DESIGNING A SET OF ENGLISH SPEAKING INSTRUCTIONAL MATERIALS FOR STAFFS OF CULTURE AND TOURISM DEPARTMENT IN SLEMAN

  

DESIGNING A SET OF ENGLISH SPEAKING

  

INSTRUCTIONAL MATERIALS FOR STAFFS OF CULTURE

AND TOURISM DEPARTMENT IN SLEMAN

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana

  

Pendidikan Degree in English Language Education

By

Woro Wahyu Utami

  

Student Number: 021214085

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCTION

  

ACKNOWLEDGEMENTS

  First of all, I would like to thank God for His endless blessing. I truly thank Him for everything He has given to me and my family. I believe that without His blessing I’m nothing and with His blessing I can do something.

  I also would like to express my greatest gratitude to Ag. Hardi Prasetyo, S.Pd., M.A., my major sponsor, and F.X. Ouda Teda Ena, S.Pd, M.Pd., my Co- sponsor, for their criticism, advice, correction, and support. I am sure that without their help, I would not be able to finish my thesis. My special gratitude is also addressed to the head of Culture and Tourism Department in Sleman Bapak Sukardi, who had given me a permission to conduct my study in Culture and Tourism Department in Sleman. I would thank them for their willingness to fill in my questionnaires so that I can finish my thesis.

  I would like to express my gratitude to Dr. Retno Muljani and Dra. Endang Revolusioner for their willingness to evaluate my designed materials. I really appreciate their helps.

  Next, I intend to dedicate this thesis to my beloved parents and my sister and my brother who have always prayed for me and encouraged me to finish my thesis. I am also very grateful to Shanty, Cipluk, Wulan, Lisa, Rumi, Daru, Genjik, and Ayu for their support, advice and encouragement to finish my thesis.

  My special thank is also for Rudi. I would thank him for his support. I would express my gratitude to all of my friends. God Bless us.

  

TABLE OF CONTENTS

Page

  TITLE PAGE ............................................................................................. i APPROVAL PAGE ................................................................................... ii BOARD OF EXAMINERS ……………………………………………….. iii STATEMENT OF WORK’S ORIGINALITY ........................................ iv ACKNOWLEDGEMENTS ....................................................................... v TABLE OF CONTENTS ........................................................................... vi

LIST OF TABLES ..................................................................................... ix

LIST OF FIGURES ................................................................................... x ABSTRACT ................................................................................................ xi

ABSTRAK ..................................................................................................... xiii

  CHAPTER I: INTRODUCTION ............................................................. 1 A. Background of the Study ........................................................................ 1 B. Problem Identification ............................................................................ 2 C. Problem Limitation ................................................................................ 3 D. Problem Formulation ............................................................................. 3 E. Research Objectives ............................................................................... 3 F. Research Benefits ................................................................................... 4 G. Definition of Terms ................................................................................ 4 CHAPTER II: LITERATURE REVIEW ................................................ 6 A. Theoretical Description ........................................................................... 6

  

1. English for Specific Purpose ............................................................ 6

  a. The Classification of ESP ........................................................... 7

  b. The Criteria of ESP ..................................................................... 7

  c. Needs Analysis ………………………………………………… 8

  d. The Course Design of ESP.......................................................... 11

  e. The Syllabus ............................................................................... 12

  f. Syllabus in ESP ........................................................................... 14

  g. Material Design .......................................................................... 15

  h. English for Staffs of Culture and Tourism Department in Sleman .......................................... 17

  2. Communicative Language Teaching ................................................ 17

  a. Theory of Language .................................................................. 18

  b. The Principles of Communicative Language Teaching ............ 18

  3. Speaking Skill .................................................................................. 21

  a. Nature of Speaking .................................................................... 22

  b. The Process of Speaking ........................................................... 22

  c. Teaching Techniques ................................................................. 23

  4. Instructional Design Model .............................................................. 25

  a. Kemp’s Classroom Oriented Model .......................................... 25

  b. Yalden’s Instructional Materials Design Model ........................ 30

  

