The Lincom Guide to

Materials Design in ELT

Handoyo Puji Widodo & Lilia Savova (eds.)

I w ebshon 2010
)emopa.com' LINCOM EUROPA
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Copyrighted Material:
The Happiest Man, pp. 5-6, reproduced by permission of Oxford University
Press
From *New Headway English Course lntermediate Student's Book_ by Liz &
John Soars
@ Oxford University Press 1996

Cover design, front cover illustration: t-ilia Savova.

 Contents

5
ACKNOWLEDGEMENTS
9-14
NOTES ON EDITORS & CONTRIBUTORS

CONTENTS

Introduction
r5-20
Editors: Handoyo Puji Widodo & Lilia Savova
Chapter I
21-30
Consumer-Designer Frameworks for Materials Writing
DAVID HALL
Chapter 2
The Parts and the Whole 31-3E
General Concepts of Design and Materials Design:
LILIA SAVOVA
Chapter 3
39-54
The Use of Visual Aids in ELT Materials
ADRIADINOVAWAN
Chapter 4
Materials 55-70
The Student-situational Analyses for Adapting English
WINNIE CHENG
Chapter 5
7l-84
Materials Design for Adult Leamers of English
RUTH EPSTEIN
Chapter 6
8s-102
Literature in the CLT Classroom: Materials Design
ANDMEJ CIROCK1
Chapter 7
103-116
Materials Development for Young Leamers
HELEN EMERY
Chapter 8
tt7-134
Developin g Materials for Content-Based Instruction
MICHELE DE COURCY
'l
he Lincom Guide
lo M{rterids De,\ign in l:L7'

Chapter 9
Materials for the ELT Classroom in the Post-Anglophone period 135-146
ANDY KIRKPATRICK
Chapter l0
Materials Design: English for Specific Purposes (ESP) 147-160
HANDOYO PUJI WIDODO & RIRIN PUSPORINI
Chapter I I
Fostering Learning Autonomy in the EFL classroom through SAL Materials t6l-176
Development
SUGENG ARIYANTO

Chapter l2
Developing Corpus Oriented English Materials 177-188
JOHN SPIRI
Chapter 13
Materials Design for Task-Based Adult Language Learning 189-202
JONATHANNEWTON
Chapter l4
Task-Based Materials, Ownership, and Identity Construction 203-2tl
SHARON K. DECKERT

Chapter l5
Culture and English Materials 215-228
JANE ORTON
Chapter l6
Using E-Portfolio to Engage Pre-Service Teachers in Developing ))q-) J.<

CALL-based Materials
MUHAMMAD KAMARUL KABILAN & MAHBUB AHSAN KHAN
 Chapter 10
Materials Design: English for Specific Purposes (ESP)
HANDOYO PUJI WIDODO, Politeknik Negeri Jember, Indonesia
RIRIN PUSPORINI, MTs. Negeri Srono, Indonesia

I. INTRODUCTION

English for Specific Purposes (ESP) has been increasingly crucial in content-based
instruction where English is a mediating skill for understanding content information. For
example, in Indonesia, there is an urgent need to teach content subjects like mathematics,
biology, and physics where the language of instruction is English. ESP has also been a
long standing area in English language teaching in which there has been a growing need
tbr equipping learners specializing in specific science disciplines (e.g., engineering,
economics, banking, etc) with English; such learners are to function in English medium
*orkplaces. Those two needs have encouraged ESP teachers to design or develop
appropriate instructional syllabi, materials, approaches and methods, and assessments for
rhe learners with specific needs (e.g., being able to use English in a workplace-
asricultural industries) and areas of interests (e.g., horticulture). One of the attempts to
orovide students better ESP instruction is that teachers should provide the students with
:ppropriate ESP materials so as to help learners acquire English skills, which enable them
:"-i function in their specialized areas or workplaces where content knowledge or
irtbrmation is communicated in English.
Materials design or development is one of the ESP features in practice because
:eachers are required to design such materials, which best suit particular leamers with
:iarticular needs and areas of interests within a particular instructional setting. Although the
';aching of ESP has long been introduced in ESL contexts, there is currently a little
:erature on ESP materials design in both theoretical and practical senses. To fill this void,
:is chapter attempts to provide practical suggestions for ESP materials design along with
ianple teaching materials. The chapter also highlights conceptual frameworks for ESP-
:c:'lnitions, scopes, and characteristics as well as needs analysis in ESp, as further
tscribed. These conceptual frameworks provide readers with what constitutes ESP in a
ltleral sense.
'l'he Lincom Guide
lo Moterids Design in El,'l

