ARTICLE
FINDING THE RIGHT MATERIALS
To
complete our work about lesson English for Specific Purposes
Lecturer
: Faiqotur Rizkiyah, M.Pd
Created By :
Ana Lailatul Hilmia (NIM: 16112210001)
Nailil
Wafiroh (NIM: 16112210014)
St.
Shofia Munawaroh (NIM: 16112210021)
ENGLISH DEPARTMENT
DARUSSALAM ISLAMIC INSTITUTION
BLOKAGUNG TEGALSARI BANYUWANGI
2018
FOREWORD
First
of all, thanks to Allah SWT because of the help of Allah, writer finished
writing the paper entitled Lenghtening of Phonetic and Phonology right in the
calculated time.
The purpose
in writing this paper is to fulfill the assignment that given by Mrs. Faiqotur
Rizkiyah, M.Pd as lecturer in English for Specific
Purposes.
In arranging
this paper, the writer trully get lots challenges and obstructions but with
help of many indiviuals, those obstructions could passed. Writer also realized
there are still many mistakes in process of writing this paper.
Because of
that, the writer says thank you to all individuals who helps in the process of
writing this paper. hopefully allah replies all helps and bless you all.the
writer realized tha this paper still imperfect in arrangment and the
content. then the writer hope the
criticism from the readers can help the writer in perfecting the next
paper.last but not the least Hopefully, this paper can helps the readers to
gain more knowledge about English for Specific Purposes.
Blokagung,
24th of March 2018
Writers
CHAPTER I
INTRODUCTION
A.
Introduction
ESP (English for Specific Purposes)
involves teaching and learning the specific skills and language needed by
particular learners for a particular purpose. The P in ESP is always a
professional purpose – a set of skills that learners currently need in their
work or will need in their professional careers. This broad definition can be
taken to include business skills, such as English for Job-hunting or
Presentations, but many ESP teachers see their field as distinct from
mainstream Business English. Preparation for an exam (such as the Cambridge PET
or First Certificate) is not usually considered to be ESP (even though there is
a particular reason for studying). ESP exams do exist, of course, but they tend
to focus on the learners' ability to function effectively at work, rather than
purely their level of English.
ESP contrasts with General English,
which is aimed at a very wide range of learners. It also contrasts with
Business English, although there is considerable overlap between the two
branches. A lawyer and a marketing executive might both benefit from attending
the same Business English course, focusing on the generic skills they both need
at work (such as writing an email or participating in a meeting), but they
might get more from attending an ESP course in legal or marketing English
respectively as this will focus more precisely on their needs.
B.
Problem Identification
1.
Where can I find suitable course
materials?
2.
What should I look for when
choosing an ESP coursebook?
3.
What is Authenticity
And Authentic Material In The Language Classroom?
4.
What is Developing Learning Materials For Specific Purposes?
5.
What is ESP Materials Selection?
6.
What is Authenticity vs Simplicity?
7.
What is Material
Sustainability?
C.
Objective of Study
1.
Explain about Where can I find suitable course
materials.
2.
Explain about What should I look for when choosing
an ESP coursebook.
3.
Explain about Authenticity
And Authentic Material In The Language Classroom
4.
Explain about Developing Learning Materials For Specific
Purposes.
5.
Explain about ESP Materials Selection.
6.
Explain about Authenticity vs Simplicity.
7.
Explain about Material Sustainability.
CHAPTER
II
REVIEW OF LITERATURE
A. Where can I find suitable course materials?
A
good starting point is a publisher’s catalogue which these days is usually easy
to find on the Internet. It is worth noting, however, that publishers sometimes
put their ESP titles under the broader heading of Professional English.
