communicative objective of the curriculum, engage learners in communication, and require the use of such communicative processes as information sharing, negotiation
of meaning, and interaction. Classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of
information or information sharing Richard, Rodgers 2001:165. The writer used Communicative language teaching approach in this study. The
writer applied some principles of this approach. One of the principals of CLT is that communicative competence becomes the focus of the classroom goals and not
restricted to grammatical or linguistic competence. It is suitable with the goals of this study. By the end of the course the learners were expected to be able to communicate
with foreign guests understandably. They do not have to focus on their grammar. The writer also applied the sequence of activities in CLT. The writer divided the
activities in each unit into two main activities, Pre-communicative activities and Communicative activities. The writer also used the activities from CLT such as
information gap activity.
4. English for Specific Purpose
In this section the writer wants to discuss two parts. They are the reasons that initiate the ESP program, and the characteristic of ESP.
a. The reasons that initiate ESP program Hutschinson and Waters 1987 stated that there are three main reasons that
initiate the emergence of ESP program. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The first reason is the demand of instrumental use of English. The expansion of the development of science, technology and commerce requires more and more
people to learn English as international language. People learn English not only because of the expansion of technology and commerce but because they need English
for their everyday communication. The demands and requirement have resulted in the expansion of one particular
aspect of English Language Teaching ELT namely the teaching English for Specific Purpose ESP. The demand for English has often come from groups of learners with
no need for ‘general’ English. This general English is usually provided by secondary- school English course. Some learners wish to learn English for a particular reason
which concern their studies or jobs. This study is involved in ESP program since this study .concerns with designing
materials for guides and instructors. They do not need to learn the whole English program, but only some restricted areas of English that is relevant to their need.
The second reason of this emergence of ESP is the new concern over linguistics. In the past, the focus language pedagogy was on the grammar or formal
features of language language usage. Now, the focus is on the actual use of language in real communication language use. The new concern toward language
use brings the fact that language varies from one context to another. It means that the language is concerned with a different point of view. For example, in English
Language Teaching, there are important differences between English for nursing and English for engineering. If language varies from one situation of use to another, it
should be possible to determine the features of specific situation and make them the basis of the learners Hutchinson and Waters, 1987: 7.
The third reason of the emergence of ESP program is that the ESP program should be focused on the learners. A new development in educational psychology that
emphasizes on the central importance of learners and their attitudes toward learning contributed to the rise of ESP Hutchinson and Waters, 1987. In this case, learners
with all their different needs and interest become the important consideration in determining the course content. Hutchinson and Waters, 1987: 19 said that ESP is
an approach to language teaching in which all decisions as to content and method are based on the learners’ reason for learning. Moreover, the emphasize on the word
“specific” in English for Specific Purpose should be placed firmly on the purpose of the learner for learning the language, not on the language he is learning Mackey and
Mountford 1987. b. The characteristic of ESP Program
In order to design the instructional materials for guides and instructors, the writer should be able to understand the characteristic and the criteria of the learners.
The understanding of the learners’ characteristic will be useful to place the level of the learners in the course.
There are three characteristics of ESP program 1
It usually has clearly specified period of the course PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The objective should be closely specified and related to the time available. It implies the collaboration and negotiation among those who are involved in the
course, for example, student, teacher, and organizer. 2
ESP students are likely to be adult rather than children As adult learners they can think of the reason why they learn English. The adult
learners will learn fast when they realize that English course is useful for their needs. Strevens 1980 stated that adult learners would be motivated and may learn fast
when they realize that English course is relevant to their needs. 3
ESP course consists of identical students It means that all the learners in class of ESP are involved in the same work.
There are some criteria of ESP program. The first criterion is that normally ESP program is goal directed, that is they learn English not because they are interested in
English language, but because they need it for study or work purposes. The guides and instructors learn English to support their work, therefore, their purpose to learn
English is already goal directed. Second criterion of ESP is an ESP course should be based on a needs analysis.