B. Theoretical Framework ........................................................................... 32

  

CHAPTER III: METHODOLOGY ......................................................... 36

A.Research Method ..................................................................................... 36

B. Respondents ............................................................................................ 37

C. Setting ...................................................................................................... 38

D. Instruments .............................................................................................. 38

E. Data Gathering ........................................................................................ 40

F. Data Analysis ......................................................................................... 41

G. Research Procedures .............................................................................. 42

CHAPTER IV: RESULTS AND DISCUSSION ..................................... 44

A. A set English Speaking Instructional Materials for staffs of Culture and Tourism Department in Sleman ............................................... 44

  1. Need Survey ..................................................................................... 45

  2. Stating the goals, topic and general purposes ................................. 45

  3. Syllabus Type ................................................................................... 47

  4. The Subject Contents ...................................................................... 47

  5. Teaching and Learning Activities .................................................... 50

  6. Evaluation ........................................................................................ 51

  

B. The Results of Survey Research .............................................................. 51

  1. Results of the Survey Research on Needs Analysis ......................... 51

  2. Results of the Survey Research on the Designed Materials ............. 53

  

C. Discussion ............................................................................................... 55

  D. Presentation of the Final Version of the Instructional

Materials Design ..................................................................................... 56

  

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ....................... 58

A. Conclusions ............................................................................................. 58

B. Suggestions .............................................................................................. 60

  1. For Instructors .................................................................................. 60

  2. For Future Researchers .................................................................... 60

REFERENCES ........................................................................................... 61

APPENDICES

Appendix 1 ................................................................................................... 63

Appendix 2 ................................................................................................... 64

Appendix 3 ................................................................................................... 71

Appendix 4 ................................................................................................... 72

Appendix 5 ................................................................................................... 97

  LIST OF TABLES

Table 3.1 The Points of Agreement in Giving and Evaluating the Material ......................................................................... 40Table 3.2 The Interpretation of the Degree of Agreement .................. 40Table 3.3 Central Tendency of Respondent’s opinion ........................ 42Table 4.1 The Result of the Target Needs Analysis ............................ 45Table 4.2 The General Purposes of Each Topic .................................. 46Table 4.3 The Content of Eight Units and General Purposes ............ 48Table 4.4 The Expected Topics Proposed by the Respondents .......... 53Table 4.5 The Description of the Respondents ................................... 53Table 4.6 The List of Respondent’s Evaluation .................................. 54

  LIST OF FIGURES Figure 1. The Relationship between Three Factors Affecting ESP Course Design ....................................................................... 12

Figure 2. A Material Design Model by Hutchinson and Waters ........... 17

Figure 3. Model of communication System........................................... 23

Figure 4. Kemp’s Instructional Design model ...................................... 29

Figure 5. Yalden’ Model of Language Development Program ............. 31

Figure 6. The Writer’ Instructional Design Model ............................... 35

  ABSTRACT Utami, Woro Wahyu. 2007. Designing a Set of English Speaking Instructional Materials for staffs of Culture and Tourism Department in Sleman . Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  The role of English for Indonesians who work in tourism field is very significant. Tourism is one of those working field which requires English. Since tourism is mostly related to foreigners, the need for English seems to be urgent to be as a means of communication. The need of English as a means to communicate with the foreigners is also required by a Culture and Tourism Department in Sleman. The staffs of Culture and Tourism Department in Sleman should be able to speak English in order to promote the tourist destinations and cultures in Sleman. Since the tourists come from many different countries, English is used as the language of communication. That was the main reason why the writer was interested in conducting a study which aimed at producing a set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman.

  There are two problems stated in this study. They are (1) How is a set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman designed? and (2) What will the set of English speaking instructional materials for staffs of Culture and Tourism Department in Sleman look like?