Comprehensive coverage is available for the following ESP areas: Engineering (e.g. Cambridge English for Engineering), Finance (e.g. English for the Financial Sector), Hospitality (e.g. Welcome!),
ICT (e.g. Professional English in Use
ICT), Law (e.g. International Legal English 2nd Edition), Nursing (e.g. Cambridge
English for Nursing), Aviation and Air Traffic Control (e.g. Flightpath), Human
Resources (e.g. Cambridge English for
Human Resources), Management (e.g. Professional
English in Use: Management) and Scientific Research (e.g. Cambridge English for Scientists).
If your learners have very specific
needs that cannot be met by using a single coursebook, it is now possible to
mix and match materials from several courses using a blended learning platform
(such as www.english360.com). This also illustrates a common feature of ESP
courses: that they are often taught in a blended or online environment. Some
complete courses, such as Cambridge
Financial English exist only online.
Finally, it is important to
supplement your course with additional materials that you have selected based
on your learners’ needs. For ready-made supplementary materials, many published
coursebooks nowadays offer photocopiable worksheets and classroom activities
online at the course website. For example, every title in the Cambridge English for… ESP series has
Teacher’s Notes which include extension activities and/or additional material
such as case studies which can be downloaded for free. It is therefore well
worth exploring a coursebook’s site (see opposite page for examples). There are
also dozens of free ESP and Business English lesson plans available at
Professional English Online (http://peo.cambridge. org/).
B.
What should I look for when choosing
an ESP coursebook?
The most obvious question to ask
when choosing a coursebook is 'Does it cover my learners needs?' things to look
out for include:
a. listening exercises of realistic
situational dialogues in which professionals are doing their job, not just
interviews with people about their jobs;
b. step-by-step guidance for learners
on how to cope in similar situations and role-plays to practise those skills –
what to say and how to act;
c. authentic texts that represent the types of documents that your
learners will need to read and write in their jobs and which they are likely to
have problems with;
d. guidance on how to use the model
texts to inform the learners’ own writing.
There are of course many other
elements that can and should be included in an ESP course, but these tend to be
easier to find from other sources. These might include:
a. a grammar syllabus, which may come
from a separate book (e.g. Grammar for
Business);
b. generic business skills, which may
come from separate books (e.g. Dynamic
Presentations);
c. lists of vocabulary, which may come
from online or printed dictionaries;
d. newspaper articles, which may come
from online news sites, etc.
Another crucial issue when choosing
a coursebook is its credibility. Has the book been written by an ESP teacher
who is also a subject specialist (or a subject specialist in partnership with
an experienced ESP teacher)? Have the authors worked closely with professional
bodies such as the Chartered Institute of Marketing? Has that professional body
collaborated on or endorsed the book? Is the book based on relevant and
up-to-date developments within the subject area? See the opposite page for
examples.
Finally, it is important to
investigate the support available for teachers. Within ESP, Teacher’s Books are
essential as a way of giving the teacher the expertise and knowledge to cope
with difficult subjects. A good Teacher’s Book should provide background
reading, vocabulary and technical explanations and pronunciation of
professional terminology, as well as guidance on how to manage the lessons.
C. Authenticity And Authentic Material In The Language
Classroom
It is
assumed that achieving authenticity in the classroom makes an important segment
of modern language teaching. However, a bone of contention among language
teachers is the language learners’ level and the age at which authentic
language material should be introduced into the classroom in order to achieve
the best results. So, while Kilickaya (2004) and Kim (2000) think that
authentic material can be used only with upper intermediate and advanced
language learners, that is, according to the Common European Framework of
Reference for Languages, at B1 and C1 levels, other methodologists (McNeill,
1994; Miller, 2005) believe that it can also be introduced to lower level
language learners. This can be justified by the flexibility of language tasks,
which could be successfully adapted to learners at any level, including
beginners. Thus, for example, Richards and Rodgers (2001) suggest that
beginners in learning foreign languages may even use newspaper reports as
authentic language material. Learners may listen to them or read them in order
to, for example, identify the names of countries or towns, or of well-known
people. On the other hand, the same material can be used to encourage advanced
language learners to perform highly challenging tasks, such as interpreting,
summarising or giving opinions about the information conveyed by the texts.
