ESP (ENGLISH FOR SPECIFIC PURPOSE)

CRITICAL BOOK REVIEW

Lecturer : Anggraini Thesisia Saragih, S.Pd. M.Hum

EXT 15’B Created By :

Nurul Putri Jamalin 2153321025

Puti Armiga Luwes 2153321027

Rebecca Theresia 21533210

Sisca Indayani Damanik 2153321034

ENGLISH DEPARTMENT

FACULTY OF LITERATURE AND ARTS

STATE UNIVERSITY OF MEDAN

2019
 PREFACE
First of all, let’s say thanks to the almighty God Allah SWT has been giving the authors
health and his blessing so we can accomplish the “Critical Book Review” paper as well as the
author can.

May Shalawat and greeting to our prophet Muhammad SAW that had brought us from
the darkness to the lightness world.

The author’s purpose in writing this paper is to fulfill the assignment that given by
Maam. Anggraini Thesisia Saragih S.Pd. M.Hum as the lecturer in ESP subject and also this
assignment was done by authors.

The authors realized that the paper of Critical Book Review is still imperfect in
arrangement and the content. Then the authors hope the criticism from all the readers can help
the authors in perfecting the next Critical Book Review.

Medan, 27th February 2019

The authors
 A. INTRODUCTION

Language is important because it's one of the main ways to communicate and interact
with other people around us. It keeps us in contact with other people. English language is an
example for the importance of a language because it is the international language and has
become the most important language to people in many parts of the world.

There are several factors that make the English language essential to communication in
our current time . the first English is the field of education. In many countries, children are taught
and encouraged to learn English as a second language. Even in countries where it is not an
official language, such as the Netherlands or Sweden, we will find many syllabi in science and
engineering are written in English. Because it is the dominant language in the sciences, most of
the research and studies you find in any given scientific field will be written in it as well. At the
university level, students in many countries study almost all their subjects in English in order to
make the material more accessible to international students.

English is also the most common foreign language. This means that two people who
come from different countries (for example, a Mexican and a Swede) usually use English as a
common language to communicate. That’s why everyone needs to learn the language in order to
get in touch on an international level. Speaking it will help you communicate with people from
countries all over the world, not just English-speaking ones. Also it is spoken as the first
language in many countries. English is playing a major role in many sections like education,
medicine, engineering and business. From all statements English also have so many purposes,
and that why English used. So the purpose of this paper is to know more about that “English for
Specific Purpose” where the process is compare 2 different books which have the same topic.
The first book is Developing Courses in English for Specific Purposes by Helen Basturkmen
and the second book is English for Specific Purposes ‘A Learning- centred approach by
Tom H. and Alan W. Later for the readers our group discussion wish that it can help our readers
to know which book that have more complete discussion about English for Specific Purpose
according to ours group comprehend.
 B. SUMMARY

CRITICAL BOOK REVIEW

I. BIBLIOGRAPHY INFORMATION

Title of Book : 1st Book (Developing Courses in English for Specific

Purposes)

Author : Helen Basturkmen

Publisher : PALGRAVE MACMILLAN

Released City : New York

Released Date : 2010

ISBN : 978-0-230-22798-9

978-0-230-29051-8 (eBook)

II. INTRODUCTION
The book that authors review is explains about how ESP courses are developed and
designed. It aims to make the topic of ESP course development as accessible as possible to a
wide audience of teachers and prospective teachers, and to show how ideas about course
development in the literature can be related to practice. The book describes the considerations
ESP teachers and course developers take into account in their work. It introduces the reader to
three major aspects of ESP course design (analyzing needs, investigating specialist discourse and
determining the curriculum). The work presents case studies and discusses them in relation to
issues and considerations in these three areas.
The book targets practice and has a ‘how to do it’ type orientation. It focuses on course
design – how to design an ESP course and how did experienced ESP teachers set about
developing courses. The work is premised on the idea that we can learn a good deal from
observing experienced teachers/course developers (observing how they set about developing
courses, the kinds of decisions they make and how they respond to practical difficulties) as well
as from the literature.
From the statements that given above, the authors as the future teachers have discover
very important lesson to study about ESP (English for Specific Purpose). The task gived us more
knowledge about ESP so that we can improve our comprehension as the young teacher to teach
proper with the specific field/purpose that the authors might teach. The authors also hope that the
Critical Book Review can help and reach the readers to understand more about ESP in many
ways.
.
III. SUMMARY 1st BOOK

Chapter I Introduction

ESP courses focuses on teaching specific language and communication skill that usually
designed with a stage in which the course developers identify what specific language and skills
of language learners will need.

