English For Specific Purposes At Non-English Department Students To
Encounter The Asean Community Era
TRI WAHYUNI AND TIARA RETNO HARYANI
[email protected] [email protected]
Abstract:
English for Specific Purposes (ESP) is an English teaching subject for non-English department students which is given as a compulsory subject. ESP prepares the students to encounter real work situation. In the ESP lesson, the material should be related to the subject matter. The teacher and the students have the same responsibility in order to be successful in mastering English. The use of English is one of the most important aspects in ASEAN community era. In this era, the ESP subject is intended to assist the students to compete and survive. Being professionals for ASEAN community era is important for people who want to win the competition of the era. In the ASEAN community, states member should be ready with the competition in the field of Political-Security Community, Economic Community, and the Socio-Cultural Community.
Keywords: ESP, ASEAN Community Era
Introduction
In Indonesia, English becomes one of the compulsory subjects from the lowest level to the highest level of education. In
the university level, English is a compulsory subject that is given both for English department students and
non-English department students. The
Nasional Pendidikan) regulates the teaching of English reading as the focus of education besides writing (Government Regulation of Indonesian Republic, Number 32, 2013). The regulation is further used by some universities’ policy that requires students to learn English. As it is given for students who do not belong to English department, the content of the English learning is adjusted with their majors. In this context, English is taught to
fulfil students’ need in learning EFL reading. This is often called as English for Academic Purposes (EAP) as a branch of English for Specific Purposes (ESP) (Hutchinson & Water, 1987: 16). ESP, nowadays, become a powerful weapon to face the globalization era. More and more universities all over the world are offering ESP courses to meet the global need as
well as to meet students’ future career
needs (Bracaj, 2014). Therefore, ESP is strongly needed by the non-English department students.
ESP versus General English Programs
ESP, especially EAP program, has some differences with general English programs in many ways. While teaching general English covers fundamentals of grammar and provides a basis for the language study, teaching ESP combines the development of linguistic skills and acquisition of specific information (Kitkauskiene in Pham, 2013). In other words, teaching ESP is more complex and
complicated than general English
programs in some aspects.
The goal of teaching EAP is to lead students to a particular state of knowledge that differs from the teaching of English as a general knowledge. Sulistyo (2008:2) states that EAP, which is taught at the
beginning of the study, aims at equipping students with ability to understand functional texts in English. The popular basis for the design of EAP courses is a range of topics and texts which are suitable with the major or the general current concern (Robinson, 1991: 102). Hence, the teaching of EAP cannot be the same as the general English teaching.
EAP is different from English as a general knowledge due to time limitation. EAP courses are designed for one or two semesters. The time limitation leads to the focus decision. Among the four language skills, reading skill is considered as the most significant to be emphasized. A needs analysis reveals that the EAP students need English in order to be able to read texts in their subject specialism (Hutchinson & Water, 1987: 75). The teaching of English in tertiary level, especially for the non-English department students is aimed at providing the students with the ability to comprehend textbooks and other references written in English (Sulistyo, 2008: 3). It shows that reading skill becomes the priority in teaching ESP, especially EAP.
The material for teaching reading is also special. Streven (1988: 1) explains that ESP consists of English language teaching which is designed to meet specified needs of the learner related in content (that is in its themes and topics) to particular disciplines, occupations and activities cantered on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this
discourse in contrast with “General English”. In teaching ESP, teacher should
provide the materials based on the
students’ program or major. English for
science and technology students, for instance, will be different from the English for business and economics students. English for medical students will also be different from English for law students, etc.
The most important difference is in the learners and their purposes for learning English. ESP are mostly taught to university students. It means that they have already known English and learnt the language in order to communicate in a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes, needs, and the functions for which English is required. Such a view echoes that of Hutchinson et al.(1987:19) who state, that ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning. It means that the teacher of ESP has to
know the students’ needs to determine the
best material for them.
In other words, ESP is different from the general English lesson. ESP focuses more on language in context than on
teaching language structures and
grammar. It covers subjects varying from accounting or computer science to tourism and business management or other majors. The ESP main point is that English is not taught as a subject separated from
the students' real world or students’
wishes; instead, it is integrated into an important subject matter area to the learners. Robinson (1991) wrote in her
book, “Currently, I would suggest, there is a greater interest in the content with which ESP must be involved-the subject
matter which ESP students have to study
and work with through English.” It
supports the idea that ESP should be more focus on practical use than merely a compulsory subject.