2. ESP OVERVIEW: DEFINITIONS, SCOPES, & CHARACTERISTICS

English for Specific Purposes (ESP) emerged "in the 1960s as a major reform in En-: ,-
teaching" (Zhang 2007l. 402). ESP, with the ". .-:
.expansion of scientific, technical.
economic activity on an international scale," became important to meet the needs c: -.
learner in both academic settings and work environments (Hutchinson & Waters 198- :
ESP is an endeavor to provide language training involving these three aspects: langi,-.
-l991,
pedagogy, and learners'specialized areas ofinterests (Robinson as cited in \\ r: ':

2006). Hutchitson and Waters (-l987, as cited in Zhang,2007: 402) argue that "ESP - -'
be seen as an approach not as a product. ESP is not a particular kind of lan-uua;.
methodology, nor does it consist of a particular type of teaching material. Under.: :
properly, it is an approach to language learning, which is based on learner need." T-.",,:
notions suggest that ESP is an approach to specifoing and prioritizing the learner neec.
like English for Bu. -=,
ESP has many branches derived from science disciplines ,

Purposes (EBP), English for Science and Technology (EST), English for Acac.- ,-

Purposes (EAP), English for Occupational Purposes (EOP), English for Educa:
-;
Purposes (EEP), English for Legal Purposes (ELP), English for Vocational Pur:, .=,
(EVP), English Medical Purposes (EMP), English for Hospitality Purposes (EHP). E--. rl

for Economics, English for Engineering, English for Tourism, English for Tou: ,- r
Travel, English for Banking, English for Nurses, and many others. This specificai --

English is geared to cater to particular learners' needs with certain ESP leaming -uoa,s
In response to the core of ESP, which prioritizes specific learners' needs, the te3: - -i
of ESP has the following characteristics:
. Knowledge-skill: In ESP leaming, learners need to acquire specialized or Crii:'r
knowledge and specific target language skills (e.g., oral communication skir , '"
business English presentation).
. e I
Competence in English for General Purposes (EGP): Leamers need to har -
skills, which can mediate ESP learning. Such skills include listening, spe:"+
reading, and writing along with sub-skills like grammar, vocabulan. .--c
pronunciation.
o Vocational competence: It is related to the learner's ability to perform par. -- r
professional tasks in workplaces.
o Subject specificity: Vocational competence and EGP competence are m!:--'
complimentary; "the degree of learners' ability in handling subject-s::- ';
information has to be gauged for maximum results regarding their :-- *+i
participation" (206).

148
 Handoyo Puli Widodo & Lilitt Sclova (eds.)

S
. Needs-driven nature of learning: Learners need to learn ESP because they want to
properly function in workplaces or in academic settings where the medium of
rm in English instruction is English.
technical. an: o Cultural characteristics: This feature serves to maintain and strengthen learners' sense
: needs of th< of cultural identity and enhance motivation in ESP learning.
aters 1987: t5
o Beliefs about language learning: ."ESP leamers' beliefs about learning a
rcts: langua5t- foreign/second language have to be clarified at the outset, so that their awareness is
ired in \\.id*r': raised regarding different aspects of the ESP situation (e.g. the difference between
;hat "ESP m;s EGP/ESP, their favourite learning strategies, etc.)" (206).
of language :r (all as cited in Sifakis 2003:206)
ial. L ndersr;'--c
3r need"' TrN Further, Dudley-Evans & St. John (1998: 4-5) provide two main categories of ESP

