ENGLISH FOR SPECIFIC PURPOSES

MATERIAL DEVELOPMENT

BY:
INTAN SIELVIANY
1122040032

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
UIN SUNAN GUNUNG DJATI BANDUNG

A. BACKGROUND OF THE RESEARCH

In the process of learning and teaching, sometimes teaching overly
exaggerating its the need for English to their students, meanwhile students
indicate lower the need for English it. They can just thinking that English it not
needed for the future career them or social life. Based on it, students are
reminded about English for specific purposes (ESP).
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:There has been an increase in vocational
training and learning throughout the world.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. Students are starting to learn and therefore master
general English at a younger age and so move on to ESP at an earlier age.
The teaching of English for Specific Purposes (ESP) has been seen as a
separate activity within English language teaching (ELT). It is believed that for
some of its teaching ESP has developed its own methodology and its research
draws on research from various disciplines in addition to applied linguistics
this is the key distinguishing characteristic of ESP. ESP, if sometimes moved
away from the established trends in general ELT, has always been with needs
analysis and preparing learners to communicate effectively in the tasks
prescribed by their field of study or work situation. The emphasis of ELT is
always on practical outcomes. The theory of ESP could be outlined based on
specific nature of the texts that learners need knowledge of or need-related
nature of teaching. ESP aimed at giving students motivation that they knew the
importance of English according to the study them.

To maximize learning it could get results in accordance with expected would

be needed learning first planning.While, before making planning learning, first
we need to do analysis the needs of school tuition.This must be done so that
later on of material or lessons received by school tuition is a needed.Because
of the importance of analysis this need, so here going to talk about steps
analysis needs or frequenting also called need assessment.
B. RESEARCH PROBLEMS
Based on the above description, the author can come up with issues as
follows:
1. Why is material development important in ESP class?
2. Is students learning improved after the materials are developed?
3. What do the research say about material development in ESP class?
Write at least THREE research!
C. LITERARY RIVIEW
The growing ascendancy of English for Specific Purposes (ESP) is
reflected in the rising number of universities and graduate programs in
ESP being offered to students, including the English speaking countries
(Strevens, 1977 as cited by Johns & DudleyEvans, 1991: 297; Anthony,
1997). Therefore, the review of the syllabus and design is an important
aspect of any education system. The syllabus design in many cases is
largely disregarded by many professional institutions just by depending
upon few textbooks as an exclusive syllabus. The process of designing
the syllabus is time consuming and courses are often adequate only for
general English where a suitable textbook exists. This amasses a
foreseeable challenge before Indian technical education/institutes to
moderate or redevelop the curriculum which can equip the students with
the necessary English communication and other soft skills (Yuling et al.,
2002). The increased number of students, a shortage of specialised
language teachers, the lack of teaching resources, inadequate linguistic
maturity and overpopulated classrooms are likely to bring about poor
results and consequently affect the competitiveness of graduates in the
job market. In the Indian context, engineering students or the teachers

are not the only ones to be blamed. The system, together with the
syllabus and the source books, is the one that failed to keep up. Good
communication is more than just a matter of grammar, structure and
combination of words. The skills have not been adequately provisioned
for. Therefore, proficiency in English is considered as one of the
employability skills (uri, 2013: 61) and is referred to as life skills or
survival skills' in the twenty-first century (Rainbird, 2000: 183; Evers et
al., 1998) beyond specific educational or technical expertise.
According to Pit Corder (1973 [1963]: 10 & 135), the language and
communication pedagogy are treated as sub-branches, under the
umbrella of applied linguistics. Similarly, Hallidays (2007) expansion
of this paradigm to an evolving theme within social context is
increasingly significant. To this conjecture, the theory of language counts
as anautonomously pursued line of scientific enquiry that happens to
have applications, including language and communication pedagogy, as
Brumfit (1997: 92-3) emphasised. Linguists have consistently argued
that the teachers who handle the language for the specific purpose
should subtly convey the social, cultural and theory-building exercises at
some distance from the science of language in isolation.
ESP involves teaching and learning of the specific skills of
language which are needed by particular learners for a particular
purpose (e.g. Hutchinson & Waters, 1987: 19 & 53; Ayers & Van
Huyssteen, 1996: 73; Dudley-Evans and St John 1998, emphasised).
Engineering students are usually adults who have already been exposed
to English knowledge and who are mastering the language skills that are
relevant to the professional setting in order to perform the job-related
functions. It is, indeed, a fact that the content of such course should
reflect the needs and be pertinent to the requirements of the future
working environment (Douglas, 2013: 367). Many ESP experts pointed
out that the focus of the activities in a course book may be on the
development of skills and it is different depending on what a particular

group of learners must concentrate on (Jordan, 1997: 13-114 & 122;

