ENGLISH FOR SPECIFIC PURPOSE VERSUS GENERAL ENGLISH
English Education Program
of Teacher Training and Education Faculty Muhammadiyah University of Purworejo
Jl. KH. Ahmad Dahlan 3
& 6 Purworejo 54111
Telepon/Faksimile 0275-321494
Telepon/Faksimile 0275-321494
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INTRODUCTION
Human being always need to interact
with other to full fill their needs. To achieve that, they use means called
language. Every country has its own language, which is different from the
other. So we must have same language to communication with other people with
different language. English, as one international language, is used to
communicate among countries in the world. By mastering english, we can
communicate with other people from other country who speak english.
English is very important. Nowaday,
many jobs use people who be able to contac in English, at least They are able
to understand about written english and spoken english. Because of that English
has become one of the important subject in indonesian school. English also has
become one of compulsory subject taught at school. It is given from elementary
school up to colledge. Now, English is urgently required to learn.
In learning english, the student is
expected to master the four basic language skill, namely listening,writing,
reading, and speaking.when we speaking we create a text. When we listening we
listen text. Among the four basic of language writing is the easiest because it
is always use for every one, such as send message to friends, write novel,
write article and many other.
Learning english can be presented by
some activities, for example write diary, make a story by their imagination,
practicing something and writing through practicing something. The students is
challenged to be able to express what they feel, what they think, and what they
want to do. By expressing writing and practicing something, they are trained to
be able to write freely based on their experiences and their think. Moreover,
The students can do something based on the instruction and their imagination,
especially to write narrative text. Narrative text has a social function to
amuse, entertain and to deal with actual or various experience in different
ways.
In this research paper, the
researcher tries to teaching writing narrative text using flashcard. A group of
flashcard or flashcard series can be used to make the story interesting. A
group of flash card or series of flashcard consist of several picture and word
hoped can proccess their imagination especially to make narrative text. In
education field especially learning activity, teacher has to plan to implement,
and to evaluate the program using scientific and systematical explanation to
get a good result and so that in teaching writing teacher sould make a plan to
gain the aim of study.
In this case the researcher chooses
the topic “The Effectiveness of Using
Flashcard to improve students’ English Narrative Text Writing” because many
students do not like english because of most of teachers only use the textbook
on teaching. They think that learning english is very difficult and learning english
is bored. So the researcher want to change their mind with innovative learning.
Flashcard is small card consist
with a beautiful picture. Combination a group of flashcard to guide the
students imagination in writing narrative text hoped can make them interested
in English.
Discussion
a. Definition
of Flash Card
Flashcards are cards printed with
words and pictures that can be handled easy by the teacher. They are separated
pictures about 20x23 cm in size.
Flash
cards are picture cards are equipped with words in the form of a card that was
introduced by Glenn Doman. Method Glenn Doman learning is done in stages by
using tools flash media card that is the word that was written on white
cardboard with font size 10 x 12.5 cm, the letters written in red capital
letters.(Minanur Rohman, 2010: 19-20)
(Team
Repository UPI, 2012: 14) argues that the flash card is media learning in the form of picture cards
measuring 25 x 30 cm is a series of messages are presented with a description
of each picture There on the back.Azhar Arsyad (2011: 119-120), suggests that
the flash card is small cards containing images, text, symbols or signs that
remind and guiding students to something related to that picture. Flash cards
typically measuring 8 x 12 cm, or can be customized to the size facing class.
Ahmad
Susanto (2011: 108), suggests that the Flash card is picture cards that include
words. The pictures on the flash card grouped among others: the series of
animals, fruits, clothing, color, shapes of numbers, and so on. This card is
played by shown to the child and was read quickly. The goal of this method is
to train the right brain to remember images and words, so that vocabulary can
grow and increase.
