CHAPTER II

REVIEW OF RELATED LITERATURES

A. Review of Related Theory

1. The Nature of English for Specific Purposes (ESP)

a. Definition of ESP

Related to this research, the researcher would like to explain any

notion about the English for Specific Purposes (ESP). There are many

experts define ESP. Hutchinson said that English for specific

purposes (ESP) is teaching English that is relevant with the students’

area.1 In other word, ESP is teaching English that are related with the

students program or major or department that they already in.

The word “specific” shows special linguistic need in learning

English and special area as the purpose of why the students learning

English. Therefore ESP course tries to facilitate the students in

learning English to support them in all activities in special area. Helen

Basturkmen stated that ESP is understood as preparing the learners to

use English in their academic, professional, or workplace

environment.2 ESP concerns on narrower topic to the students area in

order to guide them to establish needed ability for their academic,

professional, or workplace environment.

1
Tom Hutchinson and Alan Waters, English for Specific Purposes A learning Centred-
Approach, (New York: Cambrige University Press, 1987), p. 8.
2
Helen Basturkmen, Ideas and Options in English for Specific Purposes, (London:
Lawrence Erlbaum Associates, 2006), p. 133

9
 10

ESP is part of a larger movement within language teaching away

from a concentration on teaching grammar and language structures to

an emphasis on language in context. According to Schleppegrell and

Bowman, ESP is subjects ranging from accounting or computer

science to tourism and business management. The ESP focus means

that English is not taught as a subject separated from the students' real

world; instead, it is integrated into a subject matter area important to

the learners.3 It means that ESP focus on the usefulness of English

rather than English for just being a subject.

The major difference between ESP and General English lies in

learning purposes for learning English. Schleppegrell and Bowman

said that ESP students are adults who already have some familiarity

with English and are learning the language in order to communicate a

set of professional skills and to perform particular job-related

4
functions. An ESP program is therefore built on an assessment of

purposes and needs and the functions for which English is required.

Based on this theory, Vocational High School is the perfect sample for

the ESP program. They are people who already have some familiarity

with English and they are learning the language in order to

communicate and to perform particular job-related functions

As conclusion, ESP is an approach to teach English to the

students that related to their major. It is different with the general

3
Mary Schleppegrell and Brenda Bowman, ESP: Teaching English for Specific Purposes,
(Washington DC: Peace Corps, 1986), p.1
4
Ibid.., p.1
 11

English that focus as the learning subject, it focuses on students’ need

about English. ESP is more challenging than general English, because

the teacher should know what kind of English the students need,

design the material according to their need, making a proper lesson

plan based on it, and as well as making the right module for it.

b. The Presence of ESP in English Language Teaching

ESP does not come directly without any process. However

ESP is actually come from English Language Teaching (ELT). The

presence of ESP in ELT can be seen on the tree of figure 2.1 below:5

English Language
Teaching

SPECIFIC

PURPOSES
LINGUISTIC LITERATURE

S
ACADEMIC PROFESSIONAL

HEALTH
BUSINESS

LAW TECHNOLOGY TOURISM ECONOMIC ADMINISTRATION

Figure 2.1.
Tree of ESP Presence

5
Jesus Gracia Laborda, Revisiting Material For teaching LSP (Spain:Universida de
Alcala,2011), p103
 12

In ELT branch, there are three categories. There are English

Linguistics, English Literature, and English for Specific Purposes

(ESP). ESP also has branches which are English for Academic

Purpose (EAP) and English for Professional Purpose which also

divided into two categories, they are Health and Business.

Based on the explanation above, it can be concluded that the

existence of ESP in English language teaching was caused by usage of

English in broad fields, English for law, English for the technology,

and English for Economics, and English for tourism. That demand

students to master English as tool to communicate in each field. So

that, ESP tries to help students master English in each field by

providing appropriate English material

For more detail, Hutchinson provided a picture called “the tree

of ESP”. As below:6

6
Tom Hutchinson and Alan Waters, English for Specific Purposes A learning Centred-
Approach, (New York: Cambrige University Press, 1987), p. 17.
 13

As it goes down the tree, it can be seen that ESP is just one

branch of EFL/ESL, which are themselves the main branches of

English Language Teaching in general. ELT, in turn is one variety of

the many possible kinds of language teaching. It can be seen that from

the English as a foreign language (EFL), English is divided into two;

English for specific purpose (ESP) and General English (GE).

c. Purposes in teaching ESP

Helen Basturkmen stated that there are five broad objectives in

teaching ESP that must be reached:7

1) To reveal subject-specific language use: This objective focuses

on how English is used in the target situation and decides what

knowledge should be imparted to the learners.

2) To develop target performance competencies: the aim is to

develop the learners’ skill in language to perform the activities in

target situation. Teaching and learning process have to concern

with what the learners should do toward language and what skills

needed to present the language.

3) To teach underlying knowledge: Helen Basturkmen argued that

teaching ESP is not only about linguistic proficiency but also

about the knowledge of field of work or study. The learners need

to understand disciplinary concept as well as the language skill.

4) To develop strategic competence: According to Helen

7
Op.Cit..,p,133
 14

Basturkmen “Strategic competence is the link between context of

situation and language knowledge” it also can be defined as the

way to communicate efficiently.

5) To foster critical awareness: In target situation, the learners will

face the norms of target situation. This situation demands them to

aware and understand the target language (in this case, English),

behaviors, or knowledge to act properly. In teaching, the teacher

has to increase the learners’ critical awareness. It can be realized

by discussing how norms and communication practices in target

situation can be build. Stren’s classification in Helen Basturkmen

stated that “this objective can be linked to the cultural knowledge

and affective objectives.”

As conclusion, the objectives of teaching ESP create a base for

teacher and syllabus designer to provide a course in order to reach the

objectives above because to provide a course a teacher and syllabus

design have to consider what material must be given, students’

condition including learning style to decide learning strategy, school

condition such as facilitation, etc.

In addition, Bowman said that ESP is part of a larger

movement within language teaching away from a concentration on

teaching grammar and language structures to an emphasis on language in

context. ESP covers subjects ranging from accounting or computer

science to tourism and business management. The ESP focus means that
 15

English is not taught as a subject divorced from the students' real world;

instead, it is integrated into a subject matter area important to the

learners.8

In short, the purpose of ESP is to focus the learner to learn what

they need to learn in order for them to be able to face the real world. For

example, the tourism students will learn English related with tourism and

not to learn English that related to other programs.

2. ESP Material

The materials that are taught should be chosen primarily for their

relevance to the content area. According to Schleppegrell and Bowman

teacher may select them from authentic materials used in content-area

instruction or from commercial materials. Developing materials is time-

and energy-consuming, so the teacher should take advantage of any

materials which are already available for use.9 It means, the teacher do not

need to develop a new material, but instead they can just develop the

material that already available since developing materials is time- and

energy-consuming.

Students do not have to understand every part of every

reading passage they work from. Teacher can use materials from which

students can gain some skill or insight, even if total comprehensibility is

not achieved. Students will accept this if they are told that they are

reading a particular text for specific information or for a particular

8
Mary Schleppegrell and Brenda Bowman, ESP: Teaching English for Specific Purposes,
(Washington DC: Peace Corps, 1986), p.7
9
Ibid.., p.69
 16

purpose; for example, if students are asked to scan an article to find the

answer to questions the teacher gives them. The text can then later be

"recycled" at a higher level as the students gain in proficiency.10 In other

word, the teacher could gather any material that seem to be related to the

students major and can use it again to teach the next VHS students. The

teacher should not use the materials that are known to have no relation

with the students major.

The conclusion, the ESP material should be related with the

student major. For example, the students do not need to comprehend

every part of reading text, they should focused on the meaning and the

implementation later on the field.

However, who is responsible for ESP material design, according

to Hutchison and Waters, there is already an established tradition of ESP

teachers producing in-house materials. These may then be distributed to

other institutions or even published, but in general they are written by the

teachers of a particular institution for the students at that institution. Such

a pattern of work is often something of an abuse of teachers. Few have

had any training in the skills and techniques of materials writing.11

It is clear that asking the ESP teacher to make ESP material is hard

for the teachers. By doing this research, it may help the teacher to provide

such material. Finding the correct material for Vocation High School

students is not easy. For example, in order to find out what kind of

10
Ibid..,p.70
11
Tom Hutchinson and Alan Waters, English for Specific Purposes A learning Centred-
Approach, (New York: Cambrige University Press, 1987), p. 17.
 17

material that tourism students need, the researcher and teacher should find

out what kind of English the students need in tourism field. It is sure they

need a communication skill to advertise some local sites so that foreigner

would be attracted to it. In order to know for sure, there would be a need

analysis for this matter.

a. The Source of Materials

Before compiling a module, the researcher needs to know

where to find the source of ESP material. According to McDonough,

the source of ESP material can be found from:12

1) From published materials (textbooks, journal, magazines)

2) From real speeches (Lectures, broadcasts, seminars, conversation)

3) Specially written

4) Simplified and adapted from public materials

Laborda provided a more modern source which is the internet.13

It can be viewed from the figure below:

12
McDonough, J. 1984. ESP in Perspective: A Practical Guide. London: Collins.
13
Jesus Gracia Laborda, Revisiting Material For teaching LSP (Spain:Universida de
Alcala,2011), p103
 18

Chat,
Traditional Forums
Web Online
Dictionary

Video
Cast/Sharing

Social Web BLogs

ESP Material

Wikis

Virtual
Second Life
Worlds

Mobile
M-Learning
Application

Figure 2.2
Internet as the Source of ESP Material

The teacher can use all of them for the material of ESP.

- Chat/Forums like Quora and Reddit can give some valuable

material to be taught in the ESP classroom,

- Dictionaries for ESP can be found from various address on the

internet

English for Militaryhttp://www.dtic.mil/doctrine/dod_dictionary/

English For Business

http://www.foreignword.com/dictionary/business/

- Video Sharing like YouTube is full with useful material for ESP

students

- Mobile Apps, there are tons of Apps that a teacher can use and they

are free to use and can be downloaded from Google Play or Apple

Store
 19

As the conclusion, there are 5 sources of ESP Material. the first

is from published material like books. Second is speeches, whether it

comes from lectures, broadcast, seminar or conversation. The third one

is specially written for ESP. the forth is the material that comes from

adaptation of public material. The last one is modern source of material

or the material that comes from internet.

b. Material Conceptualization

One of the important issues that should be focused is what the

syllabus should include. Reilly gives some practical guide lines to

material design:14

1) Define what students should be able to do as exactly and

realistically as possible, as the result of the instruction

2) Rank the syllabi in order of importance according to the desired

outcomes

3) Evaluate available resources match them with the syllabi

4) Designate one or two syllabi as dominant

5) Review how combination and integration of syllabus types can be

achieved and in what proportion

6) Apply the decisions into actual teaching units

The steps above are how to modify the syllabus that is given by

the government. In Curriculum 2013, English for VHS tend to be more

14
Reilly, T. 1988. Approaches to foreignlanguage syllabus design. ERIC
DIGEST 295460.
 20

general than the previous curriculum15 and the guideline above can be

used by teachers to re-cycle the syllabus into the proper teaching units

for VHS.

c. Selecting and Organizing the Materials

According to Graves there are some points that need to be

taken into consideration, they are:16

1) Effectiveness in achieving the course purposes

The material should be effective to achieve what the students

need to achieve

2) Appropriateness of the material

The material should be related to the students’ major

3) Feasibility

The material will be in accordance with the students’ capabilities

and not too difficult for them

Another theory from Hutchinson and Waters is to look at

potential materials in terms of their comprehensibility to the students.

In order to judge complexity, look at the following features:17

1) Length: shorter texts will be easier to read, in general, than longer

texts

15
Annisa Ratna Purwanti, Revisiting English for Specific Purposes. (Semarang:
Diponogor University, 2018), p. 101
16
Graves, K. 2000. Designing Language Courses: A Guide for Teachers. Boston, Mass.:
Heinle & Heinle Publishers
17
Mary Schleppegrell and Brenda Bowman, ESP Teaching English for Specific
Purposes,(Washington DC : Peace Corps, 1986), p.70
 21

2) Internal complexity: texts made up of simple sentences will

generally be easier to read than texts which contain many complex

constructions

3) Density of new information: texts whose content is already

somewhat familiar co students will be easier to read than those with

unfamiliar content

4) Presence of supportive graphics: Pictures, charts, and other

graphics provide context and make reading easier

5) Organizational pattern: texts which follow a chronological or

logical progression in the sequence of events or actions are more

likely to be understood

6) Degree of abstraction: texts that provide a concrete discussion of

events rather than analysis or speculation will be clearer

In conclusion, there are 6 categories that should be considered.

They are length, internal complexity, density, presence, organizational

pattern, and degree of abstraction. All of them is needed in order to

have a better material in ESP.

There are some principles of materials for the teaching of

languages according to Tomlinson. They are as the following:18

1) Materials should achieve impact

2) Materials should help learners to feel at ease

3) Materials should help the learners to develop confidence

18
Tomlinson, Brian, Developing Materials for Language Teaching, (New York:
Cromwell Press, 2005), p21
 22

4) What is being taught should be perceived by learners as relevant

and useful

5) Materials should require and facilitate learner self-investment

6) Learners must be ready to acquire the points being taught

7) Materials should expose the learners to language in authentic use

8) The learners’ attention should be drawn to linguistic features of the

input

9) Materials should provide the learners with opportunities to use the

target language to achieve communicative purposes

10) Materials should take into account that the possitive effects of

instruction are usually delayed

11) Materials should take into account that learners differ in learning

styles

12) Materials should take into account that learners differ in affective

attitudes

13) Materials should maximize learning potential by encouraging

intellectual, aesthetic and emotional involvement which stimulates

both right and left brain activities

14) Materials should provide opportunities for outcome feedback

According to Richards, the role of materials in language teaching

are as:19

1) A resource for presentation materials (spoken and written)

19
Richards, Jack C, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p251
 23

2) A source of activities for learner practice and communicative

interaction

3) A reference source for learners on grammar, vocabulary,

pronunciation and so on

4) A source of stimulation and ideas for classroom activities

5) A syllabus (where they reflect learning objectives that have already

been determined)

6) A support for less experienced teachers who have yet to gain in

confidence

7) A source of language

8) A learning support

9) For motivation and stimulation

10) For reference

From theories above, the ESP material should based on the

principle of selecting and organizing the ESP material. This is to avoid the

ESP material to become general material like other school beside VHS

have. The most important principle is the material should be related with

their major.

3. The Nature of English Module

a. Definition of Module

Module is an instructional block created by the teacher and it is

independent learning sequence. Richards describes that an

instructional block is a self-contained learning sequence that has its

 24

own goals and objectives and that also reflects the overall objectives

for the course. Instructional blocks represent the instructional focus of

the course and may be very specific (e.g., a single lesson) or more

general (e.g., a unit of work consisting of several lessons). 20 Block

that he said is a set of material along with the quizzes and test for each

chapter.

Behlol and Kayani explain that module is defined as a self-

contained, self-instructional package that allows the learner to proceed

in his/her studies in accordance with his/her own capacities and

abilities. Module is a self-contained, independent unit of a planned

series of learning activities designed to help the student to accomplish

certain well-defined objectives. Then, a module is unit of curricular

material, complete in itself, to which further units may be added for

the achievements of larger tasks or long term goals.21

In addition, Richards assumes that module is a self-contained

and independent learning sequence with its own objectives. For

example, a 120-hour course might be divided into four modules of 30

hours each. Assessment is carried out at the end of each module.

Modules allow for flexible organization of a course and can give

20
Richards, Jack C, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p165
21
Behlol and Kayani, Development and Validation of Module in English at Secondary
Level in Pakistan, (Islamabad: International Islamic University, 2005), p114
 25

learners a sense of achievement because objectives are more

immediate and specific.22

Moreover, a module is one of teaching aids. Ramat, et.al argue

that the most popular teaching aids are 1) Instructional Package 2)

Teacher-Made kits 3) Programmed Instruction 4) Instructional

Module. This Instructional Module is one of the teaching aids which

we used to improve preparation teaching English. The ability after

using module in reading skill was higher than before and learners’

satisfaction was high.23

A module is one of created materials, not an authentic

materials. Richards mentions that created material refers to textbooks

and other specially developed instructional resources. While, an

authentic material refers to the use in teaching of texts, photographs,

video selections, and other teaching resources that were not specially

prepared for pedagogical purposes.24

As the conclusion, module is teaching materials that are

compiled by the teacher or in this case in researcher which contains

material that are related with the student abilities and capabilities. A

22
Richards, Jack C, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p165
23
Ramat, et.al, Using English Instructional Module by B-SLIM Model to Promote English
Reading Comprehension of High School Students, (Suratthani: Suratthani Teacher College, 2016),
p488
24
Richards, Jack C, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p252
 26