However, English as a foreign language, known as EFL, is different from ESP. It is not only in the nature of the learners, but also in the aim of instruction. In fact, as a general rule, while in EFL all four language skills; listening, reading, speaking, and writing, are given equally. Nonetheless, ESP needs analysis that determines which language skills are most needed by the students, and the syllabus is designed based on it. An ESP program may only emphasize the development of reading skill to students who are preparing for graduation in business administration; or it may promote the development of speaking skill in students who are studying English in order to become tourist guides. In determining the skills, teachers should make a deep analysis which is known as need analysis.
Need can refer to students’ study or job
requirements, that is, what they have to be able to do at the end of their language course (Widdowson in Robinson, 1991). The need analysis is essential for the teaching and learning process to help the students in gaining the lesson and apply it effectively.
students. Moreover, teachers nowadays are more aware of the importance of needs analysis, and published textbooks have improved dramatically allowing the teacher to select materials which closely match the goals of the learner (Anthony: 1998). When it is prepared well, the students will acquire English better for future.
After getting the appropriate analysis regarding the skills used, the next step is preparing the materials. In fact, ESP materials should combine real work subject matter and English language teaching. The combination should be highly motivating so that the students are able to apply what they learn in their English classes to their main field of study, whether it is accounting, business
management, economics, computer
science, tourism or other fields. Being able to use the vocabulary and structures that they have learnt in a meaningful context reinforces what is taught and may increase their motivation. They will feel that what they have learnt is applicable in their work place. In creating the materials,
we may consider Widdowson’s opinion as
stated in Robinson (1991) in which in delivering the lesson, we may regard to scientific discourse including three levels or types; science as a discipline which is intended to scientist to scientist, science as a subject which is used by science teacher to science student communication, and science as a topic of interest which is used
by journalist to general reader
communication. Widdowson also added that the last category, science as a topic of interest, is mostly used in the ESP courses because teachers can get such kind of materials easily.
The students' knowledge about their background fields, improve their ability to acquire English. Background knowledge gives them the context they need to understand the English in the classroom. Clapham in Robinson (1991) suggested that language proficiency levels seem to play at least as important a role as
background knowledge in the
comprehension of reading text, but background knowledge is not easily assessed. In the ESP class, students should be explained how the background fields or subject-matter content is expressed in English. Teacher should provide the material which is suitable with the subject matters. The teacher can make the material which is mostly related to the students' knowledge of the subject matter, as it helps them learn English faster. The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use English they know to learn more, since their interest in their field will motivate them to interact with speakers and texts.
The policy for having ESP for non-English department students is really relevant with the need of the English in ASEAN Community nowadays. The countries in Southeast Asia that come under the Association of Southeast Asian
Nations (ASEAN) have made a
ASEAN Community are the ASEAN Political-Security Community (APSC), ASEAN Economic Community (AEC),
and the ASEAN Socio-Cultural
Community (ASCC). The education sector is expected to contribute to the establishment of socially responsible ASEAN Community, one in which citizens share a common identity and well in a society that enhances the well-being, livelihood, and welfare of all people (ASEAN Secretariat, 2012).
The implementation of ASEAN Integration 2015 has great implications for education and the quality of education will play a crucial role in the implementation of ASEAN Integration 2015 (Henceforth, ASEAN 2015). Since the implementation allows states member to have cooperation in the fields of military, economy, and socio-cultural, there will be a competition among people from the states member. The competition forces us to have better preparation if we do not
want to be left behind. It’s believed that
there will be a great competition among people from the states member. They will compete in many sectors and fields. If the people have low ability, they will not be able to survive.
In preparing students to be skilful labours, one thing that a teacher can do is to help them in mastering English as the official language. The mastery of English becomes the most important thing since the language is used for communication in every sector. Crystal (2003) explained that a language can be the official language of a country and to be used as a medium of communication in such domains as government, the law courts, the media, and the educational system. On the other
hand, Widiati and Hayati (2015) note that English, as a language of written and spoken communication among Member States and citizens of ASEAN, is essential for the success of the programs and initiatives in the ASEAN blueprints. In short, English is seriously needed to
suspend people’s life in this era.
People who cannot use the written or spoken English fluently may be difficult in finding a good job since many companies require the job applicants to be good in English. In line with the idea, Crystal (2003) said that The UK-based Centre for Information on Language Teaching and Research found that a third of British exporters miss opportunities because of poor language skills. English-monolingual companies are increasingly encountering language difficulties as they try to expand to the areas of the world which have greatest prospects of growth, such as East Asia, South America, and Eastern Europe areas where English has traditionally had a relatively low presence.