Based on
expert opinions above, it can be concluded that flash card is a card that
contains a word or an image. Flash media cards can be used for the development
of vocabulary on aspects of language development. This card is played by shown
to the child and read out rapidly. The size of the flash card can be customized
to the needs of the class, meaning the size of the flash media card to a narrow
class will vary with the size of the flash media card on a broad class and
protege lot.
b. Definition
of Writing
Writing is an activity where the
students write and share what they think.The students usually use writing as a
tool to record the teacher’s explanation, tomake notes, to do the assignment or
exercises, to summarize the lessons, and to write their diary. Urquhart and
McIver, (2005:23) defines, “writing is about expressing knowledge and you want
your students express their knowledge as thoughtfully and clearly as they can”.
“Writing is functional
communication, making learners possible to create imagined worlds of their own design.”
Writing as one of four language
skills is considered as a difficult skill because the writer should make some
aspects in writing such as content, organization, purpose, vocabulary,
punctuation, and spelling in a balance way.
Writing is the activity or
occupation of writing, for example books, stories, or articles. We can take
more times to think and choose words in order to express our idea, thought, and
feeling. We still can make editing or revision if it is not so clear to express
what intends to write.
Writing is aprogressive activity.
This means that when you first write something down, you have already been
thinking about what you are going to say and how you are going to say it. The
after you have finished writing, you read over what you have written and make
changes and corrections.
Therefore, writing is never a one
step actions; it is a process that has several steps. Writing is
a discovery process that involves discovering ideas, how to organize them and
what that you want to put over to your order, so a lot of what a writer does as
a writer doesn’t actually appear on the page. It is a means of communication.
Whenever the writer want to write, he has to knowing the audience or reader, it
will help in reaching the the goal of communicating clearly and effectively. Communication
in writing tends to involve a thinking process because writing requires the
process of selecting and organizing ideas into coherent and logical whole, so
in this case writing is undeniably based in thought. Finnochiaro says that
writing has been characterized as written thinking. It means that writing is a
way to produce language that comes from our thought. In the writing process,
the writer tries to developing their ideas and feelings to produce into a good
sentence, in order to inform the other.
c. Definition
of Genre
“Genre is used to refer to
particular text-types, not to traditional varieties of literature. It is a type
or kind of text, defined in terms of its social purposes; also the level of
context dealing with social purpose”. The meaning of the genres intended is
that students are able to understand the concept and they would be able to
identify a kind of texts that students will have to write.
d. Kinds
of Genre
There are
two catacories of genre, those are story genre and factual genre. Story genres
included narrative, news story, exemplum, anecdote, recount, and spoof. While
factual genres included procedure, explanation, report, exposition, discussion,
description, review, news item, and commentary.
e. Definition
of Narrative
Narrative is to tell a story or
tale that orderly account of events in speech of writing (Hornsby, 1974:561 ).
It is a piece of the text which tells story and, in doing so, entertains or
informs the reader or listener.
Nuning Pumamawati ( 2011:5) states
that narrative text is an account of a sequence of events, usually in
choronological order. Relating to kinds of text, which has students complete
studying in high school narrative is a text which retells the story or previous
the experiences.
The purpose of a text is to amuse,
entertain the reader or listener about the story. Narrative deals with
problematic events which lead to a crisis or turning point of some kind, which
in turn finds a resolution.
f. Generic
Concepts of Narrative
|
According to Wardiman (2002:98) the
steps for constructing a narrative text are:
 |
1. Orientation
It is about the opening paragraph where the sets,
the scane and the character of the story are introduced. It usually answer the
questions Who?When?Where.
2. Complication
It is a series of complication or where the problems
in the story developed.
3. Resolution
Where the problems in the story is solved. The
problem maybe resolved for better or worse happily or unhappily.
- Definition of ESP and GE
First
we will find what is ESP. “English for specific purposes is a term that
refers to teaching or studying English for a
particular career (like law, medicine) or for business in general”. (International Teacher Training Organization, 2005). According to Hutchinson and Waters, 1992, p 19, “In which all
decisions as to content and method are based on the learner´s reason for
learning”. He defines ESP as an
approach not a product. Means that ESP is the English that will be
learned based the students’ interest subject.
There is a specific reason for which
English is learned. Pauline C. Robinson (1989) describes ESP as a type of ELT
(English Language Teaching) and defines it as: “Goal oriented language
learning. “ (Robinson, Pauline C.ed. Hywel Coleman, 1989, p 398).