This chapter was tells the reader that in ESP (English for Special Purposes) has 3
branches areas, that is:

 English for Academic Purposes (EAP) who teach/work in a university setting and teach
English for study-related purposes.
 English for professional Purposes (EPP) who teach English to doctors, pilots and
company executives respectively
 English for Occupational Purposes (EOP) who teaches English for office managers.

These range from the relatively general (for example, academic English writing courses)
to the highly specific (for example, English for hotel receptionists). There are Pre-experience
ESP learners that cannot generally learn from within their targeted community of practice.
Perhaps, some of them do not have the language skill to work or study or may they are excluded
from it. In ESP courses offer them a middle subject about general English classes and actually
being and learning in target community.

PART I MAIN CONSIDERATIONS IN ESP COURSE DEVELOPMENT

Chapter 2 Analyzing Needs

The identification of language and skills is used in determining and refining the content
for the ESP course. It can also be used to assess learners and learning at the end of the course.
This process is termed ‘needs analysis’.

In the early days needs analyses focused largely on necessities or objective needs
representing ‘the destination of the learner’s journey’. These analyses aimed to determine
priorities, such as, which skills, and which situations or tasks, such as speaking on the telephone
or writing minutes from meetings, were more or less important in the target situation. Later the
concept of needs analysis was expanded to include ‘deficiency analysis’ or the lacks or the gap
between what the learner needs to know to operate in the target situation and the learner’s
present language proficiency.

The needs analysis process involves:

 Target situation analysis

 Discourse analysis
 Present situation analysis
 Learner factor analysis
 Teaching context analysis

Needs analysis is a pre-course design process in which information is gathered to help the
teacher or course developer decide what the course should focus on, what content in terms of
language or skills to include and what teaching/learning methods to employ.

Chapter 3 Investigating Specialist Discourse

This chapter is discusses the circumstance in which teachers and course developers
conduct their own investigations, and describes ways to do this. There are three approaches to
the investigation of specialist discourse:

 Ethnography
 Ethnography is a form of qualitative research. Qualitative research has been described as
study of phenomena in their natural settings, attempting to make sense of, or to interpret,
phenomena in terms of the meanings people bring to them (Denzin and Lincoln, 2000, p. 3).
Ethnographies seek to describe the behaviour of a particular group and to understand it from the
perspectives of members of that group (Richards, 2003, p. 14). The researcher often spends a
prolonged period of time in the field (setting) to gather rich information about the context, the
participants and their understandings of events, such as, speaking situations in their everyday
world. This information is used to help the analyst interpret the events from the participants’
perspectives.

 Genre analysis

The term ‘genre analysis’ has already been used a good deal in this book and it is
arguably the most influential approach to the analysis of language use in ESP. Genre analysis
aims to identify patterns underlying specific genres, such as nursing care plans. It seeks to
identify how particular social groups that conventionally organize specific types of texts to
accomplish their aims. In this approach, samples of the genre are collected. The analyst seeks to
identify features common to these samples and to investigate the context of use in order to
understand why the genre is the way it is. The description that results from genre analysis is
often very revealing for others including those struggling to produce (or understand) the genre
themselves.

 Corpus analysis

Corpus analysis techniques allow investigators to identify patterns in a body of data of

language use. A corpus is a collection of authentic written or spoken texts available
electronically and which can therefore be accessed with computer software. The texts can be
representative of a language variety or of a specific. It is also possible to make a small corpus of
texts for a specific investigation.

Small corpora do not aim to represent language use as a whole, but allow for a specific
focus with obvious advantages for ESP-oriented investigations (Hüttner et al., 2009).The focus
of a corpus analysis can be identification of specific linguistic features. The analysis could, for
example, seek to identify complex noun phrases in academic written or spoken texts (to see how
and where the noun phrases occur in the discourse). Or it could seek to identify commonly
occurring words in the corpus (to make a word list) or to identify words typically occurring
together (to make a list of collocations). Many readers will be familiar with the typical ways of
presenting the results of corpus-based analyses of collocations through concordances.

ESP is to teach the language learners need to communicate effectively in their work or
study areas. It goes without saying that the language content of the course needs to be based on
detailed, accurate and realistic descriptions of how language is actually used in these areas. For
example, if a teacher is developing a course that focus on written communication for nurses,
materials and content in the course will need to be based on writing situations the nurses needed
to face their currently or in future.

Chapter 4 Developing the Curriculum

Four areas of curriculum development have been discussed in this chapter

 Focusing the course

A point of departure for course development is determining who the course is for. From
this decision, other decisions follow, including determining what the course will focus on and its
content. A distinction is drawn between courses that are:

 Wide angled (designed for a more general group of learners).

Example: Business English.
 Narrow angled (designed for a very specific group of learners).

Example: English for Nursing Studies and English for Accountants.

