BAB 1

- Uses and function of English

1. English as a mother tongue
2. English as a second language (ESL)
3. English as a foreign language (EFL)
4. The language of the world’s written information
5. A lingua frunca
- Esp historical perspective = Hutchinson and waters(1987)
1. The expansion of English
2. The development in linguistics
3. The development in educational psychology

BAB 2

- The different between ESP and EGP is the most important difference lies in the learners and their purposes for
learning English.
- The responsibility of the teacher
1. Organizing courses
2. Setting goals and objectives
3. Creating a learning environment
4. Evaluating students
- The responsibility of the student (learners)
5. Interest for learning
6. Subject-content knowledge
7. Learning strategies

BAB 3

- Stevens (1981:116) distinguished ESP characteristic into two categories

1. Absolute characteristic
Esp consist of English language teaching which is,
a. Designed to meet specific needs of the learner
b. Related in content to particular discipline, occupation and activities
c. Centered on the language appropriate to those activities in syntax, lexis, discourse, semantics, and
analysis of this discourse
2. Variable characteristic
Esp may be, but not necessarily
a. Restricted as to the language skills to be learned, e.g. reading only
b. Not taught according to any pre-ordained methodology
- Esp characteristic
The claims for ESP are:
a. Being focused on the learners needs – waste no time
b. Is relevant to the learner
c. Is successful in important learning is more cost effective than General English
- Robinsons (1991:1) formulated ESP characteristic in the following
a. Esp course is normally goal directed
b. Esp course is based on a need analysis
c. The student of an ESP course are likely to be adults rather than children
 d. Esp course maybe written about as though they consist of identical students
- Subcategories of ESP
a. EGP = English for general purposes
b. ESOL = English for speakers of other language
c. ESP = English for specific purposes
d. EPE = English in preparation for employment
e. EEP = English for employment purposes
f. EVP = English for vocational purposes
g. EAP = English for academic purposes
h. EOP = English for occupational purposes
i. EPP = English for professional purposes

BAB IV
- Bastrukmen (2006) describe five objectives in teaching ESP
a. To reveal subject-specific language use aims
b. To develop target performance competencies
c. To teach underlying knowledge
d. To develop strategic competence
e. To foster critical awareness
- Learning of ESP according to expert
a. Hammerly
1. Biological (sex and age)
2. Cognitive
3. Affective
4. Personality
5. Social
6. Goal characteristic
b. MCdonough
1. Personality
2. Motivation
3. Attitude
4. Aptitude
5. Preferred learning styles
6. Intelligence
c. Lightbown and spada
1. Intelligent
2. Aptitude
3. Motivation
4. attitudes

BAB V

- Scarlcella and oxford (1992:4-5) also highlight the most essential roles of English teachers in general as follows:
a. Information gatherer
b. Decision maker
 c. Motivator
d. Facilitator
e. Provider of large quantities of authentic English input and opportunities to use this input
f. Counselor and friend
g. Provider of feedback
h. Promoter of a multicultural perspective

BAB VII

- The models of ESP & CBI

1. Theme-based language instruction
In which the language skills are fully integrated in the study of a theme, for example, economic, and ecology.
Theme or topic based language courses are one way to increase the use of subject matter content in
language classes.
2. Sheltered content instruction
Learners are taught the subject matter and language coursework in English that is modified to students’
level of proficiency
3. Adjunct language instruction
In this model student enrolled concurrently in two linked course – a language course and a content course.

BAB VIII
- Need analysis is often viewed simply as identification of the language forms that the students will likely need to
use in the target language when they are required to actually understand and to produce the language.
- Steps in need analysis
a. Purpose of analysis
b. Delimit student population
c. Decide upon the approach(es)
d. Acknowledge constrains/limitations
e. Select method of collecting data
f. Collect data
g. Analyze & interpret results
h. Determine objectives
i. Implement decision (decide sylbs, content, matr,method,etc)
j. Eval, procedure & result
- Approaches to needs analysis
a. Target-situation analysis (TSA)
Munby (1978) focusing on the students’ needs at the of a language course, and target level performance.
b. Present-situation analysis (PSA)
Ascertains the student’ state of language development at the beginning of the language course
c. Learning-centered approach
Inferred that learning is totally determined by the learner
d. Strategy analysis
The focus of needs analysis involved not only methods of teaching, but also methods of learning
e. Mean analysis
An attempt to adapt the language courses to local situation.