ESPTeachers’ Role
As ESP teachers, they must play lots of roles. Fiorito states that one of the critical factors influencing the success of ESP programs is the role of ESP teachers, who need to play many role including organizing courses, setting goals and objectives, creating a facilitative environment, and evaluating student performance (2005, in Pham 2013).
1. Organizing Courses
The first thing that should be prepared by ESP teachers is designing the course. They are responsible to organize the course from the very beginning to the end. In organizing the course, the teachers have to set learning goals and transforms them into an instructional program with scheduled activities. One of their main tasks will be selecting, designing, and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.
2. Setting Goals and Objectives
Teachers should also arrange the atmosphere for teaching and learning in the classroom. They need to set long-term goals and short-term objectives for their
students’ achievement. Their observation
toward students' potential is the central in designing a syllabus with realistic goals.
3. Creatinga Learning Environment
Your skills for communication and mediation influence the classroom atmosphere. Students acquire language when they have opportunities to use the language in communication with other speakers. The teacher may be the only English speaking person available to students, and although their time is
limited, they can create effective communication practice in the classroom. In order to do so, the teachers need to listen carefully to what their students are saying and give them positive feedback. Good language learners are also great risk-takers since they must make many errors in practicing. However, in ESP classes, they have low achievement because they are unable to use their native
language competence to present
themselves as well-informed adults. That is why the teachers should create a good atmosphere in the language classroom which supports the students.
4. Evaluating Students
A teacher is a resource that helps students in identifying their language learning problems and finds solutions for them, finds out the skills that their students need to focus on, and takes responsibility for making decision which determine what and how to learn. A teacher will be a source of information for their students about their achievement in their language learning.
Sysoyev (2000, in Pham 2013) further supported the above idea by introducing a
framework for fulfilling ESP teachers’
tasks focusing on the student-centered approach with six stages: (1) analyzing student needs, (2) formulating goals and objectives, (3) conceptualizing the content, (4) selecting and developing teaching materials, (5) planning the course, and (6) evaluating the course. It can be concluded that teacher has a very significant role in ESP teaching and learning process.
Students also play vital role in the success of ESP courses. The learners come to the ESP class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. They are in charge of developing English language skills to reflect their native-language knowledge and skills.
1. Interest for Learning
People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find it interesting. To enhance student interests for learning, ESP should be presented in authentic contexts with the functions that students will perform in their subject areas (Baik & Greig, 2009; Gatehouse, 2001, in Pham 2013). In this point of view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which is interesting and relevant and which they can use in their professional work or further studies. The more learners pay attention to the meaning of the language they hear or read, the more successful they are; the more they have to focus on the linguistic input or isolated language structures, the less they are motivated to attend their ESP classes.
The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In ESP, English should be presented not as a subject to be learnt in isolation from real use, nor as a mechanical skill or habit to be developed. On the contrary, English should be presented in authentic contexts to make the learners close to the particular ways in
which the language is used in functions for their specialty or jobs.
2. Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English
training as complementing this
orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In line with the idea, Fiorito (2005, in Pham 2013) states that students can take advantage o f their content knowledge to enhance the learning of English skills in a specialized area In such way, the learners can take advantage of what they already know about the subject matter to learn English.
3. Learning Strategies
Students have their own way in making appropriate strategy in learning faster and more efficiently. Atay & Ozbulgan (2007, in Pham 2013) states that successful students are found to be active strategy users who are conscious o f their learning and take steps to regulate it. The skills they have already developed in using their native languages will make learning English easier. Although their teacher will work with students whose English will probably be quite limited, the language learning abilities of the adult in the ESP classroom are potentially immense. Educated adults are continually learning new language behaviour in their native languages, since language learning continues naturally throughout our lives.
vocabulary, becoming more fluent in their fields, and adjusting their linguistic behaviour to new situations or new roles. ESP students can exploit these innate competencies in learning English.
Conclusion
In the ASEAN Community, there will be a great competition in every field. Therefore, as a states member, Indonesia should make a better preparation in order to encounter the era. One of the
preparations is preparing the people’s
ability in mastering English as the official language. In Indonesia, English has become one of the subjects in every level of education, starts from elementary level to university level. In the university level, English for non-English department students is known as ESP. ESP is quite different from general English program. In the ESP curriculum, English is given
based on the students’ subject matter. No
matter the skills that we want to acquire, it
should be based on the students’ basic
program. Therefore, the synergy of
teacher’s and students’ role is also
essential to help the non-English department students to face their future in ASEAN Community era.
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