 Determining course content

In ESP a distinction is drawn between real content and carrier content (Dudley-Evans and
St John, 1998; Belcher, 2006). Real content denotes pedagogical aims, such as the features of
language the learners will hopefully become more aware of or be better able to produce or the
language skills they gain control of. Carrier content denotes, as its name suggests, it means
delivering the real content. These means include the use of texts or activities.
In planning the syllabus, teachers/course developers make decisions about what to include in
terms of:

 Types of units
Such as: skills, vocabulary, genres, functions, notions and disciplinary,
professional or cultural content.
 Items in the units
Such as: which genres, semantic sets and functions

 Sequencing – what should come first, second and so forth and decisions made
according to considerations such as: immediate and less immediate need, level of
difficulty with easier items before more difficult items and logical flow – for
instance, in Business English, opening meetings before closing meetings.
 Developing materials

Swales makes a case for the occasional use of‘ instructor - written’ materials and
provides two suggestions for how these materials can be developed. The first suggestion is for
the materials writer to create texts. The second suggestion was to create an imaginary student’s
response to the materials.

 Evaluating courses and materials.

In recent years the topic of evaluation of materials in ESP has attracted the attention of
researchers. A number of possible topics are evident in this area. Henry (2007) and Chan (2009)
report studies evaluating very different topics. Henry investigated the effectiveness of using web-
based materials in presenting a professional genre, the job application letter, to students of
engineering and the students’ response to this form of instruction. The study found that the
students made significant gains in learning the genre and that they positively evaluated the
instruction.

This chapter is discussed the centered on the kinds of decisions that set the work of ESP
course development apart from general language course development.

PART II CASE STUDIES IN ESP COURSE DEVELOPMENT

Chapter 5 English For the Police

This chapter is organized into five sections. The first section describes the context of the
course. The second and third sections describe how the course developers went about
investigating learner needs and specialist discourse respectively. The fourth section describes the
course, the materials (a number of illustrations of the materials are given) and the evaluative
process. The final section describes the particular difficulties and constraints presented by this
case and how the course developers responded to them.

The chapter has described the ‘investigative work’ the course developers have done in
order to produce descriptions of ‘on the job’ language use. This work involved talking to senior
officers about the language needs of junior officers and the police community’s expectations for
the genres through which policing is done (the various types of reports and interviews and the
everyday spoken exchanges). It has also involved the collection and analysis of samples of these
genres.

Chapter 6 English for Medical Doctors

In the local community it was important that doctor–patient interactions were patient-
centered and consultative. The course developer set about investigating and analysing the nature
of discourse in consultations as practiced by highly regarded medical practitioners in the local
context. The doctors had a generally high proficiency in English since they needed an overall
high English-language proficiency level to be accepted onto the bridging program. Not all of the
doctors would necessarily have had a particularly high score for speaking, however, and some of
the doctors had near-native fluency in English. The first time the English course was offered,
attendance was optional.

Its focus was on needs in the area of patient-centered consultations, especially the
doctors’ use of ‘subtle’ English within these consultations. However, although there was general
agreement that this was the area of need that the ESP course was to focus on, what was not
known at the outset was precisely what constituted these ‘subtle’ language uses. This was an area
of discourse that remained to be explored and the course developer’s immediate objective was to
investigate the nature of language use within consultations with the aim of providing a
description of language use for pedagogy. The remainder of this section describes how the
course developer examined language use in consultations, the features of discourse she identified
as salient in this particular type of setting and the features which needed to be brought to the
attention of at least some of the overseas-trained doctors who were not already aware of them or
had not already incorporated them into their linguistic repertoire. The concern of the ESP teacher
in this stage of course development was to address the question of what constitutes appropriate
use of English in doctor talk in patient-centered consultations.

Chapter 7 Academic Literacies in Visual Communication

The 7th chapter examines the development of a course in the area of English for Visual
Arts Studies, a course that is a component of a foundation art and design studies programme in a
university context.

Chapter 8 English for Thesis Writing

It is concerns about a set of workshops developed to meet the needs of students who are
writing up theses and dissertations. The thesis is of critical importance to students who conduct a
research study for their degree. The thesis is the ‘public record’ of the research the student
conducted for a master or doctoral degree and it will be examined both internally (within the
university) and externally (by one or more examiners at a second university). The thesis
represents the culmination of an extended period of study. In devising the content for the
workshops, the teacher worked to transform information from a well-established research
literature and his own research in the area (research into, for example, descriptions of the parts of
the thesis, linguistic features of academic writing and the writing difficulties of non-native
speaking students) into a ‘time effective format’ for teaching purposes. The workshops aimed to
help students ‘see’ the typical content and organization of chapters and parts of a thesis, an
underlying structure which all too often is not apparent to the untrained eye and thus help them
in organizing parts and chapters in their own theses.

