Name : Ni Luh Putu Sri Murdiani

NIM : 1712021127

Class : 6D

Assignment 1

Summary of ESP

How to Become the ESP Teacher

Becoming an ESP (English for Specific Purposes) teacher is one of promising career
which can be chosen by English Language Education student. Before deciding whether
becoming an ESP teacher is the appropriate career or not, it is needed to know more about what
is actually an ESP teacher. This short writing will explain some important notes for future ESP
teacher. Some of those are knowing ESP criteria, how to conduct needs analysis, how to make
ESP syllabus, and how to choose and develop ESP materials.

First is knowing ESP criteria. As considering to become an ESP teacher, it is needed to

know more about ESP closely. There are two major distinctions in ESP, they are EOP (English
for Occupational Purposes) which focuses on the use of English in work-related needs training,
and EAP (English for Academic Purposes) which focuses on the use of English in academic
study needs. ESP has some major criteria. The first is that ESP commonly has specified goal to
be achieved. It means students are not studying English not because they are interested in it,
rather they learn English because they are supposed to learn it which related on their work or
study. Second, an ESP course uses needs analysis as its program based. This needs analysis is
needed in order to find out what exactly the students need in learning ESP. Therefore, the
program could be developed based on the students’ initial needs. Third, ESP programs usually
are set within specified amount of time. And the last one is that the ESP students are usually
adult students rather than the young learners.

Before conducting ESP programs, the essential and must thing to do is conducting the
needs analysis. Through needs analysis, teachers will get two kinds of information they are the
students’ current knowledge and motivation also students’ need. There are two types of needs
analysis, they are TSA (Target Situation Analysis) which focuses on students’ needs after
finishing the language program and the other one is PSA (Present Situation Analysis) which
focuses on what students like at the start of the program and find out what are their strengths and
weaknesses. Need analysis can be done through interviews, questionnaires, observation, case-
studies, tests, authentic data collection, or participatory needs analysis.

After the needs analysis, the next thing to do in establishing a good ESP course is making
the syllabus. The data that have been gathered from needs analysis can be used to determine
which type of syllabus that is suitable for the current students’ situation and needs. There are two
major types of syllabus in language program, they are authentic and synthetic syllabus.
According to Brown (1995) and Richards (1990) as cited in Budasi (2015) there are some types
of syllabuses. They are structural, functional, notional, topical, situational, skills and task/activity
based. All of them can be chosen based on the students’ needs and teacher’s decision.

The follow up process after deciding the appropriate type of syllabus, an ESP teacher
needs to develop the materials for the program. In developing the materials there are some
criteria that should be followed to make the good materials, based on Moore (1977) and
Hutchinson and Water (1987) as cited from Budasi (2015), they are the purpose, type, content,
interest, authenticity, and difficulty. These criteria should support students learning process in
order to achieve their goal in learning English as ESP.

Those are few important notes which are needed to be considered for the future English
ESP teachers. Indeed, becoming an ESP teacher is so promising but it also brings big
responsibilities. Therefore, for those who want to choose the career as an ESP teacher, they need
to learn and understand ESP thoroughly and have broad knowledge in full filing the students’
need.

Reference
Budasi, G. I. (2015). English for Spesific Purposes. Yogyakarta: Graha Ilmu.
Name : Ni Luh Putu Sri Murdiani

NIM : 1712021127

Class : 6D

Assignment 2

Summary of ESP

Synthetic and Analytical Syllabus

An ESP (English for Specific Purposes) teacher should have a good ability to make an
ESP syllabus for planning the learning materials for the students. Therefore the basic thing that
should be understood by the future ESP teacher is understanding how to make a syllabus.
According to Wilkins (1981) as cited from Alavi (2014) syllabus can be defined as thee
specification of the language teaching content which have been adjusted accordingly in some
degree of ordering or structuring to make teaching and learning process more effective. Simply it
can be said that syllabus contains the summary of learning content which the learners will be
exposed. Based on Wilkins (1976) as cited from Alavi (2014) generally there are two types of
syllabus for language teaching, they are synthetic and analytical syllabus in. Each of them has its
own characteristics which make they are different from each other. This short essay will
elaborate briefly about synthetic and analytical syllabus.

Through synthetic syllabus it is hoped that the learners are able to synthesize or acquire
the language after they learn the language parts gradually. In synthetic syllabuses the language is
segmented into discrete linguistic items. It means the language will be taught bit by bit through it
linguistics rules and items or it can be said through the grammar of the language with less
attention to the use of language in the context. Therefore when teacher use this type of syllabus
they teach the language parts separately. Teacher can start to teach the language from how to
make a sentence in Simple Present Tense, Simple Past Tense, Simple Future Tense, etc. Since
the language it taught using a great focus in building a strong grammar understanding it make the
language learners have lack understanding in using the language in the context. It also consume
too much time for the learners to learn by themselves. Sometimes this type syllabus can produce
a monotonous teaching activity which leads to students’ boredom in learning a language.
Structural, lexical, notional and functional and most situational and topical syllabuses are
synthetic syllabus.

Analytical syllabus is the contrast of synthetic syllabus. In analytical syllabus there is no

such attempt to divide the language into linguistics parts. Analytical syllabus is constructed by
considering what is the learners’ needs or purposes Then based on those needs, the teachers will
decide what kind of language performance are best given to meet those purposes. Then it can be
said the core of this syllabus is more considering on the learners’ condition and situation. It tries
to give a meaningful language learning context to the students. The language will be presented
through the whole chunks at a time based on the certain topic of materials without any rigid
linguistic control (grammar control). Therefore since the lack attention to the grammar, it will be
common to find students with an enough English performance (speaking, listening, reading, and
writing) without good understanding to use the appropriate grammar. Procedural, process, and
task syllabuses are the example of the analytical syllabus type.

Those are the brief explanation about common English Language Learning syllabuses in
presenting the materials to the learners based on Wilkins theory. It is needed for an ESP teacher
to understand the difference of these type of syllabuses in order to give the best language
learning experiences to the students based on their needs. Both of the syllabuses have their good
purposes in breaking down the language to the learners. But an ESP teacher should be able to
decide which one is the most appropriate one to be used in designing their learning course. By
understanding this concept it will be easier to the teachers divide the materials and give the best
learning experiences to the learners to achieve their goals in learning English.

References
Alavi, M. (2014, December 6). Syllabus Design. Retrieved from Slide Share:
https://www.slideshare.net/mobile/MansoorehAlavi/me1-42417201
Alshumaimeri, Y. (2020, April 3). Language Syllabus Tyoes. Retrieved from Academia:
https://www.academia.edu/8873563/Language_Syllabus_Types
Analytic & Synthetic EAP. (2013, April 10). Retrieved from Using English for Academi
Purposes: http://www.uefap.net/blog/?p=95
Budasi, G. I. (2015). English for Spesific Purposes. Yogyakarta: Graha Ilmu.
Name : Ni Luh Putu Sri Murdiani

NIM : 1712021127

Class : 6D

Assignment 4

ESP

This presentation is taken from an article in The Asian EFL Journal November 2019 Volume 23,
Issue 6.2
References:

Budasi, I. G., &, I. W. (2019). Developing English for Housekeeping Materials for Students of
Sun Lingua College. Asian EFL Journal, 164-179.