ESP for Hotel Staffs

3 The syllabus Syllabus is a document that says what will or at least what should be learnt Hutchinson and Waters, 2000: 80. It is a plan of essential work for the teacher and as a guideline and context for the class content. 4 Material design After completing the needs analysis, identifying the learning objectives and syllabus, the next step is how to turn the course design into actual teaching material. There are two ways to do this recommended by Hutchinson and Waters 2000: 96 namely material evaluation and material development. Material evaluation is done by selecting material from existing ones, while material development is done by writing material. a Material evaluation Evaluation is a process of matching the existing needs to the available solution. The process can be done in four major proposed by Hutchinson and Waters 2000: 97. The first process is defining criteria – defining on what basis is the material will be judged and which criteria will be more important. The second process is subjective analysis – the realization of criteria that the designer wants in hisher course, the third process is objective analysis – how the material being evaluated realizes the criteria and the last process is matching – how far the material matches the need. b Material Development In develop the material. Hutchinson and Waters 2000: 107 propose three major steps:

i. Designing objectives

To define the learning material or what the material is supposed to do. Hutchinson and Waters identify the principle of the actual writing of the material they are: • Material provides a stimulus to learning and therefore it should contain interesting, enjoyable activity and opportunity for learners to use their existing knowledge. • Good material should provide a clear and coherent unit structure that is flexible enough to allow creativity and variety, • Material should be embodying a view of the nature of language and learning. • Materials reflect the nature of the learning task. • Materials provide useful function to broaden the basis of teachers training, by introducing teachers to new technique. ii. Material Design Model In line with the principles mentioned above, Hutchinson and Waters 1987; 108 present a model to write new material. This model is designed to provide a coherent framework for the integration of the various aspects of learning to allow enough room for creativity and variety. The model consists of four elements: • Input: it contains stimulus material for activities; provide new language items, shows correct model of language use, a topic for communication. It also provides opportunities for the learners to use their processing skills and their existing