For midwifery students, it is
necessary to be able to speak English fluently because some of them will work
in International Hospital and force them to communicate with foreigners. One of
the English Lecturers in Akademi Kebidanan Buleleng is Ms. Lacinta Candra. She
has been an ESP teacher for 3 semesters in Akbid. She uses team teaching when
she teaches the students.
She got the syllabus from the school
in the beginning of the semester. In the syllabus, there are four skills that
should be mastered by the students, namely listening, speaking, reading and
writing skill. In standard competency, it is stated that the students should be
able to apply English for midwifery. It means that teacher should teach the
appropriate material that will be given to the students for midwifery. The
material focuses on the vocabulary and grammar for midwifery.
In the lesson plan, Ms. Cinta uses
lecturing, group work, and game as the strategy in teaching the students. She
also uses imperative sentence to teach about giving direction and giving
instruction. She taught the imperative sentence by asking the students to fill
in the blank on their sheet which given by her before. The students must be
listen the audio and answer the missed word. She uses imperative sentence to
introduce English in general. Besides that, Ms. Cinta tells the students to
make a conversation and perform it in front of the class in order to improve
public speaking with the patient.
She uses advice strategy in the group
section. She divided the students into several groups and gave a case to each
group. The students will discuss the case. After that, they find out a case by
themselves and share an advice to the others. Besides that, she have games that
will be given to the students, namely
open and close question which used W-H question, guess the words and Jo party
game.
After the explanation from Ms. Cinta,
there was a discussion section. The points from the discussion section will
explain as follows:
a. The
teacher gets a syllabus from the school or university (AKBID Singaraja). The
syllabus will be given five month before the teacher start to teach in the
school. Teacher must make a lesson plan based on the syllabus. Before make the
lesson plan, the teacher must be read a lot about the field in order to improve
and choose the appropriate material and reach the goal.
b. The
teacher uses a Post-test in the form of objective test and essay test as
assessing activity and also asks the students to make a video containing the
materials that they have learnt in the class as a final test.
c. The
teacher uses bilingual language in teaching learning process for midwifery
students. The teacher begins the lesson from the general thing (general
vocabulary and grammar) into a specific thing (specific vocabulary for
midwifery and grammar).
d.
The obstacles that faces by the teacher
when taught ESP for Midwifery is providing the material. It is because the
teacher teaches about the material in different field and they must read a lot
in order to understand about the field. In addition, a good source is not easy
to find as the materials.
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ESP EED ESP for Midwifery
1. The lack of orthodoxy
A first stage of ESP there was
no question of using authentic texts. According to A.
J. Herbert (r965) he created his own texts to high light language features much
in the same way as was done in General English, therefore continued in the
era of discourse analysis. Phillips and Shettlesworth (1978) on the other hand
support the use of the authentic text 'as a repository of natural language use
and the stimulus for a variety of communication skills'.
First of all, it is necessary to be clear what the
term 'authentic' really means. It’s usually about the sense
of 'taken from the target situation and, therefore, not originally constructed
for language teaching purposes'. Authenticity is not a characteristic of a text
in itself: it is a feature of a text in a particular context. A text alone has
no value. A text is a message froma writer to the reader. A text can only
be truly authentic, in other words, in the context for which it was originally
written. Since in ESP any text is automatically removed from its original
context, there can be no such thing as an authentic text in ESP. In this sense,
it can easily be seen that different types of text will be required at
different stages of a course, depending on what we want the text for, for
example:
a)
You want the learners to realize how much information they can get from a text
by the application of certain strategies. In this case you can use
a target situation text to make the exercise more realistic.
b)
You want to do a jigsaw reading task, such as in lesson 2 in chapter. If you
insisted on using target situation texts here, you could be searching forever
to find the appropriate ones. In this case, it is the activity that is of
greatest importance and so the texts can be constructed to generate
the best activity.
c)
You want to illustrate a particular sentence pattern or discourse pattern. If
you can find a target situation text that fits, use it. If not,it is no great
problem. Your purpose is to make apparent an underlying structure. A
target situation text might be rather confusing, because there are all sorts of
other things in the text too according to Allen andWiddowson,
1974).
Lacking a long tradition which might give some stability, ESP has
frequency been a hotbed of conflict-the Wild West of ELT.
The importance of a text is not intrinsic to the text, but devices
from the rule the text has to play in the teaching/ learning process.
As the example of the use or non-use of authentic texts
illustrates, ESP teacher will often have to orientate themselves to difficult
problems with little or no guidance. There are no easy solutions to this
situation, but some methods that might be useful are:
a. Surveys of the history and
present state of ESP in your own or neighbor countries:
b. Formations
of groups of ESP teacher, perhaps allied to any existing national organization
for the promotion of ELT, to further the support and development of ESP:
c. Establishment
of newsletters and other form of publication, for exchanging information and
views about ESP in your country:
d. Provision of pre-and
in-service teacher training focusing on ESP issues. Such provision can take a
variety of form: workshops, seminars, short courses etc.