Rogers, 2000: 6; Belcher, 2006; McDonough, 1984). Hence, ESP
practitioners ought to be sincere about their adequacies, especially in
terms of the time and effort, so as to contribute to the course after
having performed a needs analysis.
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, Dudley-Evans (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.ESP (English for Specific
Purposes) course faces many problems. This article is aimed at
describing those and giving some alternative solutions. The problems
which lay on the teachers, materials, learners, and policy of the
institution, hamper the significance of the course to the learners,
institutions, and also stakeholders. In order to minimize these effects,
some solutions are offered. The solutions are materials development,
changes on the policies of curriculum, learners, and the commitment of
the institution.
ESP has had a relatively long time to mature and so we would
expect the ESP community to have a clear idea about what ESP means.
Strangely, however, this does not seem to be the case. In October this
year, for example, a very heated debate took place on the TESP-L e-mail
discussion list about whether or not English for Academic Purposes (EAP)
could be considered part of ESP in general. At the Japan Conference on
ESP also, clear differences in how people interpreted the meaning of ESP
could be seen. Some people described ESP as simply being the teaching
of English for any purpose that could be specified. Others, however, were
more precise, describing it as the teaching of English used in academic
studies or the teaching of English for vocational or professional

purposes. At the conference, guests were honored to have as the main

speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned
above.
The definition Dudley-Evans offers is clearly influenced by that of
Strevens (1988), although he has improved it substantially by removing
the absolute characteristic that ESP is "in contrast with 'General English'"
(Johns et al., 1991: 298), and has included more variable characteristics.
The division of ESP into absolute and variable characteristics, in
particular, is very helpful in resolving arguments about what is and is not
ESP. From the definition, we can see that ESP can but is not necessarily
concerned with a specific discipline, nor does it have to be aimed at a
certain age group or ability range. ESP should be seen simple as an
'approach' to teaching, or what Dudley-Evans describes as an 'attitude of
mind'. This is a similar conclusion to that made by Hutchinson et al.
(1987:19) who state, "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".
Materials for ESP reflect the specific language needs that are
being addressed and have much in common with general ESL/EFL
materials, but there are important distinctions as well. Like the field of
ESL/EFL in general, ESP has evolved considerably over the past 50 years,
and the impact of this evolution can be seen in the area of materials
development.

While

much

has

been

written

on

ESL

materials

development, discussion focusing on the issues involved in the

development and use of materials in ESP contexts has been less robust.
This paper first provides an overview of language learning materials in
general. Particular features and challenges with ESP materials are then
discussed, looking specifically at the role of needs assessment and the
questions about the level of specificity required in ESP materials. The
paper concludes with suggestions for best practices in identifying and
preparing ESP materials.

Foreign Language Teachers for Specific Purposes have a lot in

common with teachers of general foreign language. For both it is
necessary to consider linguistic development and teaching theories, to
have insights in contemporary ideas regarding their own position and
role as well as the position and role of foreign language learners in
education and to face new technologies offered as an aid to improve
their methodology. The needs to understand the requirements of other
professions and willingness to adapt to these requirements differentiate
the foreign language teachers for specific purposes and their colleagues
teaching general foreign language. ESP teaching presumes teaching of
English as a foreign language regarding specific profession, subject or
purpose.
As

with

most

disciplines

in

human

activity,

ESP

was

phenomenon grown out of a number of converging trends of which we

will mention three most important: 1) the expansion of demand for
English to suit specific needs of a profession, 2) developments in the
filed of linguistics (attention shifted from defining formal language
features to discovering the ways in which language is used in real
communication, causing the need for the development of English
courses for specific group of learners), and 3) educational psychology
(learners needs and interests have an influence on their motivation and
effectiveness of their learning). Definitions of ESP in the literature are
relatively late in time, if we assume that ESP began in the 1960s.
Hutchinson and Waters (1987) define ESP as an approach rather than a
product meaning that ESP does not involve a particular kind of
language, teaching material or methodology. The basic question of ESP
is: Why does this learner need to learn a foreign language? The purpose
of learning English became the core.
Strevens (1988) definition of ESP makes a distinction between 1)
absolute characteristics (language teaching is designed to meet
specified needs of the learner; related in content to particular disciplines,