:amer needs-
:haracteristics. First, absolute characteristics include: (l) ESP is tailored to cater to

sh ior Bus:rex .eamers with specific or particular needs; (2) it employs informed methodological

r tbr -\cade'ra rrinciples and activities ofthe discipline or content area it serves; and (3) it focuses on the
enguage suitable with those activities in terms of grammar, lexis, register, study skills,
tor Educall:t:luL
jiscourse and genre. Second, variable characteristics involve: (l) ESP may be tailored for
ational Pur:r:s*
(EHP). Er-;- sn =pecific disciplines; (2) ESP may employ a different methodology from that of General
-{
sh for Tc'': rrur inglish within a specific instructional context; (3) ESP can be tailored for adult learners
> specit-rcar;;r :ri
:r,r educational (in a university) or professional (in a workplace) purposes; and (4)
arnins eoai> ienerally speaking, ESP is tailored for intermediate or advanced learners of English, but it
eeds. the tcd1ilry
used for beginners with basic knowledge of the language system.
=.n
Thus, ESP is a language program designed for training students' subject-specific
&rsuage use and building and developing student's target competence (Basturkmen 2006)
:ialized or ;'-rflm
c uhich learners with specialized interests have specific language learning goals. To
rnication ski " ,i:utt"

itntif,/ such goals appropriately and design proper ESP materials, there is a need for
:::nducting needs analysis or needs assessment, as discussed in detail below.
neel t.. har: il?
istening. srEaf.nlq"
: \EEDS ANALYSIS IN ESP MATERIALS DESIGN
. r,.tabul:;'' d
nueds analysis (NA) or needs assessment is a critical feature of ESP. The term "needs"
,prertbrm 3fi.Ilrm Trfls to wants, necessities, desires, demands, expectations, motivation, lacks, constraints,
nrc requirements. NA is a way of gathering empirical data or information about "the needs
ldnce ar' :r-Illdh m" :articular institutions or students" or other information about stakeholders (e.g.,
ing subie;:-:r'efru ilml:snl' Ieaders). In ESP, NA is a systematic method of identifuing, describing and
rding d:el: r1-iilllh nrnining specific language domain, use, and communication practice or task in the
*.:nrplace or academic setting where English is the medium of instruction.
NA can be used to inform materials designers or developers of the
The outcomes of
m*si:le goals and objectives necessary to create target situation-based and pedagogical

149
't'he Lincom Guide

to Malerials Design in lil"l'

goalsandobjectives,syllabi,materials,andappropriateinstruction(e.g.,learningta:...a
Starting point for devising syllabi.;:-..:
activities). Thus, the needs analysis is..the
materiars. and the kind of teaching & rearning taking place" (Jordan 1997:22)' Basi;'
the goals of doing NA are to:
purposes or needs (e'g'' situations' ta:": 1

iraim at specialized instruction for specific

activities. skills, and functions);
present situation and target situation needs
oflearners; and
lridentify
lrbridge.agapbetweeninsider'sperspective/assumptionandoutst:".
PersPective/assumPtion'
analysis (NA), including:
There are four main approaches to needs
oTargetsituationanalysis(TSA)isSeenaSanobjective,perceivedproduct-orie:;.
need to achieve so as to functio:
need--e.g., what competence do leamers
workPlace communication?
oLearningsituationanalysis(LSA)isthoughtofassubjective,felt.process.orier::
need-e.g., how do leamers achieve particular
competence?

oPresentsituationanalysis(PSA)isSeenasagapbetweenwhatisalreadyknorrn.
and strengths do learners h'
what is not yet known-e'g', what weaknesses
pertaining to skills, experience, and language?
which should reflect :
r Task-based analysis (TbA) is a way to analyze tasks'
fol lowing characteristics :

- meaning is Primary;
- there is some communicative problem to solve;
- there is some sort of relationship to the real world;
- task completion has some priority; and
- the assessment of the task performance is in terms of task outcome' i
(Skehan 1998:

sources (e'g'' industry leac

Needs analysis data can be gathered from different
such data' there are a number of metht
students, teachers, parents, etc')' To collect
formal tests), interviews (semi-structurei
including: tests (self-rating or assessment or
structured),questionnaires(open-ended'close-ended'orclose-andopen-end
observations(participantornon-participant),documentorcontentanalysis(uri
discourseanalysis).Whendoingneedsanalysisfieldworkusingtests,teachersasnt
analysts,needtodeterminewhattypesoftests(e.g.,diagnostictestsorself-rating)
examinetheirresearchorinquiryquestions.RegardingNAdatacollectionthrc
and follow-up questions, audio or r
interviews. the teachers need to prepare for major
recording,andnotetaking.Inthepost-interviewsession,theyneedtotranscribemant

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to Muterial.s Design in Iil,I'

3. ESP MATERIALS DESIGN

As materials designers, teachers have key responsibirity

for designin_e rh. :
materials because they know much about their
own teaching context and r:= -
interests of students (Tomrinson & Masuhara
2004). This notion suggesrs :-.,
should not be solely dependent on the availabre
ESp materials. ir h : - -..r.-
inappropriate to their teaching contexts and
may not cater to students. needs .-: ,. r
Materials design involves, as Graves pinpoints
(2000: 150), ..creatine. :- -"

adapting, and organizing materiars and activities,,to

ailow students to ach:; . :r.r*
instructional goals and objectives.
In ESP materials design. there are two main
matters that ESp rcdi_;_: ..:
consider. Such matters are approaches to
materiars writing and guiding prin: ::
materials design.

