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At the present days, it cannot be ignored that the demand, need, and the
influence of English has become fundamentally to people around the world.
English language has become as an universal language, and being used in the
many aspect. Moreover English language has countless of terminology within the
scientific purposes, art, medical, sociolinguistic and other specific knowledge. The
study of particular registers and terminology in particular branch of knowledge for
specific reason and purposed later being called English for Specific Purposes.
Even tough, ESP it’s not a new branch of knowledge to begin with rather it is just
an approach create an ideal model of learning specific knowledge.
This approach have several characteristics: first, ESP being created based
on the student needs. It means that the media, materials, and the method should
correspondence toward the need of the student. Second, ESP approach are focused
on the skill proficiency of particular knowledge and not focused on the four based
skill in the General English. ESP are solely designed for adult-hood environment,
this means that ESP are designed for the professional field. It’s should been taught
in the at least high school /vocational school and at the university student. Third
student who learn ESP at least should in the intermediate level who have
intermediate knowledge and skill of general ESP, this requirement is a must have
because if the student didn’t have or in the intermediate level how can he she
coped with the learning process. With the modal of being in the intermediate
level, are to be expected that the can cope with the materials and have the
convenience in learning ESP terminology and register.
In reality the application of ESP are really terrible, even thought ESP
become the subject matter in the Vocational School and in the University but in
the classroom teacher are only taught their student about English basic skill or
General English, the concern of the subject its not the specific skill and
knowledge but rather correcting students error in four basic English skills. The
lack of reading interest in students and the lack student self exploration in the ESP
materials also become a serious matter that cannot be taken lightly. This matter
will decrease students’ motivation to learn ESP because they are not really
familiar with the subject.
Aside from the problem which came from the student’s, there are also
problem coming from the teacher, Kusni ( 2004 & 2006) in his research stated that
this problem considered to be a critical one. The first is there is no specific and
consistent Universities which officially responsible to produce ESP teacher.
Second, there are inadequate ESP teacher development programs. Once they are
appointed to be ESP teachers, the opportunities to get training, workshop, or
further formal education are very rare. Third, ESP teachers are responsible for
over-loaded teaching hours in over-loaded numbers of students (big classes).
Whereas, teacher is the most component of the ESP without teacher proficiency,
how can students and learning process considered to being success?
In terms of providing solution and the problem solving of ESP teaching in
Indonesia, Encouraging teacher characteristics it’s a must. Rather than changing
the students characteristic and force them to cope with the course. The student
shouldn’t be the one to blame on, even if they are not capable of mastering Basic
English. The ESP teacher is different from that of GE, but this does not mean that
they do not have things in common (Bojovic 2006). Stevens (1988), for example,
sees that ESP teachers are most of the time GE teachers being involved in
teaching specific subject in English for a specific group of learners (Stevens 1988
cited in: Esteban & Martos 2002). Dudley-Evans and ST John (1998) prefer to use
the term “practitioner” rather than “teacher”, because for them ESP work involves
teaching and more. In the 1960s, the ESP practitioners main job was to teach only
the technical-vocabulary (Smoak 2003). In recent time, the responsibility of the
ESP practitioner has involved five roles: A teacher, a course designer, material
provider, researcher, collaborator, and an evaluator (Dudley-Evans and ST John
1998) teacher role is a fundamental requirement to conduct a effective classroom.
Last but not least, ideal ESP teacher should able to be a good negotiator.
The ESP teacher must negotiate: