Mega Setiawati/E1D019131

Muhammad isro’ Hidayatullah/E1D019147

The importance of english: Why Is english learned all over The world.

English is the most widely used language in international communication. At least that's what's
happening now. The question is, why has English become an international language, why should it
be English?
There are several reasons why English is used as an international language. This is because English
is one of the oldest languages in the world and English has a very rapid word development. English is
a language that has a lot of vocabulary, English is also the official language in 53 countries and is
spoken as a first language by about 400 million people worldwide. But that's not all, it's also the
second most common language in the world. that's why many people learn English.

Brief review of an ESP Approach In syllabus design.

(What Is ESP ? Why Is It prefereble In ELT, What Is needs analysis, What are The purpose of NA, etc).

ESP refers to the teaching and learning of English as a second language or foreign language and the
approach is based on learners need. ESP has need specific needs to learners. And Why Is It
prefereble In ELT : In ELT, ESP concerns the specific English language needs of the target
learners/students. It refers to teaching a specific genre of English for students with specific goals
which is oriented and focused on English teaching and learning. ESP is designed and developed
based on an assessment of purposes and needs and the activities for which English is needed. Some
teacher's roles, such as asking to organize courses, setting the learning objectives, establishing a
positive learning environment and evaluating the students' progress. While, the learners are related
to a specific interest in learning, subject matter knowledge, and well-built learning strategies.

In the implementation of ELT, there are difficulties/problems related to the teacher in teaching ESP,
such as the low quality of lectures and textbooks, teachers' improper qualification and teaching
methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students,
such as demographic characteristics and demands of learning ESP, English proficiency, differences
between different languages, lack of vocabulary, depending on the dictionary and lack of skills in
using dictionary especially ESP terms. While, the difficulties related to the environment and others
are lack of teaching materials, classes with a too large student number, and heavily focused on the
examination. Needs analysis can be a vital asset for teachers of English for specific purposes (ESP) to
identify their learners' key requirements or needs and determine the areas in which they are lacking
skills.

Based on the book we have read (Developing Courses In English For Specific Purpose) by Helen
Bastutkmen Needs analysis in ESP refers to a course development process. In this process the
language and skills that the learners will use in their target professional or vocational workplace or in
their study areas are identified and considered in rela- tion to the present state of knowledge of the
learners, their perceptions of their needs and the practical possibilities and constraints of the
teaching context. The information obtained from this process is used in determining and refining the
content and method of the ESP course. The needs analysis process involves:
• Target situation analysis: Identification of tasks, activities and skills learners are/will be using
English for; what the learners should ideally know and be able to do.
 Discourse analysis: Descriptions of the language used in the above.
 Present situation analysis: Identification of what the learners do and do not know and can or
cannot do in relation to the demands of the target situation.
 • Learner factor analysis: Identification of learner factors such as their motiva- tion, how they learn
and their perceptions of their needs.
• Teaching context analysis: Identification of factors related to the environ- ment in which the
course will run. Consideration of what realistically the ESP course and teacher can offer. Needs
analysis should not be seen as an entirely objective procedure.
Hyland (2008, p. 113) reminds us, 'Needs analysis is like any other classroom practice in that it
involves decisions based on teachers' interests, values, and beliefs about teaching, learning and
language.'