3.1. Approaches and Guiding principles

of ESp Materials Design

when designing any teaching materials, incruding

ESp materiars. tea:-:-:
decide what approaches and guiding principles
they make use. Such a::- r-
principles underlie the materials writing
as weil as inform instructionar m..- _ r*r.
the classroom. In ESp materiars design, there
are approaches for which rer--:- ..r: ,
These approaches are adapted from approaches
to ranguage syllabus .rir,. ones. :_
also relevant to ESp materials design. The
approaches include:
Table: Approaches to ESp materials clesign

The content ofm

and its sequence is determined by the order
ofthe soct: :-
the logic of the topic itself (i.e., complaint ,.. -
letters. hti: ;

resume).
The reaching m@
collocations, and fixed expressions commonly
used in ;.
uses (e.g.. idiomatic expressions. greeting
expressirtt:,
expre s s ions, and o t he r co nye rs at ional exp re s s i ons).
Thecontentormffi l-r. - ;ilil
grammatica[ pattems, (e.g., word classes,
relatiye clcti.;,
sentences, tenses, or modals).
Thematerialsarede@
used. In other words, the language used
is on the ba-<r:
involved in a conversation, the place where
it occurs. :.::
happens. and the topic/activity being
discussed. Exarn::

152
 Hurulrryo l,u1i lltidodo
& Lilia Suvova (ecl.s.)

functional
accepting and declining an
olfer or invitation, apologizing,
suggestions.
or making
situational The content
situations in which language is used. A situation usually involves
several participants engaged
in some activity
in a specific setting. The
primary puryose of situationally
oriented mate.ials is to teach
language that occurs in the the
situations. Examples of situations
having dintter in o resotyant spoino u- ,^.-,,-.- include
seeing the dentist' buying ,'
a train ticket'
or meeting a new student.'ant'
Tt. .ont.
rhat the .t,d"nt. are arso rearning
T::::::,:lL*
other ]1..,"*,i*e
words, the content of the materials is selected Uus.a
rn

students' subiect matter. An o, tnJ

example of content_based
materials is
Englishfor Biolog,, or English
for Science.
tn. ,"u.n,r*
example, in teaching reading
skill, the content ofrnJ.orrr. is based on
these sub-skills: identifying
mainfacts and details, relating
cause and
effect, identifi,ing sequence
and event, predicting outcomes,
inferring meaning or
from
conrextual clues.
A genre-based
approach, the content of the
teaching materials is selected
the systematic functional model in terms of
of language, which includes two
contexts: the context of situation
and the context of culture
language is used. Text_based in which
materials include these text
narratives, recounts. information types:
reports, explanations. and
expositions rendered through
dillerent genres ltext ir,r_r,_',",,)1,
newspapers, or brochures).
,n. ,.u.n
students need to perform with the
[:T:::r:]":::::,1r:n.
they are learning. Tasks, ranguage
which .un b" ,r"j a, ffi:, .::
generally tasks that the lea
""*r.*.
^;::::::y::.;;;|;:':**;:;::l:i:;";:!;;i';:;:J:ii:::;;
housing inforntqtion oyer the
telephone).
The content,
performance that stuclents
need to do (e.g.,
askfor the price of items or
state intention to purchase
items). competency-based
materials are
similar to task-based materials
to some extent.
The teaching ,

content.of the materiar,

iil::T::::.,1-: u" bur.a on topical_
"un
The Lincom Guitle
tu Mtrterittls l)esign in lil,'l

on what teachers believe and how the chosen approaches best suit a
particular group of learners in a particular instructional setting.

In addition to basing ESP materials design on the approaches above, teachers need to
consider some guiding principles of ESP materials writing. In this chapter, we would like
to specifically describe eight guiding principles of ESP materials design, including:
Principle 1: Teaching materials should have a clear set of learning goals and objectives.
These can be core descriptors indicating what competence learners need to achieve.
Competence can involve these. aspects: language, content, pedagogical and real-life
tasks, and awareness of communicative situatiorVcontext.
Principle 2.' Teaching materials should contain learning tasks, which allow for students'
schemata or background knowledge or experience activation. Drawing from a
cognitive dimension, learning tasks in the materials should relate what learners are
learning (current learning needs) to what they have experienced (prior knowledge or
experience). Prior knowledge or experience is believed to facilitate language leaming
in that leamers can acquire that language when they have experienced a particular real-
life task or activity. For example, learners majoring in agriculture will easily complete
fearning tasks which are related to their real-life situations (e.g., cutting and pruning
trees, layeringfloral crops, etc.). Thus, learning tasks in the materials should connect
what learners are learning to what they have experienced in real-life situations.
Principle 3.' Learning tasks in the materials should allow students to explore their
specialized needs and interests. Teaching materials should encourage learners to do
self-learning exploration based on their specific needs, and in turn learners can
envision or build their self-learning investment. When learners are given a particular
learning task (e.g., specialized text reading task), they can proceed to work on other
related tasks; for example, learners are asked to write a procedure paragraph describing
steps.for layering a vegetable crop. To allow for learner self-exploration, a teacher
needs to include a wide range of topics, tasks, genres, and contexts in the materials,
which are best selected based on leamer's current level of interest and ability, leaming
styles, affective domains, and language learning needs.
Principle 4: Leaming tasks in the materials should enable students to develop their
language skills for authentic communication and content competence. Language skills
here not only involve listening, reading, speaking, and writing skills, but also touch on
four abilities-linguistic ability (e.g., the ability to know and language forms),
sociolinguistic ability (e.g., the ability to use appropriate language in a range of
situations), discourse ability (e.g., the ability to understand stretches of spoken
discourse), social ability interpersonal skills, and strategic ability-the use of verbal
and non-verbal communication strategies to cope with communication breakdowns.

t54
 Hundoyo Puli Ll/idodo & Lilia Snova (eds.)

Principle 5.' In the materials, learning tasks should integrate language skills emphasized.
Integrating language skills allows learners to see how a language is mutually
complimentary. For example, reading can be exploited for lexically and grammatically
oriented learning tasks, and it can lend itself to writing tasks or other tasks (e.g.,
speaking and listening tasks). This attempt corroborates what Kumaravadivelu's idea
that "language knowledge and ability are best developed when language is [integrally]
learned and used . ."(Kumaravadivelu 2006: 206, words in a bracket added).
Principle 6.' Learning tasks in the materials should be as authentic as possible.
Authenticity here refers pedagogically to "being as close a match as possible between
the language and social context of the input which learners receive in the classroom
and the language and social context of everyday life" (MacDonald, Badger & White
2000, as cited in Widodo 2009: 237). This idea implies that learning tasks should
reflect real-life tasks that people do in daily interpersonal interactions.
Principle 7.' Teaching materials should have impact on learner language development.
Impact here means that learners should acquire a particular skill or sub-skill through a
set of learning tasks or activities designed by a teacher. Certainly, this accomplishment
is process-based meaning that learners are able to develop their language skills as they
go through entire learning-teaching process.
Principle 8.' Teaching materials should inform what roles leamers and teachers play in and
out the classroom. Learners can play different roles (e.g., collaborators, explorers,
input activators, etc.). As collaborators, learners engage in collaborative learning tasks
in which they need to negotiate things so as to complete particular learning tasks. As
explorers, they are involved in seeking for what language skills and competence they
need to connect one another, thus acquiring such skills or competence wholly. As input
activators, learners engage in activating what they already know through warm-up
activity. In addition, teachers can play a variety ofroles (e.g., facilitators, guides, input
- -41- ' providers, etc.), depending on a particular learning context or situation. (e.g., skills
taught, groups of learners, etc.).

The eight guiding principles above are basic theoretical frameworks for ESP materials
design or materials design for other areas. Teachers may adopt other guiding principles of
materials design which they believe appropriate to their teaching and learning context. We
are confident that teachers have particular guiding principles of materials design which
they have built from their academic training background and their teaching experience.
Certainly, such principles evolve as the teachers go through their teaching joumeys.