An
authentic language sample can be successfully selected out of a variety of the
‘real life’, materials which communicate messages of different kinds, content,
length, and have different aims and purposes, and then they can be used for
pedagogical purposes, i.e. for foreign language teaching. This very statement,
however, contains an apparent contradiction, since authentic language material
is commonly defined as “texts produced by native speakers for a non-pedagogical
purpose” (Bacon & Finnemann, 1990), or “as the material which has not been
especially designed for language teaching, but produced for purposes other than
to teach language” (Nunan, 1988: 99). This ‘controversy’ poses the question as
to whether authentic material ceases to be authentic the moment it is brought
into the classroom, or as Chavez (1998) puts it, whether it becomes less
authentic if taken out of its original context and removed from the audience it
is aimed at.
D. Developing Learning Materials For Specific Purposes
In this section, the
application of the principles and procedures of developing learning materials
is described focusing on materials development for specific purposes of the
teaching of English. In order to develop learning materials for specific
purposes, one thing that should become the starting point is the learners
needs. This is in line with the first step of developing learning materials for
general purposes as well as that for English as a specific purposes 176 TEFLIN
Journal, Volume 18, Number 2, August 2007 (ESP) proposes by Hutchinson and
Waters (1989:3) which states that ESP is based on designing courses to
meet learners needs. Learners needs can be identified by the teachers from
the target learners from whom they are going to develop the materials.
Very often, learners needs have been formulated by the institution where
the learners are learning in the form of learning objectives. These
learning objectives can be made more specific in the form of syllabus
which according to Hutchinson and Waters (1989:80) means a document
which says what will (or at least what should)be learnt . There are at least
eight types of syllabus that can be used to analyze learners needs: topic
syllabus, structural/situational syllabus, functional/ notional syllabus,
skills syllabus, situational syllabus, functional/taskbased syllabus,
discourse/skills syllabus, and skills and strategies syllabus. Any syllabus can
be used as far as the syllabus can accommodate the analysis of the learners
needs. In addition to the system approach proposed by Dick and Carey (1990) described
in the previous section, Hutchinson and Waters (1989:90-94) propose four
approaches of course design process: a language-centered approach, a
skills-centered approach, a learning-centered approach, and the post hoc
approach.
In a language-centered
approach, there are five steps to follow, that is, analyzing target situation,
writing syllabus, writing or selecting texts to illustrate items in syllabus, writing exercises to
practice items in the syllabus, and devising tests for assessing knowledge of
the items in the syllabus. In a skillscentered approach, there are six steps to
follow: analyzing target needs, selecting interesting and representative texts,
devising a hierarchy of skills to exploit the texts, ordering and adapting the
texts as necessary to enable a focus on the required skills, devising
activities/techniques to teach those skills, and devising a system to assess
the acquisition of the skills. In a learning centered-approach, there are three
chains of procedures:
(1) analyzing learning
situation, creating interesting and enjoyable materials, and checking language
and skills content of materials and making necessary adjustments;
(2) analyzing target
situations, establishing general syllabus of topics and tasks, creating
interesting and enjoyable materials, and checking language and skills content
of materials and making necessary adjustments;
(3) analyzing target
situations, establishinggeneral syllabus of topics and tasks, producing
detailed language/skills syllabus, and checking language and skills content of
materials and making necessary adjustments. In the post hoc approach, there are
only two steps in the procedure: writing materials on undefined criteria and
writing cosmetic syllabus to satisfy sponsors, teachers, students, etc.
E.
ESP Materials Selection
Some teachers
may use the same ESP material for different classes ignoring the variation
among different classrooms. Also, some of them may use the same material in all
lectures. In this situation, students will get bored and may hate this class.
That is why appropriate ESP materials selection would be important and can play
a crucial role in ESP lesson planning. Ellis and Johnson (1994) distinguish
between two levels of materials selection. The first one occurs at the
beginning of the course when teachers suggest their coursebooks and materials.
