PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR BAHASA INGGRIS

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makalah ESP ( English for Specific Purpose )

PART I
INTRODUCTION

Each language teacher has to make professional decisions to ensure effective language learning. Several key concepts that have an influence on effective language learning include learner-centeredness, learning-centeredness and communicative language teaching (Nunan & Lamb, 1996:34).
Learner-centeredness means active involvement of learners in their learning processes. Learning-centeredness means that learners are able to decide what and how to learn. Communicative language teaching involves real communication - carrying out meaningful tasks and teaching meaningful (to the learner) language.
Teachers' decisions made during language instruction depend on various factors, among which the most important are the goals of a language course and the needs of the individual learner as well as learner methodological preferences and attitudes to the importance of various language skills.





PART II
OBJECTIVES OF TEACHING AND LEARNING ESP
The main objective of teaching and learning a foreign language is to provide the learners with communicative competence, linguistic competence and cultural competence.
Recent research suggests that children's linguistic competence may play a central role in establishing social acceptance. That possibility was evaluated by examining children's peer relationships in a preschool classroom attended by children with varying degrees of communication ability. Three groups of children were compared: children with normally developing language skills (ND), children with speech and/or language impairments (S/LI), and children learning English as a second language (ESL). Two sociometric tasks were used to measure peer popularity: positive nominations and negative nominations. Children in the ND group received more positive nominations than the children in either the ESL or S/LI groups. When the children's positive and negative nominations were combined to classify them as Liked, Disliked, Low Impact, or Mixed, the ND children predominated in the Liked cell, whereas the other two groups of children fell into the disliked or low impact cells. In addition, a receptive measure of single-word vocabulary, was found to be the best predictor of peer popularity. The findings are discussed in terms of a social consequences account of language limitations.
The Process of Cultural Competence in the Delivery of Health-care Services. This model views cultural competence as the ongoing process in which the health care provider continuously strives to achieve the ability to effectively work within the cultural integration of cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire, context of the client (individual, family, community).
Basturkmen (2006) describes five objectives in teaching ESP. They are:
1. To reveal subject-specific language use aims to show how English is used in the target environment and to impart to students the knowledge about it that has been revealed by linguistic research in the field. This objective is linked to the linguistic knowledge objective and to a lesser extent, the cultural knowledge objective.
2. To develop target performance competencies focus on developing the ability to perform the activities of an occupation and function to the standard expected to those employed in that occupation. Courses are organized around core skills and competencies that are also subdivided into micro skills and more specific competencies.
3. To teach underlying knowledge. Using a second or foreign language for a workplace or study purposes requires not only linguistic proficiency and knowledge but also knowledge and understanding of work-related and disciplinary concepts; underlying competencies refers to disciplinary concepts from he students’ field of study.
4. To develop strategic competence. The link between context of situation and language knowledge and can be defined as the means that enables language knowledge and content knowledge to be used in communication.
5. To foster critical awareness. Enabling students to become accepted members of those target environments, and all have a shared understanding that ESP can best help students attain this end by helping them develop the skill and knowledge they need to produce acceptable language in those environment.
ESP is international in scope and specific in purpose (Swalles, 1988). It focus on the communicative as well as the written needs of professionals and workers, giving primary importance to many language professional environment.
Most ESP practitioners believe that language is most effectively learned in context. Contextualizing lesson presentation has become a widely accepted rule of good teaching.
Barsturkmen (2006) presents two ideas about conditions needed for language learning. They are acculturation and input and interaction.
A. ACCULTURATION
Acculturation is the obtainment of culture by an individual or a group of people. The term originally applied only to the process concerning a foreign culture, from the acculturing or accultured recipient point of view, having this foreign culture added and mixed with that of his or her already existing one acquired since birth.
Barsturkmen (2006) said that a number of social and psychological factors identified that could have an impact on the level of acculturation and thus success in learning.
a. Power relations between the groups.
b. Desire to assimilate
c. Extent of share facilties
d. Psychological (language and Culture Shock)

B. INPUT AND INTERACTION
Current theories of language input, interaction and second language acquisition have claimed that the kind of language input that has been made available to the learners and the kind of interaction that they have been involved in have important effects on the language acquired. It has been hypothesized that input which is com prehensible and interaction which has been modified best facilitate second language acquisition. Barsturkmen (2006) also said that sufficient linguistic input and interaction are understood to be condition favorable for language learning.this is support by Long’s Interaction Hypotheses which summarized by Barsturkmen as follows:
a. Learners can only learn what they are ready to learn.
b. Linguistic input is necessary for learning input to make
c. Learners negotiate the meaning of input to make it comprehensible to themselves.
d. Through negotiation of meaning, the input becomes increasingly useful because it id targeted to the specific development level of the individual learner.
e. Thus input negotiated to fit the needs for the individual learner can become intake.
PART III
CONCLUTION AND SUGGESTION

A. CONCLUTION
There are three competence which the main of learning and teaching ESP. They are cultural competence, linguistic competence, and communicative competence. Then there are two ideas about conditions needed for language learning. They are acculturation and input and interaction.

B. SUGGETION
The writers hope to the readers so that give their ideas for completely this paper. If there are mistake in this paper, the writers also wish critic and suggestion from the readers.

