PRELIMINARY CASE STUDY ON ESP APPROACH PROGRAM

DESIGN
LEARNING PROGRAM DESIGN FINAL PROJECT

Submitted by Group Two

Members:
1.

Dian Triraniningsih ( Preliminary Case Study on ESP Approach Program

2.

Design English for Business Masters in University of Edinburgh)

Ayu Aprianti (Preliminary Case Study on ESP Approach Program Design
English for Hospitality and Tourism Management in Red River College of

3.

Canada)
Luliun Nihayah (English for Pre-Medical in the ETVS LORND

4.

University)
Satryo Kusuma Wibowo (English for Call Centre Operatives at De
Montfort University)

ENGLISH FOR BUSINESS MASTERS IN UNIVERSITY OF EDINBURGH

Submitted by : Dian Triraniningsih

A. Introduction
English for Business Masters in University of Edinburgh, Scotland,
is designed for students going on to study for an MBA or other
postgraduate business studies degree. English for Specific Purposes is
English provides specific language skill and specific contents for them
who want to learn in depth. The writer cited from (Evans, 1997) as cited in
Anthony who defined ESP into two characteristics. There Absolute
characteristics and Variable Characteristics.
The Absolute Characteristics, there are, ESP is defined to meet
specific needs of the learners, the second is, ESP makes use of underlying
methodology and activities of the discipline it serves, the third is, ESP is
centred on the language appropriate to these activities in terms of
grammar, lexis, register, study skills, discourse and genre.
For Variable Characteristics, there are five. 1. ESP may be related
to or designed for specific disciplines 2. ESP may use, in specific teaching
situations, a different methodology from that of General English 3. 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 4. ESP is generally designed for intermediate or
advanced students. 5. Most ESP courses assume some basic knowledge of
the language systems.The course details for them who want to join this

programare course date, course price, class size, language levels, time
table, course description, content and approach.
The course date would be held on eight August until first
September 2016. This course will be held in twenty four days (4 weeks, 77
hours) with three sessions, consist of session A, B and C. This course will
be on Monday until Friday, thus, the students who join this program will
be intensively train. There will four language skills in this course and will
be taught in different sessions and meetings. The way of participants
learning hear are group discussion and individual performance,
consequently, the skills is relative appropriate with the students needs.
Everyone who wants to join should pay one thousand three
hundred and sixty dollars. In one class, the maximum participants are
fifteen but for some activities classes may be combined. For the language
level needed is for them who satisfactory score for entry into a program of
study in the university of Edinburg. Based on the CEFRL (Common
European Framework of Reference for Languages), the writer thought that
for them who are in the B1 or B2 then they will be drilled up in C1 or C2
levels.
This English for Business Masters students who follow a program
designed to increase their English for use in the business and academic
environments with a particular focus on improving English language skills
for effective participation in the University of Edinburgh Business School
MBA and Magister of Science Programmes. The contents are, English for
Business Masters Reading and Writing Skills: Practice reading and Writing

academic assignments for MBA. Students will write two assignments

comprising of an essay and case study analysis. The second is, Business
Communication Skills: development of core business communication
skills, including giving presentations, participating in meetings, and
negotiating. The third is, Business Topics: Development of English
language skills through the exploration of key business topics. These will
include presentation by guest lecturers relating to key English for Business
Masters and other business topics and video materials, including an MBA
class in action. The fourth is, Team Projects: Participants will work in
teams on teams on three micro-projects, leading to group presentations.
The last is, Language Review: language review sessions focus on the
language used in the lecture room including strategies and skills for
effective participation as well as core business and management
vocabulary.
The last course detail is about the approach. It emphasizes on the
development of both academic writing skills and oral presentation skills
with opportunities for both individual team work. A series of talks by guest
speakers and video sessions is programmed to develop listening skills.
Participants will be required to produce several assignments to deadlinesa necessary preparation for the potential English for Business Masters
students.
B. Discussion
In the end of the Second World War in 1945 heralded in age of
enormous and unprecedented expansion in scientific, technical and

economic activity in international scale (Hutchinson & Waters, 1987, p.6).