In short, ESP teachers cannot turn to linguistics and
psychology in the hope of finding ready-made, straight forward answers to the
problems that they will meet. Rather, they need to distil and synthesize, from
the range of options available. All ESP teachers are ineffect pioneers
who are helping to shape the world of ESP.
2. New realms of knowledge
ESP teachers may
also have to struggle to master language and subject matter beyond the bounds
of their previous experience. Teachers who have been trained for General
English teaching or for the teaching of Literature may suddenly find themselves
having to teach with texts whose content they know little or nothing about. In
this case, there are 3 questions that can use for ESP teacher to ask their
self.
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Does the content of ESP materials need to be highly
specialized?
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Why do so many ESP teachers find it difficult to
comprehend ESP subject matter?
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What kind of knowledge is required of the ESP teacher?
As
well as having to cope with the uncertain values of the strange land of ESP,
ESP teachers may also have to struggle to master language and subject matter
beyond the bounds of their previous experience. Teachers who have been trained
for General English teaching or for the teaching of Literature may suddenly
find themselves having to teach with texts whose content they know little or
nothing about. Thus in addition to having to orientate themselves in a shifting
world, ESP teachers may at the same time feel a sense of utter inadequacy at
their ability to cope. This problem is best illustrated in the question of
specialist knowledge and language. Put briefly, does the ESP teacher need to
understand the subject matter of ESP materials? Taken in isolation, the answer
to this question must be 'yes'. Teachers of social or literary English would
not enter the classroom understanding little about the content of the texts to
be taught. So why should a different standard apply to the Science or Commerce
text? But we need to look at this in a broader context if we are going to be
able to come up with a reasonable answer. We need to ask ourselves three questions: a)
does the content of ESP materials need to be highly specialized? b) Why do so
many ESP teachers find it difficult to comprehend ESP subject matter? c) What
kind of knowledge is required of the ESP teacher?
a) Does the content of ESP materials
need to be highly specialized?
As
the work of the early pioneers in register analysis showed, there’s little linguistic justification for
having highly specialized texts. There IS no clear relationship between
sentence grammar and specialization of knowledge. ·In specialized texts the
discourse structure may be denser and more formalized but not different in kind
from that of less specialized material. There may well be a heavier load of
specialist vocabulary, bur this need not make it more difficult to understand
(see below). Indeed it may make it easier, because many such terms are
internationally used. In shoot,
the linguistic knowledge need to comprehend the specialist text is little
different from that rammed comprehend
the general text. The difference in comprehension on lies ill the subject knowledge, not the
language knowledge.
ESP
is terms of a whole
teaching/learning process. Any factor about that process must be evaluated on the basis of how it
relates to the other factors and thus affects the entire process/ Texts, in
other words,
should not be selected as texts, but as elements in\ learning process. If the texts cannot be handled
effectively by the teacher, it is not enough to simply expect the teacher to
cope as well as possible. A reasonable solution should be negotiated. We might
compare this situation to cooking. Good ingredients are important for a
successful meal. But they will not of themselves produce success. If the cook
does not know how to exploit the ingredients well, or if the necessary
equipment is lacking, or if the diners do not like that kind of cuisine, then the value of the ingredients will be little
appreciated. Negotiation is needed: the competence of the cook, the ingredients
and the tastes (and dietary needs) of the diners must all be taken into
account. This, of course, does not preclude the possibility of retraining the
cook or re-educating the palates of the diners. So it is with ESP, materials
must take proper account of the knowledge and competence of the teacher and
negotiate a workable relationship. The starting point for such negotiation is
the teacher's current state of knowledge. If teachers are unable to operate
highly specialized texts effectively they should not be used. The teachers'
competence is an essential ingredient in the teaching-learning process and
must, therefore, be able to influence such matters as the choice of texts.
b) Why do so many
ESP teachers find it difficult to comprehend ESP subject matter?
This problem
arises from four causes:
i) There is a
tradition in education of separating the Humanities and the Sciences. English
teachers often receive little or no education in the Science.
ii) Many ESP
teachers are reluctant settlers in the new territory.
iii) Considering
the scale of ESP revolution it must be admitted that little effort has been
made to retrain teachers or to at least allay their fears.
iv) The general
attitude in ESP seems to be except teachers to conform to requirements of the
target situation.
From those are
problems, the ESP teacher should be showed that specialist subjects areas are
not difficult to understand and can be interesting and also realize that they
already have much of knowledge needed to understand the subject matter.
c) What kind of
knowledge is required of the ESP teacher?