occupation and activities; centred on the language appropriate to those

activities in syntax, text, discourse, semantics, etc., and analysis of the
discourse; designed in contrast with General English) and 2) two variable
characteristics(ESP may be restricted to the language skills to be
learned, e.g. reading; and not taught according to any pre-ordained
methodology).
Robinsons (1991: 3) definition of ESP is based on two criteria: 1)
ESP is normally goal-directed, and 2) ESP courses develop from a needs
analysis which aim to specify what exactly it is that students have to do
through the medium of English, and a number of characteristics which
explain that ESP courses are generally constrained by a limited time
period in which their objectives have to be achieved and are taught to
adults in homogenous classes in terms of the work or specialist studies
that the students are involved in.
Each of these definitions have validity but also weaknesses.
Considering Hutchinson and Waters definition, Anthony (1997) noted
that it is not clear where ESP courses end and General English courses
begin because numerous non-specialist ESP instructors use ESP
approach in that their syllabi are based on analysis of learner needs and
their own specialist personal knowledge of English for real
communication. Strevens definition, by referring to content in the
second absolute characteristic, may confirm the impression held by
many teachers that ESP is always and necessarily related to subject
content. Robinsons mention of homogenous classes as a characteristic
of ESP may lead to the same conclusion. However, much of ESP work is
based on the idea of a common-core of language and skills belonging to
all academic disciplines or cutting across the whole activity of business.
ESP teaching should always reflect the underlying concepts and
activities of the discipline. Having all these on mind, Dudley-Evans and
St John (1998) modified Strevens definition of ESP
1. Absolute characteristics:
8

ESP is designed to meet specific needs of the learner

ESP makes use of the underlying methodology and activities of the

disciplines itserves
ESP is centered on the language (grammar, lexis, register), skills,

discourse and genres appropriate to these activities.

2. Variable Characteristics:
ESP may be related to or designed for specific disciplines
ESP may use, in specific teaching situations, a different methodology

from that of General English

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

ESP is generally designed for intermediate or advanced students.
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.

D. DISCUSSION
Answer No 1
English for specific purposes (ESP) is a new approach to teaching
and english usage for basic and study specially as required by a
discipline and professions users the english. A discipline and the
profession for example english to the science of law, medicine,
engineering, economy, or maritime and other. Robinson said ESP is
generally used to refer to the teaching and learning of a foreign
language for a clearly itilitarian purpose of which there is no doubt.
Thus, English language teaching for a special purpose (English for
specific purposes) a approach and the assumption different with general
9

english. The purpose of ESP is that students can control english on the
field they learned. For example students chemical, they should be
understand english to chemical, or if they students technique, they need
to know english to hindemith, or if they work in hospitality, they should
be have english hospitality, if they students maritime, they should be
have english maritime.
ESP generally used on teaching a foreign language to specific use
in the field of science and particular profession. This purpose generally
understood as benefits in the role of english it as an communication
instrument whether orally or in writing. Therefore, ESP should be seen as
approach, the concept and system were different than english the
general english. ESP is a teaching approach English have approach,
Perception, design, matter, evaluation and different purposes.
Opinions Donough indicates that matter and syllabus and
purposes ESP must be designed and developed under the graduate
students and users for students both when they college or whether they
will work teaching material or material must be based on their needs. So
this approach esp is button up approach.
With a description above, this item can be concluded that esp is
not a new product, but an approach to in learning english different with
General English. ESP refer to learning english oriented special needs
learner in accordance with the field of science and work. Material ESP
based and developed based on the analysis of needs.
Answer No 2
Experiments have be held to find out strategy teaching what is
corresponding in teach esp to students. Fan (2003) conducted a survey
to sample 1067 students from seven institute in hong kong to test
frequency the use of relations, and usefulness of strategy learn
vocabulary ESP. Her research shows that student who use strategy
literature review and consolidate their knowledge with words he knew is
strategy which are useful and they preferred approach the use of a
dictionary. A student who more fluent most depends on matter source,