  To answer the first problem of the study, the writer conducted the eight steps of the instructional design model which were the combination between Kemp’s instructional design models and Yalden’s instructional design models. The steps were conducting need survey, stating goals, topic, and general purposes, selecting the syllabus type, listing the subject contents, selecting teaching/learning activities, evaluating and revising the materials design. Based on the need survey, the writer chose Communicative Language Teaching as the teaching approach because this approach emphasizes speaking skill.

  Meanwhile, to answer of the second problem the writer developed the final version of the materials design which had been improved and revised based on the participants’ feedback, suggestions, and comments. The final version of the instructional materials for staffs of Culture and Tourism Department in Sleman consists of eight units. They are (1) Greetings and Introductions, (2) Offering Services, (3) Telephoning, (4) Giving Direction to The Tourism Destinations, (5) Describing Tourism Destinations, (6) Describing Cultural Events, (7) Giving Tourism Information, (8) Telling History. Meanwhile, each unit is divided into four activities. They are (1) Be Familiar, (2) Keep in Your Mind, (3) Use it Correctly, and (4) Speak Up. With the activities, it is expected that the students’ learning can be facilitated. indicates that the materials design is acceptable. However, there are also some revisions that should be conducted, especially about the vocabulary and grammar accuracy.

  Finally, the writer offers two primary suggestions for the English instructors and the future researchers. The first is that the other English instructors may use this materials design to teach the staffs of Culture and Tourism Department in Sleman. Then, the future researchers are suggested to conduct a new study as the course is progressing so that the materials design would be more applicable and appropriate for the staffs of Culture and Tourism department in Sleman.

  

ABSTRAK

Utami, Woro Wahyu. 2007. Designing a Set of English Speaking Instructional

Materials for Staffs of Culture and Tourism Department in Sleman . Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Peran bahasa Inggris bagi karyawan kepariwisataan sangatlah penting. Pariwisata merupakan salah satu lapangan pekerjaan yang membutuhkan kecakapan dalam berbahasa Inggris. Semenjak kepariwisataan selalu berhubungan dengan orang asing kebutuhan untuk belajar bahasa Inggris sangatlah penting. Kebutuhan untuk belajar bahasa Inggris sebagai alat untuk berkomunikasi dengan orang asing juga dibutuhkan oleh Departemen Kebudayaan dan Pariwisata Sleman. Karyawan dituntut untuk mampu berkomunikasi dalam bahasa Inggris guna mempromosikan objek-objek wisata dan kekayaan budaya yang ada di Sleman. Karena para wisatawan pada umumnya berasal dari berbagai negara, maka behasa Inggris digunakan sebagai alat untuk berkomunikasi. Hal inilah alasan utama kenapa penulis tertarik melakukan studi di bidang ini, yang nantinya akan menghasilkan seperangkat materi pengajaran bagi karyawan Dinas Kebudayaan dan Pariwisata di Sleman..

  Ada dua permasalahan yang dirumuskan dalam studi ini. Kedua permasalahan tersebut yaitu (1) Bagaimana seperangkat materi pengajaran berbicara bahasa Inggris bagi karyawan Departemen Kebudayaan dan Pariwisata Sleman dirancang? (2) Seperti apakah materi pengajaran berbicara bahasa Inggris tersebut?

  Untuk menjawab permasalahan pertama, penulis melakukan delapan langkah model pengembangan materi yang merupakan penggabungan antara model pengembangan materi yang diajukan oleh Kemp dan Yalden. Langkah- langkahnya adalah conducting need survey, stating goals, topic, and general

  

purposes, selecting the syllabus type, listing the subject contents, selecting

teaching/learning activities, evaluating and revising the materials design.

  Berdasarkan survei kebutuhan siswa, penulis memilih Communicative Language

  

Teaching Approach karena metode ini lebih menekankan pada kemampuan untuk

berbicara.