Chapter 9 Conclusion

In the chapter 9, it is concludes that the work by reflecting on the three main
considerations in ESP course development (needs analysis, investigating specialist discourse and
determining the curriculum). The chapter considers what can be learnt from the case studies in
the three key areas, offers a visual representation of ESP course development and identifies
trends in the field.

IV. THE STRENGHTS OF THE BOOK

The book has many strenghts, it is a good one to discover new knowledge about learn and
teach in ESP, :
 The book has well organized in content and arrangement
 All of the topics or discussions about ESP in the book is explain well and detail
 The book has two main parts. Part I introduces the reader to three important areas of ESP
course design – needs analysis, investigation of specialist discourse and curriculum
planning. Part II presents four ESP case studies. Each case is discussed in relation to
decisions made and how the ESP course developers set about analyzing needs,
investigating specialist discourse and determining the curriculum.
 The chapters in the main body of the work end with discussion questions. The questions
can encourage the reader to draw on the concepts introduced in the chapter in examining
their own experiences and views of teaching and learning, investigating ESP courses in
their own environments or developing small-scale projects.

V. THE WEAKNESS
The book has no significant weakness, it is a good book to use for learning and
teaching ESP. It is also can use as our reference in the future for teaching in specific
purpose of English. You can take all of the advantages from the book but, still you have
to look at other comparison to strong your ability and knowlegde in ESP.
 CRITICAL BOOK REVIEW

I. BIBLIOGRAPHY INFORMATION

Title of Book : 2nd Book (English for Specific Purposes ‘A Learning-

centred approach)

Authors : Tom H. and Alan W.

Publisher : Cambridge University Press

Released City : New York

Released Date : 1987

ISBN : 0 521 26732 3 (hard covers)

0 521 31837 8 (paperback)

II. INTRODUCTION
The aim of this paper is to fulfill daily assigntments about critical thinking
review on English For Specific Purpose where we can find is the one book have
more relation to each chapter in teaching learning process.We have some
method to do this paper. First,we will read and know what is the book purpose
that authors told to the readers,because the important things to understand a
book with know the book purpose that authors told in each books. There two
books that we will compare to each other,after that we will know the strength
and weakness from the first book and the second book. Next ,we will do
identification so that we know the implication is applicability of the findings to
practical activity. Finally we write explicitly stated the relation degree between
the book purpose and conclusion of English for Specific Purposes' book
appropriate in teaching learning process.

III. SUMMARY 2nd BOOK

The book purpose is to explain and present a plan of the itinerary we shal
follow,and what is learning-centered approach to ESP? and focus entails for the
ESP practioner.
The book is divide into four sections
Section 1 is an overview of the origins and development of ESP and considers the
question of How ESP fits into the general landscape of English Language
teaching.
Section II is look at basic principles and techniques in course design. How, in
other words, do you create a course to fit the needs of a particular group of
learners?.
Section 3 is concern with practical application of course design in the form of
syllabus, materials, methodology, and assessment. Put briefly,having completed
your course design,what do you do with it?
Section 4 is considers the role of the esp teacher and provides information about
resources to help the teacher.
Finding/Chapter(Section)
SECTION I WHAT IS ESP?
ESP is based on designing course to meet learner's needs. There are 3 main
topics that explain this section.
THE ORIGINS OF ESP
There are three main reasons common to the emergence of all ESP
1. The Demands of a brave new world English had previously decided its own
destiny,it now became subject to the wishes, needs, and demands of people other
than language teacher.
2. A revolution in linguistics
The english needed by particular group of learners could be identified by
analysing the linguistic characyeristics of their specialist area of work or study.
guidng princple of ESP is " tell me what you need English for and I will tell you
the English that you need"
3. Focus of the learner
This approach was that the clear relevance of the english course to their needs
would improve the learners' motivation and thereby make leraning better and
faster.

THE DEVELOPMENT OF ESP

ESP has developed at different speeds,countries and examples all of the
approaches we shall describe can be found operating somewhere in the world at
the present time.There are five stages of the developments of ESP:
1. The concept of special language: Register Anlaysis
Register analysis had focusses on sentence grammmar,but now attention shifted
to understanding how sentences were combined in discourse to produce
meaning.
2. Beyond the sentence: Rhetorical or Discourse Analysis
3. Target situation analysis
The target situation analysis approach did not really change this,because in its
analysis of learner needs.it still look mainly at the surface linguistic features of
the target situation
4. Skills and strategies
It has seen an attempt to look below the surface and to consider not the language
itself but the thinking processes that underlie language use.
5. A learning-centerd approach
Our concern in ESP is not with language use but LANGUAGE LEARNING. the
fifth stages of ESP development,the learning-centerd approach,which will form
the subject of this book.
ESP: APPROACH NOT PRODUCT
ESP must be seen as an approach not as a product. ESP is not particular kinds
of language or methodology, nor does it consist of a particular of teaching
material. It is an approach to language learning which is based on learner need.