module is not an authentic material but a self-made material which is

specially developed by the teacher

a. Reasons for Using Module in Teaching

According to Richards, the reasons in organizing a course

into block or module are to make the course more teachable and

learnable, to provide a progression in level of difficulty and to create

overall coherence and structure for the course.25

Moreover, there are several reasons of the use of reading

module courses in learning English according to Bloor. The first is to

help students recognize, understand and enjoy a wide variety of text

types in English. The second is to assist the non-native speaker of

English studying in the medium of English to comprehend more fully

material may be required to read. The third is to guide students to the

acquisition of strategies of reading in English which they can put to

use in following their specialist studies.26

The reasons why teacher should use module as a created

materials according to Richards are: a) created materials can also be

motivating for learners, b) authentic materials often contain difficult

language and unneeded vocabulary items, which can be unnecessary

distraction for teachers and learners, c) created materials may be

25
Richards, Jack C, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p165
26
Bloor, Meriel, Some Approaches to the Design of Reading Courses in English as a
Foreign Language, (Warwick: University of Warwick, 2005), p341
 27

superior to authentic materials because they are generally built around

a graded syllabus and hence provide a systematic coverage of teaching

items, and then d) using authentic materials is a burden for teachers.27

The teacher should use variety sources in teaching English to

students, beside textbooks and students worksheet. There are several

reasons why developing module as one of materials sources is

important in teaching English. According to Nation and Macalister,

the reasons of using variety sources in teaching include using module

are:28

1) A single course book does not meet the diverse needs of the

learners in the class.

2) Drawing material from a variety of sources allows the teacher to

keep each lesson as close as possible to what the learners need.

3) Learners can have a strong say in what kind of topics and what

kind of material they work with. This allows teacher and

learners to negotiate the syllabus during the course.

4) Teachers have the chance to make greater use of their

professional skills, such as material preparation, course

planning, adaptation of activities, and multi-level teaching in

one class.

27
Richards, Jack C, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p253
28
Nation and Macalister, Language Curriculum Design, (New York: Routledge, 2010),
p163
 28

5) The circumstances under which the course is taught make it

difficult to find an appropriate textbook. For example, the

teaching has been divided up so that one teacher deals with

reading, another deals with writing and so on. Or, the class

numbers are small so that learners of widely varying levels of

proficiency have to be in the same class.

6) Current course books do not reflect “state of the art” knowledge

in Applied Linguistics.

As conclusion, there are many reasons why the ESP teacher

needs to use module alongside with the textbook and students’

worksheet. It can also be motivating for the students, allows the

teacher to keep each lesson as close as possible to what the learners

need, allows teacher and learners to negotiate the syllabus during the

course, and teachers have the chance to make greater use of their

professional skills.

b. Developing Module as Materials Development

A module consists of the materials to be learned by the

students. In developing an appropriate module to the students, the

materials should be developed based on local criteria. Tomlinson

describe that local materials development will help to develop:29

1) Greater personalization and localization of materials

29
Tomlinson, Brian, Developing Materials for Language Teaching, (New York:
Cromwell Press, 2005), p9
 29

2) Greater flexibility and creativity of use

3) More respect for the learners

4) More effectively engaging content

5) A greater emphasis on multicultural perspectives and awareness

6) More opportunities for learners with experiential (and especially

kinaesthetic) learning style preferences

7) More attempts made to engage the learner in the language learning

process as an experienced, intellegent and interesting individual

8) More attempts made to use multidimensional approaches to language

learning.

According to Tomlinson, materials development is both a field of

study and a practical undertaking. As a field it studies the principles and

procedures of the design, implementation and evaluation of language

teaching materials. As an undertaking it involves the production,

evaluation and adaptation of language teaching materials, by teachers for

their own classrooms and by materials writers for sale or distribution.

