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

Design English for Business Masters in University of Edinburgh)

2. Ayu Aprianti (Preliminary Case Study on ESP Approach Program Design

English for Hospitality and Tourism Management in Red River College of

Canada)

3. Lu’liun Nihayah (English for Pre-Medical in the EÖTVÖS LORÁND

University)

4. 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

deadlines- a 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-and-

professionals/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 Jane’s 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 it’s 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.

It’s 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 EÖTVÖS LORÁND

UNIVERSITY

Submitted by Lu’luin 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 student’s 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 learner’s needs in learning English. It is

because student’s 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 Eötvös Loránd 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 learner’s proficiency. Wants refer

to the learner’s 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 student’s 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 Eötvös Loránd 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 UniversitySubmitted 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 learner’s 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 learner’s proficiency. Wants refer to the learner’s

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 front-

line 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].

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

learning- centered approach. Cambridge: Cambridge University Press.