SECTION II COURSE DESIGN

 Course design is often substantial and important part of the workload. In this
section we shall investigate these basic questions more thoroughly,by considering
them under three main headings:
LANGUAGE DESCRIPTION (Syllabus)
Language description is the way in which the language system is broken
down and described for the purpose of learning(structural,function,nation area).
THEORIES OF LEARNING(Nature of particukar target and learning
situation)
It is the theoritical basis for the methodology,by helping us to understand how
people learn(hmbehaviorist,cognitive affective)
NEED ANALYSIS(Methodology).
1. What the target needs
2. Learning needs.
3. Analysing learning needs
IV. THE STRENGTH
The second book is a the best book because it has relation ship between findings
and the book purpose
there are a base theory sources based on explanation by the authors.
The content is very good,because they put some picture like sketsa to make
interesting and understanding.

V. THE WEAKNESS
I can't find the weakness because its clearly to understand this book,but for the
physic of this book,this book is a copied not orginal so there are so many sone
wriettens that painting in there.

Section III “APPLICATION”

 In this section there are some sub-topics that the authors informed. The first is the
syllabus, materials evaluation, materials design and the last is about the methodology. Actually
all of the part that discussed in this section is about application which used in learning process.

A. Syllabus

The word syllabus made its debut in the English language in 1656 in reference to, in
essence, a table of contents. Its more particular use in referring to an outline of lectures or a
course dates to 1889. The first purpose of a syllabus—either explicitly or implicitly—is to serve
as a contract between the instructor and the student. Like any contract, the syllabus serves to set
forth what is expected during the term of the con-tract—typically a semester—and to guide the
behaviors of both parties. More specifically, the syllabus should delineate the responsibilities of
students and of the instructor for various tasks, including attendance, assignments, examinations,
and other requirements. It should also describe appropriate procedures and course policies so that
both students and the instructor know ahead of time how certain potential.

B. Materials Evaluation

Material evaluation can be created, ad hoc, for exam classes and materials; using four or
five questions about potential materials suitability for any given exam class. For example
questions such as “does the activity display the exam format?“. Materials can be systematically
evaluated to make daily teaching organised and rewarding. The process below suggests a route
to follow on one’s daily teaching, preparation and evaluation.
 The following framework is useful when choosing course books as it allows one to look
at all the tasks within a unit and check if they are offering students a variety of tasks types,
genres, inputs, outputs, skills and a variety of factors that add to the effectiveness of the unit’s
content. It also acts as a reminder of all the useful devices in daily materials and teaching that
aid language acquisition.

Course books can be evaluated as a whole, considering other factors such as cohesion of
units and recycling of language to ascertain if a book would be a helpful addition to a school’s
syllabus. A useful question in the evaluation process is to consider necessary and desirable
features of proposed materials, desirable features should be classified as extremely desirable,
very desirable and quite desirable. More general questions can be asked about the teaching
context in which materials will be used. Other important factors in the evaluation process are the
time available to students, age, student interests, students’ background, class size and student
level.

C. Materials Design

The basic model can be used for materials of any length. Every stage can be covered in
one lesson, if the task is a small one, or the whole unit might be spread over a series of lessons.
In this part, we will show what the model looks like in practice in some of our materials.
 This material is intended for lower intermediate level students from a variety of technical
specialism. The topic of the blood circulation system can be of relevance to a wide range of
subjects. Apart from the general interest that any medical matter has, the lexis is of a very basic
type that is generally applicable both literally and metaphorically (e.g. heart, artery, pump,
collecting chamber, oxygen). Really, there are only two specific terms used, such as ventricle
and auricle. So, the text is rather viewed as an illustration of the general principles of fluid
mechanics than as a medical text.
 As the unit title indicates, language is approached through an area of content. The topic
represents a common form of technical discourse – describing a circulatory system – although in
this case, presented from an unusual point of view.

