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communicating in different social contexts and in different social roles. Furthermore, Larsen and freeman 2000: 134 also state that the role-plays given
to the students can be structured for example, the teacher tells the students who they are and what they should say in the role play or in a less structured way. The
second one is considered to be more appropriate to apply in CLT class because the students will have more choice to express what they will say.
Considering the importance of a syllabus, the writer needs to know how to develop the syllabus.
6. Syllabus
According to Hutchinson and Waters 1987: 80 a syllabus is defined as a document, which says what will or at least what should be learnt. There are
several reasons why an ESP designer should establish a syllabus. The reasons are as follows:
1. Syllabus provides basis for the division of assessment, textbook, and learning
times. 2.
Syllabus makes the language-learning task appear manageable. 3.
Syllabus serves as a map, which gives direction in language learning. 4.
Syllabus is an implicit statement of view on the nature of language and learning.
5. Syllabus provides a set of criteria for materials selection andor writing.
6. Syllabus provides a visible basis for testing.
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Depdiknas Model Pengembangan dan Pelatihan Silabus, 2003: 14 proposes some components, which should be included in a syllabus. The
components of a syllabus are as follows:
1 Competency Standard
Standard competence is the basic abilitiesskills, which the students should have, in a learning process. The formulation of standard competence in a syllabus
is intended to guide the teachers or syllabus designers to formulate the basic competence to be learning experiences so that the arrangement of learning
experiences can be appropriate to the formulated goals.
2 Basic competence
The formulation of basic competence in a syllabus is important. It is very useful to remind the teachers about the basic competence which should be
achieved. The elements of basic competence include the learning outcomes, namely the statements of the expected performances after the students experience
the learning process in certain competence.
3 Indicators
Indicators are the specific form of basic competence. If the students can achieve the formulated indicators, the basic competence can automatically be
fulfilled.
4 The main materials
The placement of the main materials in the syllabus functions as a description or outline of a set of materials presented in the students’ learning experience.
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5 Learning experience
In order to guarantee that there is an effective teachinglearning process, the syllabus designer should formulate learning experiences, which the students will
undergo. In the syllabus, the learning experience includes the arrangement of the activities, which the students should do in order to achieve the basic competence.
6 Time Allocation
In order to be able to plan the learning process, the duration of time needed to achieve the formulated basic competence should be organized. The organization
of time depends on the time provided for conducting the whole learning process.
7 Sources
The learning sources, which are considered to be effective to support the students’ learning process, are books, brochures, magazines, and newspapers.
Henceforth, after collecting the theories, the writer needs to give details about the writer’s steps in designing the material in the theoretical framework.
B. Theoretical Framework
After discussing the instructional design models, bilingual class, English for Specific Purpose, teaching speaking and Communicative Language Teaching,
the writer intends to outline the theories which will be used as the basis for designing the set of English speaking instructional materials for mathematics
teachers of the seventh grade of junior high school studying at the bilingual preparation program of Wisma Bahasa Yogyakarta. In outlining the theories, the
writer needs a theoretical framework. The theoretical includes stages in designing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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the instructional materials in which the writer uses the combination of two design models Kemp and Yalden. The steps in the model are described as follows:
1. Conducting needs survey
This step is adapted from Yalden’s model and needs analysis proposed by Hutchinson and Waters. It is very important in ESP course design. The purpose of
the needs analysis is to identify and specify what the learners need in learning English. It will determine the goal of the course as the next step. In analyzing the
learners’ needs, the writer conducts a survey by giving questionnaires to the mathematics teachers of SMP 3 Sleman and SMP N 1 Bantul.
2. Stating goals, topics, and general purposes
This step is adapted from Kemp’s model. After knowing the learners’ needs, the writer, then, states the goals, topics, and general purposes. Goals
always become the basis in a course. After stating the goals, the topics should be listed as the scope of the course. It will also become the extent of the program.
Subsequently, when listing the general purposes on one topic, there could be several purposes. Therefore, the writer needs to write objectives.
3. Specifying the learning objectives
This step is adapted from Kemp’s model. After stating the goals, topics, and general purposes, learning objectives are stated. Learning objectives include
all objectives which should be stated in terms of activities. It is important to specify learning objectives, we know specifically what it is that we want to teach
and can later determine whether we have accompished it Kemp, 1977: 24. At the end of each meeting, learners are expected to be able to perform these acts.