This criterion means that the aims of the course are first identified by the learners’ needs analysis. The purpose of the needs analysis is to specify as closely as possible
what exactly the learners need to the medium of English is. The prior analysis of the learners’ need is the important consideration in determining the syllabus and
materials Munby, 1979:2. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Seeing the characteristics of CLT, this study belongs to ESP. The characteristics are the course usually has clearly specified period of the course, ESP
students are likely to be adult rather than children, ESP course consists of identical students. The learners of this study are guides and instructors who need to learn
English to support their job. They are expected to be able to speak with foreign guests using the target language.
5. Syllabus Hutchinson and Waters 1994: 80 defines a syllabus as a document or
statement of what will or at least what should be learned and taught. Syllabus is very crucial for teachers because syllabus is a plan of work as well as guideline and
content for class content. For students, syllabus can be “a route map” of the course. The effect may be similar to that of using a published textbook for the course rather
than a series of hand out that is the students can see that there is a plan and how the individual lesson fit together Hutchinson and Waters, 1994: 81
Types of syllabus Krahnke 1987 stated that there are six types of syllabus. The types of the syllabus
are clarified as follows: a. A structural or Formal syllabus.
A structural or Formal syllabus is a syllabus in which the content of language teaching is a collection of the forms and structures, usually grammatical of
the language being taught. Examples of language structures: nouns, verbs, adjectives, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
statement, questions, subordinate clauses, complex sentences, past tenses, and so on. They may include other aspects of language from such pronunciation and
morphology. b. A Notional functional syllabus
A Notional functional syllabus is a syllabus in which the content of language teaching is a collection of function as those are performed when language is used, or
of the notions that language is used to express. Examples of functions include informing, agreeing, apologizing, requesting, promising, and so on. Examples of
notions include size, age, color, comparison, and so on. c. A situational syllabus.
A situational syllabus is a syllabus in which the content of language teaching is a collection of real or imaginary situation in which language occurs or used. A
situation usually involves several participants who are engaged in some activities in a specific setting. The primary of a situational language teaching syllabus is to teach
the language that occurs in the situations. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the bookstore, meeting a new
student, asking direction in a new town, and so on. d. A skill-Based syllabus.
A skill-Based syllabus is a syllabus in which the content of language teaching is a collection of specific abilities that may play a part in using language. Skills are
things that people must be competent in language, relatively independently of the situation of setting in which the language use can occur. The primary purpose of
skill-based introduction is to learn the specific language skills. A possible secondary purpose is to develop more general competence in language learning incidentally only
information that may be available while applying the language skills. Skill-based syllabus group teaches linguistic competencies pronunciation, vocabulary, grammar,
socio linguistics, and discourse together into generalized types of behavior, such as listening to spoken language for the main idea, writing the well-performed
paragraph, giving effective oral presentations, reading texts for main ideas or supporting details, and so on.
e. A task-based Syllabus A task-based Syllabus is a syllabus in which the content of language teaching is a
series of complex and purposeful tasks that the students want or need to perform with the language they are learning. Task-based teaching has the goal of teaching students
to draw on a variety of language forms, functions, and skills, often in as individual and predictable way in completing the tasks. Tasks then can be used for language
learning are generally tasks that the learners actually have to perform in any case. Examples are applying for a job, taking with a social worker, getting housing
information over the telephone, completing bureaucratic forms, collecting information about preschool to decide which to send a child to, preparing a paper for
another course, reading a textbook for another course, and so on. f. Content-Based syllabus
Content-Based syllabus is not really a language teaching syllabus at all. In content- based language teaching, the primary purpose of the instructions to teach some
content or information using the language whatever content is being taught. The subject matter is primary, and language learning occurs incidentally to the content
learning. The content teaching is not organized around the language learning, but vice versa. Content-based language teaching is concerned with communicative and
cognitive processes. An example of content-based language teaching is a science class, which is taught in the language that students need or want to learn. It is
possibly with linguistics adjustments to make the science more comprehensible. From the elaborations of the syllabus types above the writer would like to
choose the most appropriate one. Since the content of the language teaching in this study is a collection of functions, the writer would apply a functional syllabus as the
syllabus type in this study.
B. Theoretical Framework