The starter plays a number of important roles:

a. It creates a context of knowledge for the comprehension of the input. Comprehension in
the ESP classroom is often more difficult than in real life, because texts are taken in
isolation. In the outside world a text would normally appear in a context, which provides
reference points to assist understanding (Hutchinson and Water, 1981).
b. It activates the learners’ minds and gets them thinking. They can then approach the text
in an active frame of mind.
c. It arouses the learners’ interest in the topic.
d. It reveals what the learners already know in terms of language and content. The teacher
can then adjust the lesson to take this into account.
e. It provides a meaningful context in which to introduce new vocabulary or grammatical
items.
 This section practices extracting information from the input and begin the process of
relating this content and language to a wider context.
Steps 1 and 2 are not only comprehension checks. They also provide data for the later
language work (step 5 and 6) this is an example of unit coherence. Learners should always be
encouraged to find answers for themselves wherever possible.
It is possible to incorporate opportunities for the learners to use their own knowledge and
abilities at any stages. It is particularly useful to do this as soon as the basic information
contained in the input has been identified, in order to reinforce connections between this and the
learners’ own interests and needs. Here for example, the learners are required to go beyond the
information in the input. They have to relate the subject matter to their own knowledge and
reasoning powers, but still using the language they have been learning.

D. Methodology

Syllabus Design and its Relation to Teaching Methodology and Curriculum Development
in the Second Language Classroom. Introduction The concept of syllabus design and it’s relation
to teaching methodology in the second language（L２）classroom has changed considerably
over the past few decades. Changes in syllabus development theory can be directly linked to the
changes taking place in the methodology of L２teaching. Initially the concept of syllabus design
focused on a one－ method system based primarily on grammatical components with the
primary concern on selection and grading of material based on the teaching of grammar ; in
accordance with the Grammar Translation Method. As teaching methodology changes so does
the concept of syllabus design, if the prevailing theory of teaching methodology is based on habit
formation then the syllabus may be selected and graded based on the Audiolingual Method. If the
prevailing theory is based on L２only in the classroom the syllabus may be selected and grade
don’t the Direct Method.
Section IV “THE ROLE OF THE ESP TEACHER”

1. The lack of orthodoxy

A first stage of ESP there was no question of using authentic texts. According to A. J.
Herbert (r965) he created his own texts to high light language features much in the same way as
was done in General English, therefore continued in the era of discourse analysis. Phillips and
Shettlesworth (1978) on the other hand support the use of the authentic text 'as a repository of
natural language use and the stimulus for a variety of communication skills'.
First of all, it is necessary to be clear what the term 'authentic' really means. It’s usually
about the sense of 'taken from the target situation and, therefore, not originally constructed for
language teaching purposes'. Authenticity is not a characteristic of a text in itself: it is a feature
of a text in a particular context. A text alone has no value. A text is a message froma writer to the
reader. A text can only be truly authentic, in other words, in the context for which it was
originally written. Since in ESP any text is automatically removed from its original context, there
can be no such thing as an authentic text in ESP.
In this sense, it can easily be seen that different types of text will be required at different
stages of a course, depending on what we want the text for, for example:
a) You want the learners to realize how much information they can get from a text by the
application of certain strategies. In this case you can use a target situation text to make the
exercise more realistic.
b) You want to do a jigsaw reading task, such as in lesson 2 in chapter. If you insisted on using
target situation texts here, you could be searching forever to find the appropriate ones. In this
case, it is the activity that is of greatest importance and so the texts can be constructed to
generate the best activity.
c) You want to illustrate a particular sentence pattern or discourse pattern. If you can find a target
situation text that fits, use it. If not,it is no great problem. Your purpose is to make apparent an
underlying structure. A target situation text might be rather confusing, because there are all sorts
of other things in the text.

Lacking a long tradition which might give some stability, ESP has frequency been a hotbed
of conflict-the Wild West of ELT.
 The importance of a text is not intrinsic to the text, but devices from the rule the text has to
play in the teaching/ learning process.
As the example of the use or non-use of authentic texts illustrates, ESP teacher will often
have to orientate themselves to difficult problems with little or no guidance. There are no easy
solutions to this situation, but some methods that might be useful are:
a. Surveys of the history and present state of ESP in your own or neighbor countries:
b. Formations of groups of ESP teacher, perhaps allied to any existing national organization
for the promotion of ELT, to further the support and development of ESP:
c. Establishment of newsletters and other form of publication, for exchanging information and
views about ESP in your country:
d. Provision of pre-and in-service teacher training focusing on ESP issues. Such provision can
take a variety of form: workshops, seminars, short courses etc.

In short, ESP teachers cannot turn to linguistics and psychology in the hope of finding
ready-made, straight forward answers to the problems that they will meet. Rather, they need to
distil and synthesize, from the range of options available. All ESP teachers are ineffect pioneers
who are helping to shape the world of ESP.

