Materials design for esp plan: According to Tom Hutchinson

6. Using The Model: A Case Study
There was a model of learning which has been presented before. In this section, this will show how to use that kind of model. But here, we found some difficulties, such as:
a. The text is mostly descriptive so that nothing students can do except reading and writing only.
b. The text contains specific vocabularies that only can be explained by realia. However it is not available in the ESP classroom.
c. Students don’t have general language that is used to connect to the specific vocabularies.
The further need analysis is conducted to fix the difficulties of the model. The results are:
a. The general technical topic should be explained to students in order to make students become able to connect to the specific subject.
b. The assumption of teacher if students know nothing or little about a specific matters, but they only know some general words about that specific matter.
c. Connecting the specific subject to another is useful. Teacher can connect the topic of a specific subject to another subject that is more general to make it easier to understand and to teach a new and specific knowledge.
After having the new results, for the revision of need analysis there’re some guidelines to use the model of learning well. The guidelines are:
a. Stage 1
Stage 1 is a stage to find the text. Here a good text to be a model is required to be occurred naturally, suit to the students’ need and interests, ad it generates some exercises and activities.
b. Stage 2
Stage 2 is a stage to assess the text. The purpose is to assess the potential of the text to be a classroom activity.
c. Stage 3
In stage 3 we have to go back to the syllabus and think about the match of the task. Is it a kind of activity that will useful for the learners?
d. Stage 4
Decide the language structure, vocabulary, and functions that appropriate to the task and useful for the learners. Here we identify name of parts, present active, etc.
e. Stage 5
Think about the exercises to practice the items you have identified. We should consider three things: transfer activity, reconstruction activity, and write other description.
f. Stage 6
In this stage, we should go back to the input. If possible, try what we have made to the students then ask to ourselves, can it be revised?
g. Stage 7
In this stage, we should go back from stage 1 until 6 with the revision we have. Analyze again from stage 1. The revision can bring good improvements, such as: having new task, the original task is useful too, having a number of exercises, having a good realistic setting to practice the material.
h. Stage 8
We need to check new material against syllabus and amend accordingly.
i. Stage 9
Here we try the material in the classroom.
j. Stage 10
In using the material in the classroom, we can revise it for the further development. There’s no such thing as a perfect material, a revision is always needed.