  Sedangkan untuk menjawab permasalahan yang kedua penulis mengembangkan rancangan akhir materi pengajaran yang telah mendapatkan umpan balik, kritik, saran, dan pendapat dari partisipan kedua. Bentuk akhir materi pengajaran bagi karyawan Departemen Kebudayaan dan Pariwisata Sleman terdiri dari delapan unit. Mereka adalah; (1) Greetings and Introductions, (2)

  

Offering Services, (3) Telephoning, (4) Giving Direction to The Tourism

Destinations, (5) Describing Tourism Destinations, (6) Describing Cultural

Events, (7) Giving Tourism Information, (8) Telling History. Untuk masing-

  masing unit, kegiatannya dibagi menjadi empat aktivitas utama. Mereka adalah; untuk karyawan Departemen Kebudayaan dan Pariwisata Sleman. Hal ini ditunjukkan dari hasil kuesioner dalam survei studi tersebut bahwa nilai rata-rata dari evaluasi materi adalah 3,5. Hal ini menunjukkan bahwa materi pengajaran tersebut dapat diterima dan diterapkan untuk karyawan Departemen Kebudayaan dan Pariwisata Sleman. Meskipun demikian beberapa perbaikan juga perlu dilakukan terutama mengenai penambahan daftar kosakata dan yang paling utama adalah perbaikan tatabahasa.

  Akhirnya, penulis memberikan dua saran bagi para guru maupun instruktur bahasa Inggris dan peneliti yang selanjutnya. Pertama, para instruktur bahasa Inggris diharapkan menerapkan materi ini digunakan untuk karyawan Departemen Kebudayaan dan Pariwisata di Sleman. Kemudian, disarankan bagi para peniliti selanjutnya untuk mengadakan studi lebih lanjut di bidang ini sehingga materi ini bisa lebih sesuai diterapkan untuk karyawan Departemen Kebudayaan dan pariwisata.

CHAPTER I INTRODUCTION A. Background of the Study Language is a means of communication. People communicate their

  

opinions, ideas, and thought through languages. Without language it is difficult

for human being to communicate with each other. That it is why language

learning becomes very important.

  English that has been considered as an international language is one of the

most essential languages because it is needed in many sectors of our life,

especially for people in Indonesia who are dealing with foreigners in their work

places. Tourism is one of those working fields that requires fluent English. Since

tourism is mostly related to the foreigners, the need for English as a means of

communication seems to be urgent. The need of English as a means to

communicate with the foreigners is also required by staffs of Culture and Tourism

Department in Sleman.

  The staffs of Culture and Tourism Department in Sleman should be able to

speak English in order to communicate with the tourists. Since the tourists come

from many different countries, English is used as the language of communication.

  In order to be able to communicate in English, the staffs have to learn it.

Learning may happen without any designed instructional materials but it must be

considered that the staffs of Culture and Tourism Department in Sleman learn

English for communication. The Culture and Tourism Department staffs in

  

Culture and Tourism Department staffs in Sleman have learnt English while they

were in Senior High School or University. However because they do not practice

to use English in their daily communication, they forget how to communicate in

English well. In this case, because the purpose of English for specific purpose is

to make the learners learn English for their job, needs analysis is a must. The

observation of their needs analysis is important to make the well designed

materials as they want and need. Without any well designed materials, it will be

difficult for them to achieve the purpose of their English learning.

  In this thesis, the writer intends to present a set of English Instructional

Materials, designed for Culture and Tourism Department staffs in Sleman. As the

staffs of Culture and Tourism Department in Sleman, the purpose of their learning

is to enable them to speak English so that they can communicate with the

foreigners well. Therefore they have to master some communication expressions

related to their profession. Because of the importance of English speaking skill,

the researcher focuses the study on designing a Set of English speaking

instructional materials for staffs of Culture and Tourism Department in Sleman.

B. Problem Identification

  This study focuses on the development of English Instructional Materials

for staffs of the Culture and Tourism Department in Sleman. The Culture and

Tourism Department staffs in Sleman have a significant role to promote tourism

objects and cultures in Sleman.