2. New realms of knowledge

ESP teachers may also have to struggle to master language and subject matter beyond the
bounds of their previous experience. Teachers who have been trained for General English
teaching or for the teaching of Literature may suddenly find themselves having to teach with
texts whose content they know little or nothing about. In this case, there are 3 questions that can
use for ESP teacher to ask their self.
- Does the content of ESP materials need to be highly specialized?
- Why do so many ESP teachers find it difficult to comprehend ESP subject matter?
- What kind of knowledge is required of the ESP teacher?
As well as having to cope with the uncertain values of the strange land of ESP, ESP
teachers may also have to struggle to master language and subject matter beyond the bounds of
their previous experience. Teachers who have been trained for General English teaching or for
the teaching of Literature may suddenly find themselves having to teach with texts whose
content they know little or nothing about. Thus in addition to having to orientate themselves in a
shifting world, ESP teachers may at the same time feel a sense of utter inadequacy at their ability
to cope. This problem is best illustrated in the question of specialist knowledge and language.
Put briefly, does the ESP teacher need to understand the subject matter of ESP materials? Taken
in isolation, the answer to this question must be 'yes'. Teachers of social or literary English
would not enter the classroom understanding little about the content of the texts to be taught. So
why should a different standard apply to the Science or Commerce text? But we need to look at
this in a broader context if we are going to be able to come up with a reasonable answer. We
need to ask ourselves three questions: a) does the content of ESP materials need to be highly
specialized? b) Why do so many ESP teachers find it difficult to comprehend ESP subject
matter? c) What kind of knowledge is required of the ESP teacher?

a) Does the content of ESP materials need to be highly specialized?

As the work of the early pioneers in register analysis showed, there’s little linguistic
justification for having highly specialized texts. There IS no clear relationship between sentence
grammar and specialization of knowledge. ·In specialized texts the discourse structure may be
denser and more formalized but not different in kind from that of less specialized material. There
may well be a heavier load of specialist vocabulary, bur this need not make it more difficult to
understand (see below). Indeed it may make it easier, because many such terms are
internationally used. In shoot, the linguistic knowledge need to comprehend the specialist text is
little different from that rammed comprehend the general text. The difference in comprehension
on lies ill the subject knowledge, not the language knowledge.
ESP is terms of a whole teaching/learning process. Any factor about that process must be
evaluated on the basis of how it relates to the other factors and thus affects the entire process/
Texts, in other words, should not be selected as texts, but as elements in\ learning process. If the
texts cannot be handled effectively by the teacher, it is not enough to simply expect the teacher to
cope as well as possible. A reasonable solution should be negotiated. We might compare this
situation to cooking. Good ingredients are important for a successful meal. But they will not of
themselves produce success. If the cook does not know how to exploit the ingredients well, or if
the necessary equipment is lacking, or if the diners do not like that kind of cuisine, then the value
of the ingredients will be little appreciated. Negotiation is needed: the competence of the cook,
the ingredients and the tastes (and dietary needs) of the diners must all be taken into account.
This, of course, does not preclude the possibility of retraining the cook or re-educating the
palates of the diners. So it is with ESP, materials must take proper account of the knowledge and
competence of the teacher and negotiate a workable relationship. The starting point for such
negotiation is the teacher's current state of knowledge. If teachers are unable to operate highly
specialized texts effectively they should not be used. The teachers' competence is an essential
ingredient in the teaching-learning process and must, therefore, be able to influence such matters
as the choice of texts.

b) Why do so many ESP teachers find it difficult to comprehend ESP subject matter?
This problem arises from four causes:
i) There is a tradition in education of separating the Humanities and the Sciences. English
teachers often receive little or no education in the Science.
ii) Many ESP teachers are reluctant settlers in the new territory.
iii) Considering the scale of ESP revolution it must be admitted that little effort has been made to
retrain teachers or to at least allay their fears.
iv) The general attitude in ESP seems to be except teachers to conform to requirements of the
target situation.
From those are problems, the ESP teacher should be showed that specialist subjects areas
are not difficult to understand and can be interesting and also realize that they already have much
of knowledge needed to understand the subject matter.

c) What kind of knowledge is required of the ESP teacher?

ESP teacher doesn’t need to learn specialist subject knowledge. They require three things only:
i) a positive attitude towards the ESP content
ii) a knowledge of the fundamental principles of the subject area
iii) an awareness of how much they probably already know
In other words, the ESP teacher should not become a teacher of the subject matter, but
rather an interested student of the subject matter. Many ESP teachers are surprised at how much
knowledge of the subject matter they “pick up” by teaching the materials or talking to students.
the important thing is the ESP teacher must know something about the subject matter of the ESP
material.

