to completed course. Needs and resources vary with time.
The course design, therefore, needs to have built-in feedback channels to enable
the course to respond to developments.

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 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.

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 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
to order 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)

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 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

[1] Ä. Hutchinson, T., & Waters, A. English for Specific Purposes: A learning-
centered approach. Cambridge: Cambridge University Press, 1987. p. 13
[2] Dudley-Evans, T., & St John, M. Developments in ESP: A multi-disciplinary
approach. Cambridge: Cambridge University Press, 1998, p. 221

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