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work or specialist study. People who study ESP are usually adult rather than children; usually people who study ESP have studied general English, so they need
ESP to continue their learning of English in more a specific way, related to their study or work.
2.1.2.3 Syllabus
According to Robinson 1991: 34-41, a syllabus is important in teaching and learning process as a guideline of a plan and context for class content. For
students, syllabus is a ‘route-map’ of the course. Robinson shows kinds of syllabus, those are:
2.1.2.3.1 The content-based syllabus This syllabus focuses on the product of the learning. It is divided into
four kinds, namely: language-form syllabus which consists of an ordered set of language items, which are typically graded by supposed difficult of learning.
Situational-contextual focus syllabus, which organized according to the sequenced situation in the chronological order, while in topic-based syllabus,
this syllabus emphases the focus on the contents of the learners’ work or study, the specialized content is used to motivate learners. The last is notional-
functional syllabus, which the basic units of this syllabus are notion or concept, e.g. expressing time, frequency, number and functions, e.g. greeting, asking,
seeking clarification. 2.1.2.3.2. The skill-based syllabus
The focus on this syllabus is on the skills that are necessary mastered to facilitate the learning. Robinson states that the development of skills have come
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not from considering just four-way division of listening, reading, speaking and writing, but from looking at the constituent of these four skills, such as macro-
skills and micro-skills 1991: 37. There are two kinds of syllabus, namely: language-skills syllabus, which emphasises the development exclusively a new
of the four traditional language skills. The skills are productive skills; speaking and writing, and receptive skills; listening and reading. The second one is
learning-skills syllabus, the development of this syllabus does not only for the division of language skills but also the constituent of two skills; macro-skills,
e.g. making an oral presentation and micro skills, e.g. controlling of gestures and body language, effective use of visual aids.
2.1.2.3.3 The method-based syllabus It consists of process syllabus, which refers to the method and process of
language learning. Its focus is on something that happens on the classroom as a mater of negotiation between teacher and the students. While, task syllabus
focuses on students who understand the tasks and activity that they do during teaching and learning process.
In this study, the researcher decides that the notional-functional syllabus is the most appropriate syllabus to teach integrated English instructional
materials, since in this syllabus language is used according to its function regarding that the learners are concierge personnel that have to develop
language functions and have to be able to speak communicatively.
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2.1.2.4 Designing ESP