  To be able to give satisfying service to the tourists especially foreign

tourists, the staffs have to speak correctly and clearly in order to make the

  

crucial. They have to use English properly. This means that they have to know

how to use English in their daily work. Because of the importance of English

speaking skill for Culture and Tourism Department staffs in Sleman, the writer

attempts to design a set of English Speaking Instructional materials for the Culture

and Tourism Department staffs in Sleman.

  C. Problem Limitation The study focuses on designing a set of instructional speaking materials

for staffs of Culture and Tourism Department in Sleman. They play an important

role in promoting tourism objects and cultures to the foreign tourists. They have to

be able to make a good impression by giving clear information about tourism

objects and cultures in Sleman.

  Hopefully, the design of instructional materials will facilitate Culture and Tourism Department staffs in Sleman to improve their speaking ability.

  D. Problem Formulation Based on problem limitation, the problems of this study are formulated as follows:

  1. How is a set of English speaking instructional materials for Culture and Tourism Department staffs in Sleman designed?

  2. What will the set of English speaking instructional materials for staffs Culture and Tourism Department in Sleman look like? E. Research Objectives

  The objectives of this research are: 1. To find out how a set of English speaking materials for Culture and Tourism

2. To develop a set of English speaking instructional materials for Culture and Tourism Department staffs in Sleman.

F. Research Benefits

  The benefits of the study hopefully will be as follows: 1. For English Teacher The design may be applied by the teachers to teach English speaking for staffs of Culture and Tourism Department in Sleman.

  2. For Staffs of Culture and Tourism Department in Sleman The design may be used as an aid to learn English speaking skill.

  3. For future researchers.

  The result of this research is expected to be a guideline for future researchers to develop English speaking instructional materials.

G. Definition of Term

  In order to have a clear understanding of the study, the writer includes some definition of important terms. They are:

  1. Instructional Design In this study, an instructional design is defined as a process of interpreting

data gained from needs analysis to produce a syllabus, to select, adapt or write

materials in line with the syllabus, to develop a methodology for presenting the

materials and to evaluate both learners and program, whether they achieve the

objectives or not (Hutchinson and Waters, 1987: 21). It can be concluded that

there are six main steps in a course design, namely analyzing needs, writing a

syllabus, preparing materials, implementing the program, assessing learners, and

  2. Speaking Speaking is the process in which people address each other to form their

communication process (Joyce, 1986:242). In this study, speaking is used by

staffs of Culture and Tourism Department in Sleman to promote tourism objects

and cultures in Sleman to the foreigner tourists.

3. Culture and Tourism Department in Sleman.

  Culture and Tourism Department in Sleman is located in Jl. Merapi no. 13,

Beran Tridadi, Sleman. As a Tourism Department it has to maintain and promote

tourism objects and cultures in Sleman.

CHAPTER II LITERATURE REVIEW The chapter has two parts. The first part is the Theoretical Description. It

  

concerns to English for Specific Purpose (ESP), Communicative Language

Teaching (CLT), Speaking Skills and Instructional Design Models. The second

part presents the Theoretical framework which underlies the research.

A. Theoretical Description

  In this section, the writer would like to discuss four parts. The first is

English for Specific Purposes. The second part is Communicative Language

Teaching. The next part is speaking and the last part, the writer would like to

discuss the instructional Materials Design Models. Those four theories above will

be used to establish the framework of the designed materials in this study.

1. English for Specific Purpose

  English for specific purpose is important to discuss further because

designing a set of English instructional materials for the tourism staffs belongs to

English for specific purposes. The staffs of Culture and Tourism Department in

sleman need English for specific purpose because they need English to

communicate spoken with foreign tourists to support their jobs. In this section, the

writer would like to discuss seven parts. They are the classification of ESP, the

criteria of ESP, the needs analysis, the course design of ESP, the syllabus, the

syllabus in ESP, the material design and English for Culture and Tourism

a. The Classification of ESP

  There are two main types of ESP differentiated according to whether the

learner requires English for academy study or for work (Hutchinson & Waters,

1986: 16-17). They are: 1) English for Academic Purposes

  EAP course often has a study skills component. The examples of EAP are English for medical Studies, English for Economics.