Ideally these two aspects of materials development are interactive in that

the theoretical studies inform and are informed by the development and

use of classroom materials.30

Before develop a module for reading comprehension skill, the

materials need to be evaluated. Tomlinson states that materials evaluation

is a procedure that involves measuring the value of a set of learning

30
Tomlinson, Brian, Developing Materials for Language Teaching, (New York:
Cromwell Press, 2005), p1
 30

materials. It involves making judgements about the effect of the materials

on the people using them and it tries to measure some or all of the

following:31

1) The appeal of the materials to the learners

2) The credibility of the materials to learners, teachers and administrators

3) The validity of the materials

4) The reliability of the materials

5) The ability of the materials to interest the learners and the teachers

6) The ability of the materials to motivate the learners

7) The value of the materials in terms of short-term learning

8) The value of the materials in terms of long-term learning

9) The learners’ perceptions of the value of the materials

10) The teachers’ perceptions of the value of the materials

11) The assistance given to the teachers in terms of preparation, delivery

and assessment

12) The flexibility of the materials

13) The contribution made by the materials to teacher development

14) The match with administrative requirements

Then, to design a module there are some elements of module.

Based on Department Education National the elements of module are:32

31
Ibid.., p15
32
DEPDIKNAS Tutor, Tentang Pedoman Penyusunan Modul Diklat Pengembangan
Keprofesian Berkelanjutan Bagi Guru dan Tenaga Kependidikan, (Department Education
National, 2015)
 31

1) Title : The module should have the title

2) Teacher guide and students guide: There is teacher guide and students

guide in the module

3) Competence: There is standards competence from the syllabus

4) Content: There is contents of the subject in the module

5) Information: There is the information of the module, the purpose, and

target

6) Exercise: There is exercise of each chapter in the module

7) Work sheet

8) Evaluation

9) Feedback

It concludes that all elements above should be available in the

module. Start from the title of the module to the feedback of the module.

A good module also needs to be validated.

Then, module is a kind of coursebook. Ur gives the criteria of good

module that relevant with the teaching situation to the students. They are

as below:33

1) Objectives are explicitly laid out in an introduction, and implemented

in the material

2) Approach is educationally and socially acceptable to target

community

33
Ur, Penny, A Course in Language Teaching: Practice and Theory, (Cambridge:
Cambridge University Press, 2009), p193
 32

3) Clear attractive layout; print is easy to read

4) Appropriate visual materials are available

5) Interesting topics and tasks

6) Varied topics and tasks, so as to provide for different learner levels,

learning styles, interests, etc

7) Clear instructions

8) Systematic coverage of syllabus

9) Content is clearly organized and graded (sequenced by difficulty)

10) Periodic review and test sections

11) Plenty of authentic language

In developing module as one of course books, there are some

criteria that are need to be met. Nation and Macalister admit that the

criteria of evaluating module to be developed are according to the

following table:34

1) Goals, Content, and Sequencing

a) The ideas in the course should help learning in the classroom

b) The ideas in the course should suit the age of the learners and

should interest them

c) The content should take account of what learners expect to see in

an English course

d) The language in the course should be able to be modelled and

comprehended by the teacher

34
Nation and Macalister, Language Curriculum Design, (New York: Routledge, 2010),
p167
 33

e) The number of lessons in the course should suit the school term or

year

f) The ideas in the course should increase the acceptability and

usefulness of the course outside the classroom

g) The content should suit the proficiency level of the learners

h) The content should take account of what learners want

i) The content should be what learners need

2) Format and Presentation

a) The layout of the content should attract the learners

b) The learners should have the skills to do the activities

c) The activities could be used for self-study

d) The activities should take account of whether the learners share

the same first language

e) The activities should be suitable for a range of levels of

proficiency in a class

f) The activities should suit the size of the class

g) The activities should fit the learning styles of the learners

h) The activities should be able to be presented and managed by the

teacher [e.g. the teacher should be able to organise group work]

i) The course book should be easy to carry

j) The material in the course or the course book should not be too

expensive.

k) The amount of material in a lesson should suit the length of a class

 34

l) The activities should suit the physical features of the classroom

[e.g. move desks for group work; sound proof for oral work]

m) The learners should be able to successfully complete the activities

n) The activities should take account of what the learners expect to

do in a language-learning course

o) The kinds of activities should be useful to the learners in their

future use or future learning of the language [e.g. knowing how to

rank; knowing how to negotiate]

3) Monitoring and Assessment

a) The course should show the learners that they are learning to do

what they want to do.

In conclusion, in a module, there must be basic principle preparation

and including the criteria of a good module, also how the teacher evaluates the

teaching material. In this research, the researcher will use the criteria of good

module by Ur Penny since the criteria are easy to be understood and more

complete.