In this drama, United State of America became the super power country
and influence some aspects in the world. Like the king stands up in the
castle where all of the slaves should do what he commands. Using English
in the education purpose is one of the example colonialization.
Considering that all of the medium of communication in the world is
English, some people are supposed to learn English depends on their
needs. As the writer mentioned above, English for Specific Purposes
provides the learners to learn in details. English for Business Masters in
University of Edinburgh is one program that is recommended for all of
those who want to continuous their study as postgraduate students.
(Hutchinson& Waters, 1987, p.7) mentioned that at the same time
as the demand was growing for English courses tailored for specific needs,
influential of new ideas began to emerge in the study of language.
Traditionally the aim of linguistics had been to describe the rules of
English usage, that is, the grammar. In English for Specific Purposes may
be not focused on the grammar but on the use related to the context.
English for Business Masters may be focused on the reading and writing
academic for MBA and comprising an essay and/or case study;
communication skills about developing core business communication
including presentation, participating meeting, negotiating, etc.
English teaching in Indonesia as consider as foreign language
teaching ( Dewi, 2015). The nature of English for Specific purposes is
designed for them who have language level based on CEFRL (Common

European Framework of Reference for Languages) especially B1/B2 until

C1/C2. It is assumed that for them who have finished their learning in
general English. In Indonesia context, General English introduced from
primary schools until secondary schools. As a consequence, it means that
university students in Indonesia could learn English for Specific Purposes.
As the evidence can be seen in the field, university students still need to be
drilled up about their proficiency in General English, as a result, English
as Mata KuliahUmum introduced in the faculties still in the minimum
scale.
Learners were seen to have different needs and interests, which
would have an important influence on their motivation to learn and
therefore on the effectiveness of their learning (Hutchinson & Waters,
1987, p.8). We as the teachers will face the heterogenic students
characteristics that can be the variable of them to have different motivation
and needs. In English for Business Masters provided by University of
Edinburgh confers fifty students in one class. The writer think that it is
ideal class because in language learning the capacity of the students should
a bit than others.
the purpose of ESP course is to enable learners to function
adequately in a target situation, that is, the situation in which the learners
will use the language they are learning, than the ESP course design process
should proceed by first identifying the target situation and then carrying
out a rigorous analysis of the linguistic features of that situation
(Hutchinson and Waters, 1987, p. 12). From that explanation, it is clear

that ESP program is more focused on the target need than English in
General. After finishing the program of English for Business Masters in
University of Edinburgh, they are expected to have higher proficiency in
Business Masters.
C. Conclusion
English for Specific Purposes (ESP) is the program that has already
grown massively in the educational context. It can be seen in the country
where the societies speak English as native or not. The writer recommend
this program not only for them who want to continuous master degree but
also for them who are still studying Economic business as their major in
university. As a result, the writer think that University of Edinburgh also
need to provide this kind of program for undergraduates students. By
considering that Mata KuliahUmum (MKU) provided by the faculty about
English is not adequately to elevate students proficiency in English. After
implementing this kind of program, the learning need and the target need
would be reached depends on the expectation drawn before.

D. Reference
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes.
Oakleigh, Victoria, Australia: Press Syndicate of the University of
Cambridge.
Dewi, S. U. (2015). Syllabus of Vocational High School Based on ESP
Approach. Dinamika Ilmu, 15(2), 273-296.
http://www.ed.ac.uk/english-language-teaching/global-partners-andprofessionals/specific-purposes/business/english-business-masters

English for Hospitality and Tourism Management in Red River College of

Canada
Submitted by Ayu Apriyanti

A. Introduction
Red River College (RRC) is a community college that located in Canada.
RRC also have ESP program to make the students more interesting. One of the
program is Hospitality and Tourism Management. This program is designed to
prepare students to work in hospitality and tourism businesses by providing
courses aimed at developing a fundamental business and customer service
background. Students will study through classroom based course work and lab
based lunchtime fine dining service in Janes restaurant. Students will also obtain
certifications in Workplace Hazardous Materials Information System (WHMIS),
First Aid, and It's Good Business.
The Hotel and Restaurant Management major focuses primarily on
developing skills to work in the food and beverage and accommodation areas of
the tourism industry. The courses are delivered from a management perspective
and include classroom and lab based course work. Hospitality Simulation offered
in the final term is the capstone course in which the students work in teams,
drawing on their academic and work experience from previous terms.
The Tourism Management major concentrates on building skills in a variety of
business models in a variety of Tourism sub-sectors including attractions, events

and tourism services. In a capstone course in the final term, students will work on
teams during Tourism Entrepreneurship, to develop a visitor attraction using skills
learned and developed from previous academic/work terms.
To join with this school they have Admission Requirement,

Regular

Admission Requirement for the students grade 12 and Special Admission

Requirements for the students attain the age of 19 years old.
This program is designed to provide a solid foundation for those aiming to
attain a high performance career in the hospitality and tourism industry. The
program is designed to introduce students to the industry and build core skills in
year one, and to build industry-specific management skills in year two. Customer
service is an essential aspect of work in the hospitality industry.
B. Discussion
ESP or English Specific Purposes is one of the program to teach English in
specific teaching situation, its built on an assessment of purposes and needs and
the functions for which English is required. ESP is to be designed for adult
learners or intermediate also advanced students. According to (Hutchinson &
Waters, 1998) ESP is categorized into two divisions: English for Academic
Purposes (EAP) and English for Occupational Purposes (EOP). EAP is subjected
to learners who need English for academic study such as English for Medical
Study, English for Economics, English for Agriculture and the like. Whereas, EOP
is intended for the learners who need English for work training such as English for
Technicians, and English for Secretaries. English for Hospitality and Tourism

Management in RRC also belonging to English Occupational Purposes. Because

its designed to prepare students to work in hospitality and tourism businesses by
providing courses aimed at developing a fundamental business and customer
service background. This program also to provide a solid foundation for those
aiming to attain a high performance career in the hospitality and tourism industry.
I think the program of Red River College can be applied in Indonesia. It can be
more effective for the students who from vocational high school.
C. Conclusion
From the discussion we can conclude that English for Hospitality and
Tourism Management in RRC is one of ESP program. English for Hospitality and
Tourism Management in RRC also belonging to English Occupational Purposes.
Its designed to prepare students to work in hospitality and tourism businesses by
providing courses aimed at developing a fundamental business and customer
service background. That program also to provide a solid foundation for those
aiming to attain a high performance career in the hospitality and tourism industry.
The program of Red River College can be applied in Indonesia. It can be more
effective for the students who from vocational high school.

D. Reference
College, R. R., 2016. Program and Course Catalogue. [Online] Available at:
http//:me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?
RegionCode=WPG&ProgCode=HOSTF-DP[Diakses June 2016].

ENGLISH FOR PRE-MEDICAL IN THE ETVS LORND

UNIVERSITY
Submitted by Luluin Nihayah
A. Introduction
The pre-medical program prepares the student to take the entrance
examination required to participate in a regular degree program at a
medical university of the students choice.
The program consists of a selection of courses related to natural
sciences, such as chemistry, biology, mathematics, and a smaller portion of
humanities, like history and economics.
Moreover, the program concentrates on preparing students for their
further scientific studies in English. It aims to provide students with the
appropriate terminology of biology, chemistry, physics and medical
English. Besides the field-specific English classes, students will also
attend regular English classes to improve their communicational and study
skills, vital for their further studies in medical school.
The faculties of pre-med program take a field-centered approach to
teach English. They focus on developing communicative competence in a
specific discipline and are geared toward helping the student to attain the
set of necessary English skills allowing them to continue studying at a
Bachelor-level.

This ESP program seeks to develop English skills of student to

such extent that he or she should be able to pass a B2-level (CEFR) or
IELTS 5.5 proficiency test after two semesters.
The facilities that provided for students are below:
a. Students are in need of rigorous course work, preparing you
for medical school, to be able to demonstrate your competence
to Admission Committees.
b. Intensive sessions and attending classes 4 days a week.
c. Students are guaranteed a minimum of 800 contact hours each
academic year.
d. Small study groups and friendly international educational

environment.
B. Discussion
The main focus of ESP is learners needs in learning English. It is
because students needs in learning English that are needed to compose
ESP materials are different from student of general English (Dewi,
2015). In pre-medical in the Etvs Lornd University, the ESP program
focuses on scientific studies in English. It supports the finding that the
program is design based on need analysis of ESP.
According to Hutchinson and Waters (1987:22) the questions in the
links of three main headings; language description, theories of learning,
and need analysis, which become the factors that affect ESP course design.
Hutchinson and Waters defined language description as a syllabus
that will be carried out in the ESP course (1987:22). In context of ESP
program for pre-medical above, the syllabus that used is not mentioned
certainly. But, it is mentioned that the study material in its curriculum is

using English books which related to medical, such as Oxford English for
Careers: Medicine 2, English for the Medical profession, Face2face, etc.
Furthermore, theories of learning are concerned with the way of
language teaching process (Hutchinson & Waters, Course Design, 1987).
In this case, language teaching is delivered by using methodology of small
study groups and friendly international educational environment.
Hutchinson and Waters (1987:55-56) say that target needs are
necessities, lacks, and wants in learning English. Necessities mean needs
which are stated by the demands of the target situation. Lacks mean the
gap between the target proficiency and learners proficiency. Wants refer
to the learners awareness of both necessities and lacks but he perhaps
cannot fulfill them.
In this case, necessities or the demands of student is knowledge
about English related to science such as chemistry, biology, mathematics,
and a smaller portion of humanities, like history and economics. Students
need that knowledge because their goal is to take the entrance examination
required to participate in regular degree program at a medical university.
Besides that, students also need to improve their communication and study
skill, vital for their further studies in medical school later. It supports the
theory that target needs consist of necessities, lacks, and wants. Those can
help teacher to analyze students needs in learning English.
C. Conclusion
From the explanation above, it can be concluded that the facilities
that given in pre-medical program in the Etvs Lornd University are
appropriate with students needs that will participate the selection of medical
university.