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 7 he Lincom Guide

to Mutcrials l)esign in tiLT

3.2. ESP Materials Design in Action

Since teachers would rike to design their

own materiars for ESp (e.g., English fcr
Agronomy), teacher-made or locally-made materials
are badly needed in order to cater r:
their students'specific rearning needs. In the foilowing
sampre materiars for ESp. ii;
would like to focus on target rearners who major
in agriculture, particularry in the area ,::
agronomy. Because the area of agronomy has
a wide range of branches, we wourd like ::
focus on this small topic artificial vegetative
crop reproduction. Thistopic is chosen base;
on target content competence that learners have
to acquire or are learning. In order for ESI
teachers to know what topics about which their students are concerned,
they need:.
consult this matter with content or speciarist teachers
because they know much abc-.
student specialized areas or topics.
In the following materiars, we wourd rike to emphasize
sampre ESp materials ::-
reading, speaking and writing tasks. certainry,
these skilrs rend themserves into oth:_
Ianguage tasks (e.g., listening, grammar,
and vocaburary) because they comprem€flr r--:
another' For this reason, teachers need to consider
on which language skills they focus. L*
us stalt our sample ESp materials with a reading
task.
a. Reading task: Input-based activity

Task l: Student schema activation

A teacher asks these quesrions, or students take
turn asking these qtrcstions in a group.
I. Did you ever propagate horticultural crops rike
mangoes and rambutans or
omamental flowers like bougainvilleas and jasmines?
2. If so, how did you propagate such crops
or flowers?
J.When did you propagate such crops or flowers?
4. Where did you propagate such crops
or flowers?
5. With whom did you do such aftificial asexual
c or flower tion?

This task serves as a stimulus for activating

student prior knowledge or experien.-; :"
commonly known as schemata in a cognitive
sense. As earlier noted in Section .,gui: -*
principles of materials design," such a task
can be a mediating toor for connecting lear -i
tasks in the next sessions (whire-reading
and post-reading activities). As preric_-;.
pinpointed, schemata can enabre learners
to recail their real-rife situations_e.g., the .r
to propagate crops or flowers artificially (e.g.,
tomato layering, mango grafting, rant.._.::n,
budding, etc.). Thus, rearning tasks in the
materiars shourd connect what rearners a:r
Ieaming to what they have experienced
in real-life situations. once teachers have acrir.-,.u
their students' schemata, they need to provide
the students with lexical input, as si-.r,
below.

156
 Harufuryo Puji Widodo & Lilia Suvotu (eds.)

Task 2: Lexical input

Match the following words or phrases with words or pictures below. Work in group.
l. sprout 5. layering
2. stock plants 6. grafting
3. vegetative reproduction 7. cutting
4. budding 8. suckering
(b) (d)

a new parents
bud plants

(0 (h)

asexual
propagation
-*6,.*.
"ffi.;r dffiq
ii
j/-ffi@. i /4;;;
It::
li

This lexical input-based task aims to enrich leamer vocabularies or get students
familiar with particular key terms or vocabularies. The choice of lexical input is on the
basis of learner's content knowledge or expeftise. This choice can also be based on key
words which appear in a reading text that learners are going to read. In this task, a teacher
can include words or pictures. Pictures are used to facilitate learners in understanding
particular words like grafting or budding because pictures can enhance student
understanding of particular words-abstract ones. These words are best understood
through visual media. To create an interactive learning atmosphere, a teacher can ask
students to work in group and then share what they discussed in a group with the whole
class and with the teacher. In this respect, the teacher can be a facilitator who encourages
students to work actively on the task collaboratively.
Thus, the sample two tasks above can be used for materials for pre-reading activity that
a teacher can make use and "stimulus" tasks for further reading tasks (e.g., while-reading
task and post-reading task). The two tasks as presented above can also be used to initiate a
lesson. More importantly, the two sample tasks can be "a bridging task" for proceeding to
learning tasks like speaking and writing tasks.

