The writer focused on learning-centered course design since this approach takes account of the learner at every stage of the design process.
This has two implications: first, course design is a negotiated process and second, course design is a dynamic process. Then, these two implications
helped the writer in making the theoretical framework of this study.
d. ESP Syllabus
A syllabus plays a very important role for teachers in designing an instruction. In the b
ook ESP Today: A Practitioner’s Guide, Pauline C. Robinson 1991: 34 defines syllabus as “a plan of work used by the teacher
as a guideline and context for class content”. Since a syllabus is a statement of the plan of any part of curriculum, its existence is very important to give
the teacher the description of the whole content of the course and how the plan should be brought into reality. Without it, the teacher will not have the
idea of what the course is alike and to what direction it should be brought. The more representative is taken for the summary of syllabus types
given by Pauline C. Robinson 1991: 34-45. In this summary, there are basically three types of syllabus: 1 content-based product syllabus, 2
method-based process syllabus, and 3 skill-based syllabus in between.
1 Content-based or Product Syllabus
Content-based or product syllabus consists of: a Structural syllabus, consisting of an ordered set of language items,
typically graded by supposed difficulty of learning.
b Notionalfunctional syllabus: in which notions or functions become the basic units of learning. These two kinds of syllabus are called analytic
syllabus. c Situation or contextual focus syllabus: in which situation e.g. registering
for a course, visiting a doctor, at the bank, etc. becomes the basis of activities.
d Topicinformational focus syllabus: consisting topics relevant to the students or to the content of the student’s work or specialist study.
2 Method-based or Process Syllabus
This category can be distinguished into two sub-categories, one being variously referred to as:
a Method, process or learning process syllabus: the key feature of this kind of syllabus is that what happens in the classroom is a matter for
negotiation between the students and the teacher to determine the content and process of learning.
b Task or procedural syllabus: consisting of a set of task or activities ordered according to cognitive difficulty. Class activities are devoted to
performance of the task, and conscious attention to or discussion on language is needed if it is necessary for completion of the task.
3 Skill-based Syllabus
Skill-based syllabus, as mentioned before, is between content-based or product syllabus and method-based or process syllabus. There are two kinds
of skill-based syllabus:
a Based on language skill: divided into four skills, namely productive speaking and writing, and receptive reading and listening.
b Based on learning skill: looking at the constituents of the language skill that is sub-skills and micro-skills Robinson, 1991: 34-35.
Based on the explanation of ESP categorization, the writer classified „A Set of English Instructional Speaking Materials for the Registration and
Information staff of Panti Rapih hospital using CLT Communicative Language Teaching’ into English for Occupational or Vocational Purposes
EOP, which is one example of English for Specific Purposes ESP, since the Registration and Information staff need English for their occupation.
2. Instructional Material Design
