CHAPTER I

INTRODUCTION

1. Background
According to Tom Hutchinson and Alan Waters Lancaster (1986),
“English for specific purposes is teaching which has specified objectives”.
Beside that, Mc Donough said “ESP courses are those where the sylabus
and materials are determined in all essentials by prior analysis of the
communication needs of the learners.”1
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 hoped by learning ESP can serve us 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. ESP is related to
learning central approach because in development ESP has paid scan
attention to the question of how people learn, focusing instead on the
question of what people learn.

1
Jo.Mc.Donough. ESP in Perspective A Practical Guide. London. Collin ELT. 1984. p.3.

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 CHAPTER II
CONTENT

1. Approach nor product

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 As we know, that ESP is an approach to english learning to specific
field that based on what people need. Generally, ESP is used in foreign
language teaching in order to certain profesion and the filed of knowledge
purpose. This purpose can be understand as a benefit to use english as a
ccommunication tool in oral or written correctly.
ESP all essentially emphasize to language centred approaches and to
give a definition of ESP we need to establish a context aboit 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. 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).
ESP is one of branch of ESL/EFL which are themselves the main branches
of English of language teaching in general. ELT is one variety of the main
possible kinds of language teaching. As we know that, a tree cannot survive
without roots. In this case, the roots which nourish the tree of ELT are
communication and learning. The analogy of tree above showing to us what
ESP isn’t. Here they are :
a. ESP is not a matter of teaching “specialized varieties” of english
because the fact that language is used for a specific purpose. There

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 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.
b. 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 form
view inside and be beneath the tree although we know the leaves and
the branches. They are supported by a complex underlying stucture.
The poin 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 it the language and the range of knowledge and abilities
which can enables than to do it.
c. 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.2

ESP is different from the form of ELT because ESP must be sign as an
approach not as a product. ESP is not a particular kind of language or
methodology, not 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 us to content and method are based on the learners’
reason for learning.

2
Paulina Robinson. English For Specific Purposes. Oxford. Pergamon Press, Ltd. 1990. p.18.

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 CHAPTER III
CONCLUSION

The ELT tree diagram shows that ESPBis the only branch of
ESL/EFL where the main branch is ELT in general. It is also a key to
communication and learning. ESP is not necessary a language fact product
but as a learning to teach a language that is shown with specific and clear
reasons for learning.
a. ESP is not about ‘special varieties’ of English teaching. Language is used
for specific purposes rather than language-specific forms, different types
from other forms.
b. ESP is not just a matter of scientific and grammatical words for scientists.
c. ESP does not different in its kind from some other form of language
teaching.
It is concluded that ESP is an approach to teaching a language in
which all is firmness as content and method is based on the reason of the
learner to study it.

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 REFERENCES

jo.Mc.Donough. 1984. ESP in Perspective A Practical Guide. London.

Collin ELT.

Paulina Robinson. 1990. English For Specific Purposes. Oxford. Pergamon

Press,Ltd.