Then, ESL or General English is English as a second language refers to the teaching of English as a foreign language to
people who are living in a country in which English is either the first or
second language (oxfordlearnersdictionaries). “English for General Purpose (EGP) refers to contexts such as the
school where needs cannot be readily specified”, (Hutchinson and Walter
(1987:53). General English is a common English that learned by student as the
foreign language.
General English aims to achieve a high standard of everyday English
communication skills. It covers the four main skills of:
- Reading
- Writing
- Listening and
- Speaking
The Differences between ESP and GE
As Hutchinson (1987:57) explain to answers this question simply
by saying “in theory nothing, in practice a great deal”. If in the General
English the grammar, pattern is included as the main point of the learning, in
English for specific purpose the main point is practice. English for Specific
Purpose concentrates more on language in context than on teaching grammar and
language structures. Some of the subject in General English learned only for
the knowledge. 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.
- Characteristic
of English for Specific Purpose
Based on Dudley and St John (1997) in Valeria (2010:49) there are two
kinds of ESP characteristics.
Those are: Absolute Characteristics and Variable Characteristics.
The
Absolute Characteristics of
English for Specific Purpose are as follows:
1.
ESP is
designed to meet specific needs of the learner;
2.
ESP makes
use of the underlying methodology and the activities of the discipline it
serves;
3.
ESP is
centered on the language, skills, discourse and genres appropriate to these
activities.
Variable
Characteristics of English for
Specific Purpose:
1.
ESP may
be related to or designed for specific disciplines;
2.
ESP may
use, in specific teaching situations, a different methodology from that of
general English;
3.
ESP is
likely to be designed for adult learners, either at a tertiary level
institution or in a professional work situation. It could, however, be used for
learners at secondary school level;
4.
ESP is
generally designed for intermediate or advanced students. Most ESP courses
assume basic knowledge of the language system, but it can be used with
beginners.
Characteristic of English
General English
There
are some characteristic of General English:
1.
The
focus of the learning process is often on education.
2.
Course content is more difficult to select.
3.
The
future English needs of the students’ are impossible to predict.
- Kinds
of ESP
David Carter (1987:20) identifies ESP in to three.
1.
English as a restricted Language ex: Pilot or AC, Waiter
2.
English for academic and occupational purposes
This kind of ESP divided again in to
two (While Bracaj, 2014:4),
those are:
English for Occupational Purposes
(EOP)
EOP is taught in such a situation where learners need to use
English as part of their work or profession (Kennedy & Bolitho, 1984:4) in
Bracaj (2014:4).
English for Academic Purposes
EAP is generally taught within Educational institutions to
students requiring English in their studies.
3.
English with specific topics
The third and final type of ESP identified by Carver (1983) is
English with specific topics
Conclusion
Based on the explanation on this paper, we can conclude that of
ESP and GE is the part of the English Language Teaching. We can follow example
ELT as the body of the tree, then both ESP and GE are the brunch of the tree.
The goal of the ESP and GE is different. The ESP for specific training fields
then the GE for education and knowledge. ESP divided to some kinds by the
experts.
REFERENCES
Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary
approach. Cambridge University Press. (Forthcoming)
European Scientific Journal, January
2014 edition vol.10, No.2 ISSN: 1857 – 7881 page: 40-44
Hutchinson, Tom & Waters, Alan (1987). English for Specific
Purposes: A learner-centered approach. Cambridge University Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for
Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly
25:2, 297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In
M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language Centre.
Taken from http://www.laurenceanthony.net/abstracts/ESParticle.html accessed on October 7, 2015 at 20.30 pm
Taken from http://www.usingenglish.com/articles/teaching-english-for-specific-purposes-esp.html accessed on October 9, 2015 at 14.30 pm
Taken from http://www.ask.uwa.edu.au/app/answers/detail/a_id/1530/~/difference-between-general-english-and-english-for-academic-purposes accessed on October 9, 2015 at 16.15 pm