3. Change in the Status of English Teaching

One of the characteristic of ESP in relation to general English is English changes
becoming a subject to a service industry for other specialism. It would a lowering of status for
the teacher, or at least this seems to be the ESP teachers' view. Johns (1981), for example, lists
five problems that EAP teachers complain, namely:
a. Low priority in timetabling.
b. Lack of personal/professional contact with subject teachers.
c. Lower status/grade than subject teachers.
d. Isolation from other teachers of English doing similar work.
e. Lack of respect from students.
Those all seem to reflect either a lowering of status or at least a general feeling of
inferiority on the part of ESP teachers. That’s not a universal phenomenon, because some teacher
enjoy high status. But whatever the status ESP teacher is more responsible to others. ESP teacher
has to be a negotiator as the addition role. They should cooperate with the sponsor or subject
specialist who responsible with the learners outside ESP class. This is not easy to create warmth
relationship, the reason is suspicion of motives. The key is ESP teachers should establish clear
guidelines about their and the specialist's separate and joint roles and responsibilities. It will
build harmonious between them. The Most important of all is that such cooperation should be a
two-way process: the subject specialist can help the ESP teacher in learning more about the
learners' target situation. At the same time the ESP teacher can make the subject specialist more
aware of the language problems learners (and ESP teachers) face.
The role ESP teachers are called on to play here is obviously one of adaptability and
flexibility. The ESP teacher is different with the General English teacher because the ESP
teacher is faced a group of learners with certain expectations as to the nature, content and
achievement of course. In ESP course, there are only two ways in which the subject has any kind
of influence on the language content;
a. Vocabulary. But even here the differences are far less significant than might be expected.
We can distinguish four types of vocabulary:
 structural: e.g. are, this, only, however;
 general: e.g. table, run, dog, road, weather, cause;
 sub-technical; e.g. engine, spring, valve, acid, budget;
 technical; auricle, schistsome, fissure, electrophoresis.
It is only the last category that will show any significant variation with subject. Furthermore,
this technical vocabulary was used far less frequently than the non-technical.
b. Certain subject areas show a higher proportion of particular grammatical or structural forms.
For example, a register analysis of Scientific and Technological subjects will show a high
percentage of passives and nominal/adjectival compounds reports on experiments are very
common in Chemistry, and so on. Although the passive, is common in EST, the learner still
needs both the active and the passive, and the fact that a form is more common does not
make it any more difficult to learn.

The justification becomes even less significant when we take into account underlying
skills and strategies. The reasons for having a subject-specific approach rest almost entirely on
two affective factors generated by the learners themselves:
 Face validity. Subject-specific materials look relevant.
 Familiarity. If learners have got used to working with a particular kind of text in the ESP
classroom they will be less apprehensive about tackling it in the target situation.

Those factors are very important to the learners and they should not be neglected. But,
having analyzed the reason why learners often demand subject-specific texts, we can try to work
out a strategy for dealing with the problem.
a. The first step is to try and establish groupings along broad subject lines: commerce and
economics, physical sciences, medical and biological sciences etc. This should be within the
reach of almost all institutions.
b. Avoid highly specific materials and try to give everyone's specialism some chance. In this
way you may not please everyone all the time, but at least you won't displease anyone all the
time.
c. Look for topics which give access to a number of different specialist areas.
d. Make learners aware of the lack of specificity of their needs. You will not achieve this by
simply telling them that they do not need subject specific materials. Get them to discover it
by themselves by doing their own language analysis.
e. If people are having fun, they are far less likely to complain. Making the methodology more
interactive and enjoyable can be a valuable weapon in countering demands for subject-
specific ESP.
As a conclusion we can say that there is little justification for having very specific
materials. But if the learners still demand the materials, then the ESP teacher can try to negotiate
a compromise: making learners more aware of their real needs and using an enjoyable
methodology to divert attention from areas of possible conflict. Then, the teacher becomes
accountable to other parties - sponsors, subject specialists, learners and as such takes on the
additional role of negotiator.

VI. THE STRENGHTS OF THE BOOK

The book has many strenghts, it is a good one to discover new knowledge about learn and
teach in ESP, :
 The book has well organized in content and arrangement.
 All of the topics or discussions about ESP in the book is explain well and detail.

VII. THE WEAKNESS

The book also can use as our reference in the future for teaching in specific purpose of
English. But in this book there aren’t a case studies about how strong the book can analyzing
needs, investigating specialist discourse and determining the curriculum in the real situation.

C. IMPLICATION
 The implication of this study were expected to be useful theoretically and practically for
the following :
1. Theoretically
It was expected to be one of the sources improving transitivity system studies.
2. Practically
a. To know which book that have more complete discussion about ESP.
b. The study could be used as references to other researcher who want to do research
about ESP.
c. For the education I Indonesia, as a new references to make the new strategies in
learning ESP.
d. For the students in elementary school, as a new strategies that can applying to
improve their reading ability.
e. For the university students, as their references in learning ESP.
f. For the teachers, as their references for make the situation more interesting in
learning ESP.

D. COMPERISON AND SUGGESTION