ESP teacher doesn’t
need to learn specialist subject knowledge. They require three things only:
i) a positive
attitude towards the ESP content
ii) a knowledge of
the fundamental principles of the subject area
iii) an awareness
of how much they probably already know
In other words, the ESP teacher
should not become a teacher of the subject matter, but rather an interested
student of the subject matter. Many ESP teachers are surprised at how much
knowledge of the subject matter they “pick up” by teaching the materials or
talking to students. the important thing is the ESP teacher must know something
about the subject matter of the ESP material.
3. Change in the Status of English
Teaching
One
of the characteristic of ESP in relation to general English is English changes
becoming a subject to a service industry for other specialism. It would a
lowering of status for the teacher, or at least this seems to be the ESP
teachers' view. Johns (1981), for example, lists five problems that EAP
teachers complain, namely:
a. Low
priority in timetabling.
b. Lack
of personal/professional contact with subject teachers.
c. Lower
status/grade than subject teachers.
d. Isolation
from other teachers of English doing similar work.
e. Lack
of respect from students.
Those
all seem to reflect either a lowering of status or at least a general feeling
of inferiority on the part of ESP teachers. That’s not a universal phenomenon,
because some teacher enjoy high status. But whatever the status ESP teacher is
more responsible to others. ESP teacher has to be a negotiator as the addition
role. They should cooperate with the sponsor or subject specialist who
responsible with the learners outside ESP class. This is not easy to create
warmth relationship, the reason is suspicion of motives. The key is ESP
teachers should establish clear guidelines about their and the specialist's
separate and joint roles and responsibilities. It will build harmonious between
them. The Most important of all is that such cooperation should be a two-way
process: the subject specialist can help the ESP teacher in learning more about
the learners' target situation. At the same time the ESP teacher can make the
subject specialist more aware of the language problems learners (and ESP
teachers) face.
The role ESP teachers are called on to play here is
obviously one of adaptability and flexibility. The ESP teacher is different
with the General English teacher because the ESP teacher is faced a group of
learners with certain expectations as to the nature, content and achievement of
course. In ESP course, there are only two ways in which the subject has any
kind of influence on the language content;
a. Vocabulary.
But even here the differences are far less significant than might be expected.
We can distinguish four types of vocabulary:
·
structural: e.g. are, this, only, however;
·
general: e.g. table, run, dog, road,
weather, cause;
·
sub-technical; e.g. engine, spring, valve,
acid, budget;
·
technical; auricle, schistsome, fissure,
electrophoresis.
It is only the last
category that will show any significant variation with subject. Furthermore,
this technical vocabulary was used far less frequently than the non-technical.
b. Certain
subject areas show a higher proportion of particular grammatical or structural
forms. For example, a register analysis of Scientific and Technological
subjects will show a high percentage of passives and nominal/adjectival
compounds reports on experiments are very common in Chemistry, and so on.
Although the passive, is common in EST, the learner still needs both the active
and the passive, and the fact that a form is more common does not make it any
more difficult to learn.
The justification becomes even less significant when
we take into account underlying skills and strategies. The reasons for having a
subject-specific approach rest almost entirely on two affective factors
generated by the learners themselves:
·
Face validity. Subject-specific materials
look relevant.
·
Familiarity. If learners have got used to
working with a particular kind of text in the ESP classroom they will be less
apprehensive about tackling it in the target situation.
Those factors are very important to the learners and
they should not be neglected. But, having analyzed the reason why learners
often demand subject-specific texts, we can try to work out a strategy for
dealing with the problem.
a. The
first step is to try and establish groupings along broad subject lines:
commerce and economics, physical sciences, medical and biological sciences etc.
This should be within the reach of almost all institutions.
b. Avoid
highly specific materials and try to give everyone's specialism some chance. In
this way you may not please everyone all the time, but at least you won't
displease anyone all the time.
c. Look
for topics which give access to a number of different specialist areas.
d. Make
learners aware of the lack of specificity of their needs. You will not achieve
this by simply telling them that they do not need subject specific materials.
Get them to discover it by themselves by doing their own language analysis.
e. If
people are having fun, they are far less likely to complain. Making the
methodology more interactive and enjoyable can be a valuable weapon in
countering demands for subject-specific ESP.
As
a conclusion we can say that there is little justification for having very
specific materials. But if the learners still demand the materials, then the
ESP teacher can try to negotiate a compromise: making learners more aware of
their real needs and using an enjoyable methodology to divert attention from
areas of possible conflict. Then, the teacher becomes accountable to other
parties - sponsors, subject specialists, learners and as such takes on the
additional role of negotiator.
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ESP EED CHAPTER 13
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