English best method used in English language

English is
the language that has spread throughout the world most extensively and is
dominating in a number of important fields including international commerce,
education, and communication. The demand of English use in society is very
huge. People tend to use English to communicate among countries. In Education
field, schools in Indonesia consider English subject as a compulsory subject to
be taught. Since English belongs to foreign language in Indonesia, people are
not exposed with to use English in daily life. Students are required to learn
English from elementary school until higher education In doing so, there must
be a good method used by teacher to help student to learn English better. Among
some methods, project-based learning is considered as the best method used in
English language learning.

               Project-based learning is a
learning model that focuses on students where the learning activities of
students as subjects more independent in completing the work of authentic as a
result of learning ( Hodgin, 2010). It is globally recognized by notifying some
studies dealing with this appoach. However, this learning model is not yet
popular in Lampung. Project based learning focuses on the learners or students,
while teachers are the facilit ators in the  classroom. Students are demanded to conduct
learning activities which are student-centered learning that integrate with
authentic materials. Project based learning require students to have ability to
solve problem and develop products. It also organizes learning toward projects
of complex tasks, involving students in designs, problem-solving, decision
making, investigating activities, giving students chance to work autonomously
in a given period of time, and presenting the projects. Project based learning
fosters students’ ability for contextualizing the learning process through
presenting them with problem to solve and product to create. Thus, students’
motivation and enthusiasm, language use, information sharing and resource
management skill are increasing progressively. According to Lee (2002),
students enhance motivation, engagement and enjoyment because project work
progresses according to the specific context and students’ interest. Authentic
projects are more meaningful for students, increase interests, increase
motivation, and promote independent learning.  In addition, students will engage with some
projects that may give them experiences which might be useful for them in the
future.

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            Currently, the demand of English use is no longer on the need of english for general. People with different working background will have different needs of English. English for Specific purposes is introduced provide people need of English. ESP (English for specific purposes), commonly known as English courses for students of non-English majors. Hutchinson and Waters (1994) says that ESP is an approach to teaching English in which things are taught and their teaching methods are based on the reasons why the learner wants to learn English.

               ESP is an approach to teaching
English language material which refers to the needs of students and the
graduates themselves. This is supported by Mc Donough statement about the
concept of ESP. He argued “ESP Reviews those are courses where the
syllabus and materials are determined in all essentials by prior analysis of
the communication needs of the learners.” Some experts ESP provides the
characteristics and the main traits ESP in learning English as diverse and
varied. There are four major characteristics ESP as an approach to learning
English, namely a) ESP is designed to meet the needs of learners, b) the
substance and content of ESP is associated themes and topics in the given field
of science, type of work or activity, c) is centered on the form of the
language that is appropriate to the activities and field of study or work such
as syntactic, lexical, discourse, semantics, and so forth, and d) ESP is
different from General English.

               Robinson goes on to say that
there are three main features that distinguish ESP with General English or
English a Foreign Language (EFL) or English as a Mother Tongue (EMT). The
characteristics is 1) ESP is a goal-oriented learning (goal oriented). In this
context, learners learn English not because it wants to know the language as a
language and culture contained in it, but learners learn ESP because it has a
special purpose, particular and specific in bdang academic and professional
with each other. 2) The substance of ESP was designed and developed based on
the concept of needs analysis (need analysis). The concept of needs analysis
aims to specialize and associate and juxtapose what dibutuhakan learners in
both the academic and professional field. 3) ESP is aimed more at adult
learners of the child or adolescent. This is logical because the ESP generally
taught in middle and high levels of academic and professional or workplace.

               In foreign Language learning
context, there are various factors that influence the learning process such as
motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence,
age, personalities, etc. (Gardner, 1960; Lehmann, 2006, cited in Shams, 2008).
The matter of learner’s attitude is acknowledged as one of the most important
factors that impact on learning language (Fakeye, 2010). This study looks into
the concept of attitude as one of the major affective factors for success in
learning a foreign language. More specifically, it investigates students’ attitudes
towards implementing project-based learning in English for business class,
taking into consideration the three aspects of attitude i.e., cognitive,
affective and behavior.

               Cognitive attitude involves the
beliefs of the language learners about the knowledge that they receive and
their understanding in the process of language learning. The cognitive attitude
can be classified into four steps ofconnecting the previous knowledge and the
new one, creating new knowledge, checking new knowledge, and applying the new
knowledge in many situations. Feng and Chen (2009) stated that, “Learning
process is an emotional process. It is affected by different emotional factors.
The teacher and his students engage in various emotional activities in it and
varied fruits of emotions are yield.” Attitude can help the learners to express
whether they like or dislike the objects or surrounding situations. It is
agreed that the inner feelings and emotions of FL learners influence their
perspectives and their attitudes towards the target language (Choy &
Troudi, 2006). The behavioral aspect of attitude deals with the way one behaves
and reacts in particular situations. In fact, the successful language learning
enhances the learners to identify themselves with the native speakers of that
language and acquire or adopt various aspects of behaviors which characterize
the members of the target language community.

               This research was conducted in
one of private university in Lampung in which the curriculum provides English
for business for non English study program. It is to help students learn
English based on their needs since they will use English in business context.
In doing so, the researcher tried to identify students’ attitude in
implementing project-based learning in English for business class.