10

guess, a dictionary and strategies words known than student who

reduced. Schmit (1977) conduct research in a large scale in japan to
determine strategy learn vocabulary which is actually used students and
the degree to which help them.
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 that two key historical periods
breathed life into ESP. First, the end of the Second World War brought with it an
" ... age of enormous and unprecedented expansion in scientific, technical and
economic activity on an international scale for various reasons, most notably
the economic power of the United States in the post-war world, the role [of
international language] fell to English" (p. 6). Second, the Oil Crisis of the early
1970s resulted in Western money and knowledge flowing into the oil-rich
countries. The language of this knowledge became English.
The general effect of all this development was to exert pressure on the
language teaching profession to deliver the required goods. Whereas English
had previously decided its own destiny, it now became subject to the wishes,
needs and demands of people other than language teachers (Hutchinson &
Waters, 1987, p.7).
The second key reason cited as having a tremendous impact on the
emergence of ESP was a revolution in linguistics. Whereas traditional linguists
set out to describe the features of language, revolutionary pioneers in
linguistics began to focus on the ways in which language is used in real
communication. Hutchinson and Waters (1987) point out that one significant
discovery was in the ways that spoken and written English vary. In other words,
given the particular context in which English is used, the variant of English will
change. This idea was taken one step farther. If language in different situations
varies, then tailoring language instruction to meet the needs of learners in

11

specific contexts is also possible. Hence, in the late 1960s and the early 1970s
there were many attempts to describe English for Science and Technology
(EST). Hutchinson and Waters (1987) identify Ewer and Latorre, Swales,
Selinker and Trimble as a few of the prominent descriptive EST pioneers.
The final reason Hutchinson and Waters (1987) cite as having influenced
the emergence of ESP has less to do with linguistics and everything to do
psychology. Rather than simply focus on the method of language delivery,
more attention was given to the ways in which learners acquire language and
the differences in the ways language is acquired. Learners were seen to employ
different learning strategies, use different skills, enter with different learning
schemata, and be motivated by different needs and interests. Therefore, focus
on the learners' needs became equally paramount as the methods employed to
disseminate linguistic knowledge. Designing specific courses to better meet
these individual needs was a natural extension of this thinking. To this day, the
catchword in ESL circles is learner-centered or learning-centered.
Esp (English for Specific Purposes) ordinary known as lecture english to
student non-bahasa england. Hutchinson and waters 1994 claim that esp is
approach english language teaching where things that are taught and a
method of its teaching based on reason why learner is to be to learn english. As
a broad outline esp divided into two namely phase of EAP (English for Academic
Purposes) and EOP (English for Occupational Purposes).If the objective of phase
of eap is learning english for the purpose of and needs academic, so eop is
learning english to purpose or needs jobs and training. Orr on (1998) added
that esp the be built in basic EGP (English for General Purposes) and designed
to prepare learner english used in disiplin-disiplin science and a particular job
to reach a particular purpose .
The implementation of lecture ESP in college is basically effort to meet
the challenges of one thing that demands the world of work. Lecture esp give
dual benefit. First is due esp given on while they were educated academic field
interest in accordance with them, so students learn to use english directly on
the context of the discipline they are good for the benefit of academic and non12

aacademics.Academic interests here is able to read,review, writing, talking

about concerned content or contents fields them. But the interests of nonaacademics is the interests of out fields them as speak, read, review, writing
about used in the daily (daily is). For example talking with lecturer, friends,
writing reviews light, heard speak english and still many more.
Do ESP textbooks really exist? This is central question Johns (1990)
addresses. One of the core dilemmas he presents is that "ESP teachers find
themselves in a situation where they are expected to produce a course that
exactly matches the needs of a group of learners, but are expected to do so
with no, or very limited, preparation time" (Johns, 1990, p. 91).
In the real world, many ESL instructors/ESP developers are not provided
with ample time for needs analysis, materials research and materials
development. There are many texts which claim to meet the needs of ESP
courses. Johns (1990) comments that no one ESP text can live up to its name.
He suggests that the only real solution is that a resource bank of pooled
materials be made available to all ESP instructors (Johns, 1990). The only
difference between this resource bank and the one that is available in every
educational setting -- teachers' filing cabinets -- is that this one is to include
cross-indexed doable, workable content-based (amongst other) resources.
It is my experience that this suggestion is not doable. If teachers are so
pressed for time, will they have the time to submit and cross-index resources?
Rather, I believe that there is value in all texts - some more than others.
Familiarizing oneself with useful instructional materials is part of growing as a
teacher, regardless of the nature of purpose for learning. Given that ESP is an
approach and not a subject to be taught, curricular materials will unavoidably
be pieced together, some borrowed and others designed specially. Resources
will include authentic materials, ESL materials, ESP materials, and teachergenerated materials.
Note that an excellent point of departure for novice ESP curriculum
developers is with lists of ESL publishers which have been made publicly

13

available on-line. Browsing publishers' sites takes a few minutes, review copies
can be requested immediately and copies can be sent express.
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.
Answer no 3
1. ESP in Psychology
2. ESP in Biology
3. ESP in Management
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