  2) English for Occupational Purposes EOP is also known as EVP (English for Vocational Purposes) and VESL (Vocational English as Second Language). The examples for EOP are English for technicians, English for secretary, English for Tourist Guide and English for Teaching.

  In this study English for staffs of Culture and Tourism Department in

Sleman belongs to English for Occupational Purposes (EOP). Since staffs of

Culture and Tourism Department in Sleman need English for their occupation.

b. The Criteria of ESP

  According to Hutchinson and Waters (1987: 19) ESP must be seen as an

approach not as a product. ESP is not a particular kind of language and

methodology, nor does it consist of particular type of teaching material. It is an

approach to the language learning, which is based on learner’s needs. The

foundation of all ESP is the simple question: Why does this learner need to learn a

foreign language? ESP is an approach to language teaching in which all decisions

as to content and method are based on the learner’s reasons for learning.

  Robinson in his book ESP today: A Practitioner’s Guide (1991) discusses another side of the criteria of an ESP.

  1) ESP is Normally Goal Directed People learn English not because they are interested in English in general

but they really need it for specific purposes, e. g: to work or to study. Based on

this fact the materials and activities for ESP course must be appropriate with the

purpose of their works.

  2) ESP Course is Based on Need Analysis A need analysis should be obtained first before conducting the course. The

purpose of a need analysis is to specify as closely as possible what exactly the

people have to do in learning English.

  3) People Who Learn ESP are Usually Adult Rather Than Children People who learn ESP normally have already experienced in learning

general English. They need ESP to continue their basic learning in one specific

way related to their work.

  4) People Who Learn ESP in Class Should be Identical All the students who are involved in the same class must have the same

kind of job or specialist. It is not usual for an ESP class to have people with

various studies or works.

c. Needs Analysis

  Needs analysis is very important in ESP course. Needs analysis

differentiates general English and English for Specific Purpose (ESP). According

to Hutchinson and Waters (1987: 53) the needs of general English learner are not

  

general English is not the existence of a need as such but rather an awareness of

the need. This awareness will have an influence on what will be acceptable as

reasonable content in the language course and, on the positive side, what potential

can be exploited.

  Hutchinson and Waters (1987: 55) state that learner needs include target needs and learning needs.

  1) Target Needs Target needs include the target situation in terms of necessities, lacks, and wants.

  1. Necessities Necessities are determined by the demands of the target situation, that is,

what the learners have to do in order to function effectively in the target situation.

  2. Lacks It is also necessary to recognize what the learners know already before

conducting the course. By doing so, the designer can decide which of the

necessities the learners’ lacks. Therefore, the lacks can be identified and the

designer is able to direct that lack.

  3. Wants After identifying the learners’ necessities and lacks, it is important to

consider what the learners’ view of their needs. It is necessary to conduct the

students’ wants about the subject.

  2) Gathering Information about Target Needs

  There are number of ways in which information can be gathered about

needs. The most frequently used are questionnaires, interviews, observation, data

collection and others. However, it is possible to use more than one method to

gather the information. It is also important to remember that needs analysis is a

continuing process in which the conclusions are constantly checked and re-

assessed (Hutchinson and Waters, 1987: 59).

  3) Learning Needs According to Hutchinson and Waters (1987: 62), it is naive to base a course

design simply on the target objective, just as it is naive to think that a journey can

be planned solely in terms of the stating point and the destination. Therefore, it is

also important to know and plan about the vehicle in order to achieve the

destination. This vehicle, concerning ESP course design, is called as learning

needs.

