st The 61 TEFLIN International Conference, UNS Solo 2014 MATERIAL DEVELOPMENT AND COLLABORATIVE TEACHING FOR ENGLISH FOR AGRICULTURE (ESP) I Gusti Ayu Gde Sosiowati Udayana University sosiowati@yahoo.com Abstract: Teaching English for Specific Purpose has been a controversy in the sense should it be taught after they master at least intermediate level of English or it can be taught at the early stage of the learning process (Elementary level). The success of ESP teaching partly depends on the material used by the teacher besides on the basic language ability of the students. This paper aims at describing (1) the process of material evaluation to suit the needs and the level of English of the students, (2) that the teaching of ESP can be taught in the early stage of university education, (3) it is done at the same time with the teaching of general English, (4) the description will also be done by giving the example of the text to describe the language, (5) the classroom procedures of using the material, and (6) how this learning proces can be the learning for both teacher and students. The text for illustration is taken from Agriculture. Keywords: English for Specific Purposes; material development Introduction Teaching English for Specific Purposes (ESP) has been considered to become a teaching process which is not quite desirable for teachers. This is due to the fact that teachers usually find difficulties in teaching subject which is not their own field. They think that how they could learn about medicine, veterinary, agriculture or any other specialised field of study if they are not graduated from any of those field. They are merely English teachers. However, nowadays that idea has been changed. Teaching ESP can be done by any English teachers and even can be used as the process of teaching and learning for their own. Teaching ESP used to be done based on the idea that only after mastering advanced general language then the teaching of ESP for students can be conducted. Considering that at the moment English is needed in various occupations and various purposes, this strategy is considered to be very long and therefore a new thought is needed to make the process of learning/teaching ESP faster. Eventhough faster learning is needed, still ESP cannot be taught to the students who do not know English at all. This article will present the things that are needed in the process of teaching/learning ESP which are (1) to decide the level of English of students to start learning ESP (2) making sure that the students’ level of English is equal, (3) to find the proper teaching material and the excercises, and (4) setting the classroom procedures. By following all the procedures above, it is expected that the teaching of ESP can be more enjoyable both for the teachers and students. Theoretical Framework Hutchinson and Waters (1987:19)) state that ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning. In relation to the teaching of ESP, they divide ESP into three branches, namely (1). English for Science and Technology, (2). English for Business and Economics, (3). English for Social Studies. Dudley-Evans (1997) defines the characteristics of English for Specific Purposes in terms of absolute characteristics and variable characteristics. Absolute characteristics are as follows: (1) ESP is defined to meet specific needs of the learners; (2) ESP makes use of the underlying methodology and activities of the discipline it serves; (3) ESP is centred on the language (grammar. Lexis, register), skills, discourse and genre appropriate to these activities. Variable characteristics are as folows: (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 for learners at secondary school level, (4) ESP is generally designed for intermediate or advanced students. (5) most ESP courses assume some basic knowledge of the language systems. These characteristics are in line with the idea that teaching English for Specific Purposes (ESP) is the activity of teaching of which concern is not on the grammar or language structure but more on context (Fiorito, 1914). In relation to that, he also mentions that the ESP students are usually adults who have some knowledge of English and of which learning purpose is to be able to communicate in particular field. If the points (4) and (5) of the variable characteristics are looked at, there is a slight contradiction about the level of English the students of ESP should have when they initiate the program. However, it is then believed that the lower level of Intermediate can 278