The second level occurs when the teacher is going to select items from the chosen
coursebook.
F.
Authenticity vs Simplicity
Authentic texts are very important in showing real language use
though it is sometimes difficult to find appropriate ones. In fact, most
teachers prefer to use them. “Authentic material is any kind of material taken
from the real world and not specifically created for the purpose of language
teaching.” (Ellis and Johnson, ibid, p.157). Authentic materials are those
taken as they are in the original or natural sources. “It has been
traditionally supposed that the language presented to learners should be
simplified in some way for easy access and acquisition. Now a days there are
recommendations that the language presented should be authentic.” (Widdowson,
1990, p.67) Many people prefer such classroom resources because of their
natural language use and explanations, as stated in Longman Dictionary of
Language Teaching and Applied Linguistics.
In language
teaching, the use of materials that were not originally developed for
pedagogical purposes, such as the use of magazines, newspapers, advertisements,
news reports, or songs. Such materials are often thought to contain more
realistic and natural examples of language use than those found in textbooks
and other specially developed teaching materials.
On the one
hand, using authentic materials is very helpful because they have a positive
impact on learners’ motivation, satisfy learners’ needs, and supply authentic
cultural information and exposure to real language. On the other hand, using
authentic materials may contain difficult language, difficult vocabulary items
and complex language structures as they can be too culturally. (Basturkmen,
2010)
Some interesting texts may go beyond students’ level and current
abilities. This would not make problems only for students, it may also struggle
teachers. Simplified materials are materials used by teachers to facilitate the
learning process ( Basturkmen, ibid). When using authentic materials may not be
very helpful and it is difficult for students to understand them since the
language and the use of words may be highly complex, thus, the use of
simplified ones would be the solution. Simplified materials use understandable
language, provide clear objectives, and focus on specific items of the lecture.
G.
Material
Sustainability
Sustainable
material addresses energy conservation
in manufacturing and performance of the material, reduces health hazards to all users, reduces
global environmental hazards, and it is recyclable. The designer should always
identify materials that are able to
tolerate local weather conditions. An earl deterioration of materials is caused
by aggressive environmental and weather conditions. Based on previous research,
sustainable material is one of the most important fundamental parameters in
controlling the maintainability of building. Hence, it is obviously shown that
the sustainability criteria is an important criteria to select facade material
in order to optimise building maintainability. Sustainability with respect to
use of materials is defined as follows:
Material
Sustainability: Material sustainability can be described as those materials
that are drawn from renewable sources that do not adversely affect the natural
environment, in terms of both the materials themselves and their immediate
surroundings.
CHAPTER III
CONCLUSION
A good starting point is a
publisher’s catalogue which these days is usually easy to find on the Internet. If your learners have very specific
needs that cannot be met by using a single coursebook, it is now possible to mix
and match materials from several courses using a blended learning platform.
Finally, it is important to
investigate the support available for teachers. Within ESP, Teacher’s Books are
essential as a way of giving the teacher the expertise and knowledge to cope
with difficult subjects.
Sustainable
material addresses energy conservation
in manufacturing and performance of the material, reduces health hazards to all users, reduces
global environmental hazards, and it is recyclable
Some teachers may use the same ESP material for different classes
ignoring the variation among different classrooms. Also, some of them may use
the same material in all lectures. In this situation, students will get bored
and may hate this class. That is why appropriate ESP materials selection would
be important and can play a crucial role in ESP lesson planning.
BIBLIOGRAPHY
Dudley-Evans
& St John. Developments
in English for Specific Purposes, Cambridge: Cambridge University Press, 1998
Hutchinson
& Waters. English
for Specific Purposes, Cambridge:
Cambridge University Press, 1987
Richards,
Jack. Communicative Language Teaching
Today. New York:
Cambridge University Press, 2006
Richards, Jack. Curriculum
development in language teaching, New York: Cambridge University
Press, 2001
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