B. Review of Related Studies

The first study was conducted by Kurnia Ulfa in 2015 with the title

“Designing ESP Materials For Tourism Students of Akademi Pariwisata

Medan” This research deals with designing ESP materials for tourism

students of Akademi Pariwisata Medan. The objective of this study is to find

out the student‟ needs of English materials and than to develop by design of

new English material for tourism which are relevant to the needs especially
 35

for the middle class of Manajemen Usaha Perjalanan (MUP) in Akademi

Pariwisata Medan. Based on research finding from the lecturer and students‟

speaking skill is most needed in English material for tourism. The speaking in

fluency is the target needs to have communicated to the customer while doing

job training in tourism field. As the conclusions, the new materials meet the

students‟ needs and the researcher offered the accelerated learning model and

suggested to the teacher should be applied to teach English material for

tourism, because it is a natural learning and easy to learn which integrates

brain, emotion, and body to activate conscious and unconscious thought by

using relaxation, music and suggestion. It can be created an effective learning

by doing in communicative language teaching.

The second study was conducted by Maria Anca in 2014 with the tilte

”Teaching English to Tourism Students” The paper aims at giving an

overview of the particular features of teaching English to students in tourism,

a field which has seen a considerable development over the recent period. The

paper is divided into four parts: the first part offers an introduction to the

importance of English in this field and an overall presentation of the target

population; the second part focuses on the four categories of competences that

teachers should develop during the foreign language class; the third part

makes reference to the teaching materials to be used with a view to enhancing

students’ language proficiency; the last part presents some possible

challenges language teachers and their students have to cope with to

successfully accomplish the learning objectives. The finding regarding

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teaching resources is that preparing tailor-made materials is by no means an

easy activity, being extremely time-consuming and demanding, but

eventually it is undoubtedly rewarding for both teacher and students.

The third study was conducted by Rima in 2016 with the title

“Teaching English For Tourism In Bali Based On Local Culture: What Do

Students Need” this research was due to problems that English for Tourism

(under the course name English for Tour and Travel), an ESP in English

Education Department Undiksha, has the same problem. Students learn

English to talk to visitors who come to their country, but they are not

expected to travel to target countries or to learn about target cultures while the

textbook used focus more on the target culture. A new design of teaching

material based on local culture is then needed. This paper reports an on-going

project which aims at designing teaching materials based on local culture for

English Tour and Travel. ESP need analysis is a must thing to do. Local

culture of the learning context should be incorporated in the teaching material

as they reflect the real-world experiences for the students and thereby

facilitates language learning. Students learn English to talk to visitors who

come to their country. There is a need for learners to talk about their culture

with visitors, as well as to become aware of their own cultural identity. On

the development of the instructional materials, students, ESP teachers

(instructional materials developers), and tourism practitioners should

collaborate and share their knowledge as regards to ESP teaching and

learning
 37

From those previous studies above, the differences of those studies

with this research is this research will focus on designing of English module

for specific purpose (ESP) for tourism program students ar SMK 3

Payakumbuh. The similarity of those studies with this one is this study and

those studies are teaching English to tourism students. By those similarities

and differences, the researcher is intended to conduct a research to design of

English module for specific purpose (ESP) for tourism program students at

SMK 3 Payakumbuh. The product, which ESP Module, will be validated by

some experts before bringing it to the field. Then, the students will be tested

after giving the product in order to find out the effect of the product

C. Conceptual Framework

Conceptual frameworks are abstract representations, connected to the

research project's goal that directs the collection and analysis of data. Patricia

and Rangarjan said that Conceptual framework as the way ideas are organized

to achieve a research project's purpose.35 So, researcher chooses mapping as

conceptual framework to organize the idea of the research

ESP for Tourism

Source Material Selecting and

Conceptualization Organizing Material

35
Shields, Patricia and Module
Rangarjan, N. A Playbook for Research Methods:
Integrating Conceptual Frameworks and Project Management. ( OK: New Forums Press.
2013.) p. 24.

Match the Criteria of Match the Criteria of

Relevant Teaching Situation Evaluating Module
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From the framework above, this research is about developing English

module for tourism program. The material that will be put in the module

would be from the appropriate source, related with the material

conceptualization and selecting and organizing material. Finally the module

should be matched with the criteria of relevant teaching situation and criteria

of evaluating model.