CHAPTER I INTRODUCTION

A.

BACKGROUND ESP was as most developments in human activity; ESP was not a planned and coherent movement, but rather a phenomenon that grew out of a number of converging trends because English had become international language, which all aspects used it. ESP aims at acquainting learners with the kind of language needed in a particular domain, vocation, or occupation. ESP has become increasingly important as: 1) there has been an increase in vocational training and learning throughout the world; 2) with the spread of globalization has come the increasing use of English as the language of international communication. More and more people are using English in a growing number of occupational contexts; 3) students are starting to learn and therefore master general English at a younger age and so move on to ESP at an earlier age. English for specific purposes is a new area of study for many scholars. English for specific purpose (ESP) is now well established as an important and distinctive part of English language teaching. Since the late 1980s ESP has changed in two very significant respects. Firstly, English for business purposes has become an increasingly important, even dominant, area of ESP, secondly, the work of discourse and genre analysis on the one hand and the result of computer-based analysis on the other provide an understanding of how specific texts, both written and spoken, work. It provides an update of these major developments in ESP and an summary of where the discipline is now. It is practical and accessible while covering a wide range of both theoretical and methodological topics. It also charts how ESP has been influenced by new ideas in the areas of management training, human resource development, sociology and intercultural training.

This paper will be presented definition and characteristic of ESP and also presented history and phases in development of ESP. Here will be explained why in ESP needs analysis and the differences between ESP (English for Specific Purposes) and GE (General English). The hopes from this article that anyone can gain some benefit information from this article.

B.

THE FORMULATION OF PROBLEM The formulation of problems are: 1. What the definition and characteristic of English for Specific Purpose (ESP)? 2.

C.

PURPOSES

CHAPTER II PROBLEM SOLVING A. Definition and Characteristic of English for Specific Purposes (ESP) ESP is centered on the language appropriate to the activities of a given discipline. ESP according to Hutchinson and Waters (1987:19), ESP is an approach to language teaching in which all decisions as to content and method are based on the learners reason for learning. In this connection, DudleyEvans (1998) explains that ESP may not always focus on the language for one specific discipline or occupation, such as English for Law or English for Engineering. Dudley-Evans and St John (1998) modified Strevens definition of ESP: 1. Absolute characteristics: a) ESP is designed to meet specific needs of the learner; b) ESP makes use of the underlying methodology and activities of the disciplines it serves; c) ESP is centered on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities. 2. Variable Characteristics: a) ESP may be related to or designed for specific disciplines; b) ESP may use, in specific teaching situations, a different methodology from that of General English; c) 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; d) ESP is generally designed for intermediate or advanced students; e) Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners. Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency.

ESP must be seen as an approach not as a product. ESP is not a particular kind of language or methodology, or does it consists of a particular type of teaching material. Understood properly, it is an approach to language learning, which is based on learner need.

B.

History and Phases in the Development of ESP Certainly, a great deal about the origins of ESP could be written. Notably, there are three reasons common to the emergence of all ESP: the demands of a Brave New World, a revolution in linguistics, and focus on the learner (Hutchinson & Waters, 1987). Hutchinson and Waters (1987) note those two key historical periods breathed life into ESP. Development of ESP based on three main reasons to the important of ESP. First, the existence of ESP was as the demands of a brave new world, which the general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. English had become a countable to the scrutiny of the wider world and the traditional leisurely and purpose-free stroll through the landscape of the English language seemed no longer appropriate in the harsher realities of the market place. Second, ESP was as a revolution in linguistics, which in the beginning it is for grammatically only now the English needed by a particular group of learners could be identified by analyzing the linguistic characteristics of their specialist area of work or study. Last, ESP was focused on the learner, which learners were seen to have different needs and interests, which would have an important influence on theory motivation to learn and therefore on the effectiveness on their learning. This lent support to the development of courses in which relevance to the learners needs and interests was paramount. There are Five Great Divisions of Development of ESP or English for Specific Purposes. From the early beginnings in the 1960s, ESP has

undergone three main phase of Development, but years by years, the development of ESP become Five. To make it short, here are the five of Developments of ESP, as follow: 1. The Concept of Special Language: Register Analysis Register Analysis revealed that there was very little distinctive in the sentence grammar of scientific English beyond a tendency to favor particular forms such as the present simple, passive voice and nominal compound. In this first step, ESP just focused on the grammar of the sentence without pay attention to the meaning of the sentence and the situation where the sentence may be used. 2. Beyond The Sentence: Discourse or Rhetorical Analysis Discourse or Rhetorical Analysis is attention shifted to understand how sentences were combined in discourse to produce meaning. The concern of the research therefore was to identify the organizational pattern are signaled. In this level, not only focused on the grammar but more specific to understand the meaning depend on the situation. 3. Target Situation Analysis Target Situational Analysis marked a certain coming of age for ESP. In this stage, ESP focused on the target and the situation that we were going to learn about, for examples economic and tourism. 4. Skill and Strategies Centered Approach In this stage, the principal media behind the skill-centered approach is that underlying all languages use, there are common reasoning and interpreting process, which regardless of the surface form, enable us to extract meaning from discourse. The focus should rather be on the underlying imperative strategies which enable the learners to cope with the surface form. In short, this fourth level just focus on the specific skill, special on the specific one, therefore the materials are just developed for it only. For example, a manager who his reading skill is not good enough, so the

material just focus on how to increase the manager reading ability, not more than it. 5. A Learning-Centered Approach At this fifth level, Learning-Centered Approach, The students need is more to be concerned. The materials are developed based on the students needs. But before we know the students need, we have to do an approach first. This also use Humanism Theory which lead the students based on their need. Make a human, truly human.