e The topic-based syllabus
In topic-based syllabus, the language is organized based on different topics such as the weather, sport, survival, literature, and
so on. It is also possible to subdivide the topics into items such as the way the weather changes, weather forecasting, weather and
mood, and so on Harmer, 2011. f
The task-based syllabus A task-based syllabus lists a series of tasks and may later list some
or all the language to be used in those tasks such as telling the time, applying for a job, and so on Harmer, 2011.
g The multi-syllabus syllabus
The multi-syllabus syllabus offers the combination of items from grammar, lexis, language functions, situations, topics, tasks,
different language skills tasks, or pronunciation issues Harmer, 2011.
Among above syllabi, the multi-syllabus syllabus is taken as the basis to design the course grid for the English learning materials as
the result of this research. The reason is it is because there is no element or item predominates for all have to shift to accommodate the
others.
d. Materials Development in ESP
Material writing is one of prominent characteristics of English for Specific Purposes since it includes process of material writing in
which the teacher will spend much of their time. Many institutions or publishers does not provide materials for any particular area or
subjects, especially for subjects which have not widely known by publics or markets, therefore, carefully writing materials by the
teachers is essential way. The material itself contains crafted teaching materials that will suit the specific field of particular students
Hutchinson and Waters, 1987. Model of material writing below, proposed by Hutchinson and
Waters, allows ESP learners to receive the combination of the various aspects in learning. Furthermore, this model also gives plentiful space
for creativity and variety to succeed. Since the focus of the model of task, this model leads the learners to the point in which they can carry
out the task Hutchinson and Waters, 1987.
The input element consists of many kinds of information data, for example, text, dialogue, video-recording, et cetera. The inputs are
aimed to provide learners correct models of language use as the stimulus of activities. In addition, it also provides learners space for
INPUT
LANGUAGE CONTENT
TASK
Figure 2. 1: A Model of Material Design Hutchinson and Waters, 1987
practicing their current ability of the languages for processing information. The content focus is aimed to create meaningful
communication in the classroom. Therefore, language is not provided in isolation, rather it is brought in a certain discourse. The language
focus element provides learners the correct model of language knowledge in order to enable them to show how language works and
implement them in activities. The last element is task as the language use realization. The tasks are designed to meet the communicative task
in order to provide learners the opportunity to use the language knowledge under the content through the unit Hutchinson and Waters,
1987.
3. Task-Based Language Teaching