In addition, the pre-medical program also can be implemented in

Indonesia (especially in UII) that has not yet the program like that. The program
is good for students who want to continue their study into medical study program.
Because the medical students need many references from abroad that largely is
using English.

D. Reference
Dewi, S. U. (2015). Syllabus of Vocational High School Based on ESP
Approach. Dinamika Ilmu, 15(2), 273-296.
Hutchinson, T., & Waters, A. (1987). Course Design. In English for
Specific Purposes (p. 21). Stamford Road: Press Syndicate of the
University of Cambridge.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes.
Oakleigh, Victoria, Australia: Press Syndicate of the University of
Cambridge.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes.
Oakleigh, Victoria, Australia: Press Syndicate of the University of
Cambridge.

English For Call Centre Operatives at De Montfort University

Submitted by Satryo Kusuma Wibowo

A. Introduction
DE Montfort University located in Leicester city Uk . De monfort university
have any ESP program for students . Namely English for call centre
operatives ,English for industry, health and safety ,English for tourism and leisure
purposes ,English for flight engineers and technicians ,English for international
nurses and health care workers ,English for local and national government
purposes .The university have recently successfully delivered courses to a wide
range of clients, from teaching business to scientists from closed nuclear cities in
the former Soviet Union to training English teachers from China and pilots from
the Kuwaiti military. One of the focused is english for Call Centre Operatives the
entry of requierements IELTS 4.0 , there are 15 students and the studentsmust be
at least 18 years of age.
English study support and facilities. Academic students will be placed in small
classes, giving you plenty of direct contact with your tutors. Our qualified tutors
have taught English for many years, in many different countries (China, Russia,
Libya, UK and many others). Pastoral students will be well looked after by our
Centre support team from the moment student arrive. Students will live in a
homestay, so the students can experience typical British life in the UK and
improve students English outside class. Or student can opt for accommodation in
our high quality University Halls of residence. The team also arranges sightseeing

trips so students can enjoy all of the attractions that the UK has to offer. Technical
We offer a full range of technical support, from our audio-visual classrooms to our
computer lab and the Kimberlin Library.This course gives an in-depth knowledge
of the English required for a dynamic customer experience which is vital for
front-line sales operatives, and to develop and motivate call centre operatives for
managers.
B. Discussion
ESP is an approach to language teaching in which all decisions as to content
and method are based on the learners reason for learningto (Hutchinson &
Waters, 1998).The ESP atde monfort university for Call Centre Operatives , give
some methode to support the learners for call centre operatives as acedemic ,
pastoral and technical . The question why in ESP need analysis answered by the
ESP course is characterized by its content (Science, Medicine, Commerce,
Tourism, Engineering, etc.), this is, in fact, only a secondary consequence of the
primary matter of being able to readily specify why the learners need English. Put
briefly, it is not so much the nature of the need which distinguishes the ESP from
the general course but rather the awareness of a need (Hutchinson & Waters,
1998) . Hutchinson and Waters (1989:55-56) say that target needs are something
of an umbrella term, which in practice hides a number of essential differences
between necessities, lacks, and wants. Necessities mean needs which are stated by
the demands of the target situation, that is, what the learner has to know to
participate effectively in the target situation. Lacks mean the gap between the
target proficiency and learners proficiency. Wants refer to the learners awareness

of both necessities and lacks but he perhaps cannot fulfill them as there maybe
conflicts with perception of other interest parties: course designers, sponsors, and
teachers.
C. Conclusion
From the discussion we can conclude program for call centres operatives in
De monfort is one of ESP program . This Program prepared student to specific
purpose for call centres operatives . This course gives an in-depth knowledge of
the English required for a dynamic customer experience which is vital for frontline sales operatives, and to develop and motivate call centre operatives for
managers.There some clasification to suppport learner acedemic, pastoral and
acedemic . The ESP program can applied for Indonesian learner because some
University in Indonesia have facilities to support ESP like De monfort university
like library and Lab audio Visual.

D. References
College, R. R., 2016. Program and Course Catalogue. [Online] Available at:
http//:me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?
RegionCode=WPG&ProgCode=HOSTF-DP[Diakses June 2016].

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A

learning- centered approach. Cambridge: Cambridge University Press.