The use of capital letter

Penggunaan huruf kapital
Huruf kapital dipakai sebagai huruf pertama.Setiap unsur bentuk ulang sempurna yang terdapat pada nama badan,lembaga pemerintah, dan ketatanegaraan, serta dokumen resmi. Huruf kapital dipakai juga sebagai huruf pertama semua kata (termasuk semua unsur kata ulang sempurna) di dalam nama buku, majalah, surat kabar,dan judul karangan kecuali kata seperti di-, ke-, dan yang .Untuk yang tidak terletak pada posisi awal.

Use capital letters
Capital letters used as the first letters.Every elements of re-perfect name of the agency, government agencies, and public institution, and official documents. Capital letters are used also as the first letter of all words (including all elements of the word re-perfect) in the name of books, magazines, newspapers, and paper title, except in the word di-,ke-, and yang. For that is not located at the position early.

Translation Exercise

Pedi cabs could be a good addition to the total transportation system in many cities. In Denver, the owner of Pedi cab Company plans to invest in a total of twenty of them. He believes that they will be popular with baseball fans at the new baseball stadium. They can use them to ride to their parked cars or to nearby restaurant. Furthermore, he thinks that Pedi cabs could help carry some of the crowds in Atlanta during the 1996 Olympics. And he thinks they would be useful in port cities where ships dock cruise. Tourist could use them to get from the port to the city center.
Pedi cabs bisa menjadi baik selain total sistem transportasi di berbagai kota. Dalam Denver, pemilik Pedi cab Perusahaan berencana untuk berinvestasi dalam jumlah total dua puluh dari mereka. Ia percaya bahwa mereka akan populer dengan baseball fans di stadion baru baseball. Mereka dapat menggunakannya untuk naik ke mobil mereka parkir atau ke restoran terdekat. Selain itu, ia berpikir bahwa Pedi cabs dapat membantu membawa beberapa kelompok di Atlanta selama Olimpiade 1996. Dan dia berpikir mereka akan berguna di kota-kota pelabuhan di mana kapal pesiar dok. Wisatawan dapat menggunakan mereka untuk mendapatkan dari pelabuhan ke pusat kota.

ESP reference

How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English?
The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required .
ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation.
The students' abilities in their subject-matter fields, in turn, improve their ability to acquire English. Subject-matter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject-matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster.
The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of relevant skills.
The responsibility of the teacher
A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She should recognize the ways in which her teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she will need to look for content specialists for help in designing appropriate lessons in the subject matter field she is teaching.
As an ESP teacher, you must play many roles. You may be asked to organize courses, to set learning objectives, to establish a positive learning environment in the classroom, and to evaluate student s progress.
Organizing Courses
You have to set learning goals and then transform them into an instructional program with the timing of activities. One of your main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress.
Setting Goals and Objectives
You arrange the conditions for learning in the classroom and set long-term goals and short-term objectives for students achievement. Your knowledge of students' potential is central in designing a syllabus with realistic goals that takes into account the students' concern in the learning situation.
Creating a Learning Environment
Your skills for communication and mediation create the classroom atmosphere. Students acquire language when they have opportunities to use the language in interaction with other speakers. Being their teacher, you may be the only English speaking person available to students, and although your time with any of them is limited, you can structure effective communication skills in the classroom. In order to do so, in your interactions with students try to listen carefully to what they are saying and give your understanding or misunderstanding back at them through your replies. Good language learners are also great risk-takers , since they must make many errors in order to succeed: however, in ESP classes, they are handicapped because they are unable to use their native language competence to present themselves as well-informed adults. That s why the teacher should create an atmosphere in the language classroom which supports the students. Learners must be self-confident in order to communicate, and you have the responsibility to help build the learner's confidence.
Evaluating Students
The teacher is a resource that helps students identify their language learning problems and find solutions to them, find out the skills they need to focus on, and take responsibility for making choices which determine what and how to learn. You will serve as a source of information to the students about how they are progressing in their language learning.
The responsibility of the student
What is the role of the learner and what is the task he/she faces? The learners come to the ESP class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. They are in charge of developing English language skills to reflect their native-language knowledge and skills.
Interest for Learning
People learn languages when they have opportunities to understand and work with language in a context that they comprehend and find interesting. In this view, ESP is a powerful means for such opportunities. Students will acquire English as they work with materials which they find interesting and relevant and which they can use in their professional work or further studies. The more learners pay attention to the meaning of the language they hear or read, the more they are successful; the more they have to focus on the linguistic input or isolated language structures, the less they are motivated to attend their classes.
The ESP student is particularly well disposed to focus on meaning in the subject-matter field. In ESP, English should be presented not as a subject to be learned in isolation from real use, nor as a mechanical skill or habit to be developed. On the contrary, English should be presented in authentic contexts to make the learners acquainted with the particular ways in which the language is used in functions that they will need to perform in their fields of specialty or jobs.
Subject-Content Knowledge
Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English training as complementing this orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners can take advantage of what they already know about the subject matter to learn English.
Learning Strategies
Adults must work harder than children in order to learn a new language, but the learning skills they bring to the task permit them to learn faster and more efficiently. The skills they have already developed in using their native languages will make learning English easier. Although you will be working with students whose English will probably be quite limited, the language learning abilities of the adult in the ESP classroom are potentially immense. Educated adults are continually learning new language behaviour in their native languages, since language learning continues naturally throughout our lives. They are constantly expanding vocabulary, becoming more fluent in their fields, and adjusting their linguistic behaviour to new situations or new roles. ESP students can exploit these innate competencies in learning English