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Being an implicit statement of views on the nature of language and learning, a syllabus tells the teacher and students the materials needed to be learnt
and the reason why the students should learn the materials.
6 Set of Criteria for Materials Selection
A syllabus defines the kinds of texts to look for or produce the items to focus on in the exercises, etc. syllabus becomes the principle to select the
materials because ‘what’ to be learned during the program are stated there.
7 Uniformity Standardization
Syllabus is one way of informing or standardizing elements involved within an institution or educational system. Without any syllabus it will be difficult for
an institution or educational system to standardize the purpose, content, process and period of the program.
8 Basis for Test and Evaluation
A syllabus becomes the basis of deciding the criteria of evaluating the success andor the failure in reaching the state of knowledge of the target desired.
A syllabus can be a standard to measure the goal achievement of the program. Designing syllabus will be perfect if it is followed by designing the
material. Therefore, the following section will elaborate the materials design.
g. Material Design
Materials are important to manage the teaching learning process by giving the encouragement to the learners to learn Hutchinson and Waters, 1987: 107.
As suggested by Hutchinson and Waters, there are four things that should be contained in good materials. They are interesting texts, enjoyable activities,
opportunities for learners to use their existing knowledge and skills, and content.
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Hutchinson and Waters 1987: 108-109 present a model, which can be applied to write ESP materials. The model consists of four elements: input,
content focus, language focus and task.
1 Input
Input consists of various kinds of media, diagram or any piece of communication data. However, input should provide stimulus materials for
activities, new language items, correct-models of language use, a topic for communication, and opportunities for learners to use their information processing
skills, opportunities for learners to use their existing knowledge both of the language and the subject matter.
2 Content Focus
Language is a means of conveying information and feeling about something. Non linguistic content, thus should be exploited to generate
meaningful communication in the classroom.
3 Language Focus
Learners should have enough language knowledge, which is appropriate with the language use in their class. Learners should be able to use language by
means of having enough language knowledge. The language knowledge is adapted in communicative tasks and activities.
4 Task
Task is the primary focus of the unit. Through communication task, the learners are supposed to use the content and language knowledge they have built
up through the unit language use in the ultimate purpose of language learning. The materials produced should be appropriate to the communicative tasks.
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These four elements are combined in figure 2.
Figure 2: A material design model by Hutchinson and waters 1987: 109
h. English for Staffs of Culture and Tourism Department in Sleman
After discussing ESP program, the writer can conclude that English for the staffs of Culture and Tourism Department in Sleman is English for Occupation
Purpose. Here, the writer attempts to present the discussion of why English for the staffs of Culture and Tourism Department in Sleman is seen as English for
Occupation Purpose and what makes it different from other programs. English for staffs of Culture and Tourism Department in Sleman is an
English program which is done for improving the speaking skill of the staffs of Culture and Tourism Department in Sleman with foreign tourists.
This program deals with the use of English in the tourism program. The materials are focused on the needs of the area of the study. This activity in the
program is suitable with their activities of communicating with the foreign tourists.
2. Communicative Language Teaching