14

become Five. To make it short, here are the five of Developments of ESP, as
follow:
-

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.
-

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.
-

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.
-

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

15

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.
-

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.
Glasgow describe need assessment in the form of the beginning of the stage
gathering information to formulate problems .While morrison describe need
assessment in the event that began in planning to make a final report
The form of measures need assessment according to glasgow as follows:
1. Stage the collection of information; at this stage a designers should can
understand and gather information from students the scope of the
collection of information can various like characteristics students, the
ability personal, and problematic in learning.
2. Stage identification inequalities; according to kaufman identify the gap
that is by using a method of organizational an element of the model
where in this method explaining an absence five elements interlocking.
Started from input-proses-produk-output-outcome.
3. Analysis performance; stage this was done after designer understand a
information and identify the gap is. In this when find a gap, identified
gaps where that can be resolved through planning learning and which
that requires problem solving that other.
4. Identification obstacles and source; at this stage implementing a
program various obstacles could arise so that it can be impact on the
smooth a program.Various obstacles can reach from time, facilities,
material, and so on.Its sources can also of organizing, facilities, and
financing.

16

5. Identifying

characteristics

students;

of

this

phase

involves

the

identification problems students. Because the main objective of in the

design learning is solving various the problems faced by students.
6. Identification purpose; identify the purpose is one of the stages
important is in need assessment, because identify the purpose is the
process of setting the considered most urgent needs to solve in
accordance with their condition, because not all needs be the goal.
7. Determine the problems; this stage is the final stage in our analysis,
namely wrote declaration is as a guideline in the preparation of design
process instructional.
In college students given landing or motivation to learn ESP with
gives purpose of learning they received to improve their desire in
learning.He wanted here analysis to help students needs to be directed
to study esp.
E. CONCLUSION
Of explanation has been mentioned can be concluded that before
setting teaching and learning activities needed knowledge about the
purpose of or benefits of learning followed by students, so it is more
motivate students and can efficient time in learning.It takes implanted
awareness within the student to study by knowing reason of learning
that they follow the kids not only obtained their knowledge but also
apply knowledge they received in the workplace and in the life of social.
Evaluation having some purpose, among others (a) to know the
advancement of learning students after attending the learning activities
in a given time period, (b) to determine the level of efforts have been
done students in learning (c) to know the score at students in its group,
and (d) order to know the level and resources to the result to a method
of teaching that has been used teacher in teaching and learning process.
(e) as an ingredient of consideration development at the future which
includes curriculum development , the methods and tools for the
teaching and learning process.

17

F. REFERENCES

http//www.esp journal.com
Wilkins,D.A.,National Syllabuses,Oxford University Press,1976
Swales,J.,Writing Sientific English, Nelson,1971
Carver, D. (1983). Some propositions about ESP.
The ESP Journal, 2, 131-137.Dudley-Evans, T. & St. John, M.
(1998).Developments in ESP: A multi-disciplinary Approach.
Cambridge: Cambridge University Press.
Gatehouse, K. (2001). Key issues in English for specific purposes (ESP)
Curriculum. The Internet TESL Journal, 7,1-11.
Paulina Robinson, English For Specific Purposes (Oxford: Pergamon Press, Ltd,
1990), p.5.
Jo.Mc. Donough. ESP in Perspective A Practical Guide. (London: Collin ELT,
1984), p.3.

(Strevens,1988) Kristen Gatehouse. Key Issues in English for Specific Purposes (ESP)
Curriculum Development oleh dalam Kristen Gatehouse dalam Kristen
Gatehouse/http//www.khe-service.com/7/26/2009) p.1.
Paulina.C. Robinson, ESP Today: A Practioners Guide. (New York: Prentice Hall. 1991).
p. 2-3
Evens-Dudley Tony dan Maggie Jo st.John . Developments in ESP: A multi-disciplinary
approach. (Cambridge: Cambridge University Press. 1998), p.4-5.
Hoadley- Maidment, 1980 dalam McDonough. ESP in Perspectives: A Practical Guide.
(London: Collin Educational Publishing,1984).p.38.

18

Yogman, J., & Kaylani, C. (1996). ESP program design for mixed level students.
English for Specific Purposes, 15, 311-24.
Carver, D. (1983). Some propositions about ESP. The ESP Journal, 2, 131-137.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centered
approach. Cambridge: Cambridge University Press.
Johns, A., & Dudley-Evans, T. (1991). English for Specific Purposes: International in
scope, specific in purpose. TESOL Quarterly, 25, 297-314.

19