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'l'he Lincon (]uide
b M{rterials Design in lil.'l'

b, Speaking und writing tssks: Describing procedures for doing artiJicial vegetative crop
propagation through visusl media

Task 3: Collaborative speaking task

Instruction: Tell steps for making air layering. In this activity, you work collaboratively.
Please note that the pictures below are not put in order. For this reason, you need to
make the pictures in sequencefirst, and then thinkof words thatyouwill need to tell to
the class. You need to coordinate this taskwithyourfellow so that you can tell the steps
in sequence and smoothly'
ffi, & % -w-
Figure I: Stepsfor making air layering
M ,.*-,; -@
Wt#il*Wff*
=@" &" *h ry
& & %. *p-
-'i;M
*r
.&''. 'ffij fffiq%"1
SI

'.*, N,:

Task 3 aims to ask students to describe some steps for making air layering. Certainll "

the topic of the task is a continuation of tasks I and2 or of while- and -post reading task

The use of pictures is emphasized in this task so that students easily visualize idea.
Pictures serve as idea input because pictorial media can help students generate ideas easili
To create a more challenging task, a teacher should not put the pictures in order so th::
they need to arrange the pictures with their fellow in sequence first. Then, the teacher ca-
ask them to tell the steps .for making air layering chronologically based on the picture.
given. To facilitate students in working on the task easily, a teacher can ask them to tell ti.
steps collaboratively. The choice of team members can be left up to students or a teache-
through negotiation. A collaborative speaking task can lead to interaction between t"r -

students or three students, thereby building interpersonal negotiation in group.

Task 4: Descriptive writing task

Write a procedure or process paragraph based on the picture beLow. Please note that'.' -'
paragraph should be I 00- I 50 words in length.
Figure 2: Stepsfor crop chip- budding

(Taken from'Vegetative propagation techniques' 2007)

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 Httndoyo l'tii Widodo & l.ilitr Stlt;tu (eds.)

r..! Task 4 aims to equip students with a paragraph writing skill. In this task, students are
asked to write a descriptive paragraph-a process or procedure paragraph. To allow
students to generate ideas, pictures are used in the task. Certainly, this task is continuation
of the previous tasks so that students experience the integrated leaming tasks. The
integration of learning tasks in the ESP materials does matter so as to enable students to
acquire both language and content knowledge and skills as well as to optimize learning
tasks. For a variety of task, the modification of Task 4 can be that a teacher can list some
topics that students can select without visual media or more options of visual media and
that the teacher can ask students to write collaboratively..

4. CONCLUSION

This chapter has pinpointed some key issues in ESP materials design, including needs
analysis and approaches and guiding principles of ESP materials writing. This chapter,
also, has attempted to provide practical suggestions for ESP materials design along with
sample teaching materials. The sample ESP materials as earlier presented aim to provide
teachers with real or authentic ESP materials that they can adopt. Such materials tasks can
be modified based on a particular teaching and learning context (e.g., groups of learners,
instructional goals and objectives, learner's language proficiency, learner's target content
competence, allotted time, etc.). In other words, the modification of such materials are
badly needed to best suit student learning needs and growing teaching needs. Such
materials modification depends, to large extent, on teachers' creativity in designing or
developing ESP materials for their own classrooms.

5. REFERENCES

Basturkmen, H. 2006. Ideas and options in English for specific purposes. Mahwah, NJ:
Lawrence Erlbaum.
Dudley-Evans, T., & M. J. St. John. 1998. Developments in Englishfor specific purposes:
A nulti-disc iplinaty approacft . Cambridge: Cambridge University Press.
Graves, K.2000. Designing language course: A guidefor teachers. Boston, MA: Heinle &
Heinle.
Hutchinson, T & A. Waters. 1987. English for specific purposes: A learning-centred
approach. Cambridge: Cambridge University Press.
Jordan, R. R. 1997. English for academic purposes: A guide and resource book for
teachers. Cambridge: Cambridge University Press.
Kumaravadivelu, B. 2006. LJnderstanding language teaching: From method to
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to Moterials Design in ELT

Sifakis, N. C. 2003. Applying the adult education framework to ESP curriculum

development: An integrative model. Englishfor Specific Purposes 22. 195-211.
Skehan, Peter. 1998. A cognitive approach to language learning. Oxford: OxforC
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Tomlinson, B. & Hitomi Masuhara. 2004. Developing language course materials [RELC
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Vegetative Propagation techniques. 2007. Jalalabad, Afghanistan: Roots ofPeace.
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Widodo, Handoyo Puji. 2009. Implementing collaborative extensive reading in an EF.
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