  4) Analyzing Learning Needs To analyze learning needs, we can refer to these following questions as the framework for analyzing learning needs:

  Why are the learners taking the course? How do the learners learn? What resources are available? Who are the learners? Where will the ESP course take place?

d. The Course Design of ESP

  ESP is an approach to language teaching which aims to meet the needs of

particular learners. This means that much of the works done by ESP teachers in

practice is concerned with designing appropriate courses for various groups of

learners. Designing a course is fundamentally a matter of asking questions in

order to provide a reasoned basis for the subsequent processes of syllabus design,

materials, writing, classroom teaching and evaluation (Hutchinson & Waters,

1987: 21). According to Rudyard Kipling cited in Hutchinson and Waters (1994:

21-22), there are several important things to know in designing an ESP program,

and they can be outlined into some basic questions. 1) Why do the students need to learn? 2) What is going to be involved in the process? 3)

Where is the learning to take place? What potential does the place provide?

  What limitations does it impose? 4)

When is the learning to take place? How much time is available? How will it

be distributed?

  5)

What do the students need to learn? What aspects of language will be needed

and how will they be described? What level of proficiency must be achieved? What topics areas will need to be recovered?

  6)

How will the learning be achieved? What learning theory will underlie the

course? What kind of methodology will be employed? All of these can be considered under three main headings: Language

  

Descriptions, Theories of learning, and Need Analysis , which can be represented

  WHAT? HOW? Language

  Learning Theories ESP Descriptions Course

  Nature of Particular target and learning

  WHO? WHY? WHERE? WHEN? Needs Analysis

  

Figure 1: The Relationship between three factors Affecting ESP Course Design

e. The Syllabus

  According to Hutchinson and Waters, a syllabus is a document, which

says will (or at least what should) be learnt (1987: 80). It means that a syllabus is

needed in teaching learning activities.

  There are four types of English Language Teaching (ELT) syllabus, based

on Robinson (1991: 34-35) which can be applied for ESP. They can be described

as follows:

1) Content-based Syllabus

  This syllabus concerns to the product of learning. There are two kinds of

content-based syllabus, namely language-form syllabus and national-function

syllabus. Language-form syllabus consists of an ordered set of language items

which are typically graded by supposed difficulty of learning. This syllabus has

had the longest history in ESP and has also very important in ESP.

  Notional-functional syllabus consists of notion and function. The example

of notion is time and space and the example of function is greeting and asking

information.

  2) Situational Syllabus This syllabus can be found in English for business purposes in some

English for technology courses and English for social orientation component of

  

EAP courses. There is only one kind of situational syllabus, namely topic-based

syllabus.

  3) Skill-based Syllabus This syllabus focuses on the development exclusively or principally on

one of the four traditional language skills. The two kinds of skill-based syllabus

are language-skill syllabus and learning-skill syllabus. Language-skill syllabus

refers to the development of the four language skills are productive (speaking and

writing) and receptive (listening and reading).

  Learning-skill syllabus focuses on the development of language skill and the constituent of two skills namely macro skills and micro skills.

  4) Method-based Syllabus Method based syllabus consists of two kinds. They are process syllabus

and task syllabus. Process syllabus focuses to the process of method of language

leaning. The key characteristic of this syllabus is what happens in the classroom is

a matter for negotiation between the students and the teacher. The reason is to

create the condition in which the students learn best.

  Task syllabus consists of a set of task ordered according to cognitive

difficulty. The performance of the task and attention in the class is consciously

directed to language if this is necessary for completion of task.

  From all the syllabuses discussed above, the writer finds that notional- functional is the most suitable syllabus to be applied in the design program.

f. Syllabus in ESP

  There are some reasons for having a syllabus in English for Specific

Purposes. Hutchinson and Waters (1994: 83-83) outline eight reasons for having

syllabus in ESP. The eight reasons are as follows: 1) Managerial Management Reason

  Language is a complex entity. To make it manageable and learnable, a

syllabus provides a practical basis for the division of materials, assessment,

textbook, and learning time.

  2) Reason of Moral Support A syllabus makes language learning tasks appear manageable. 3) Cosmetic Role of Syllabus A syllabus can become instrument to give evidence to convince and

impress sponsors, students, or the ‘outsiders’. It can be said that a syllabus gives

good impressions.

  4) Directive Reason A syllabus serves as a statement of projected route of learning direction

(goal, aim, the process and objectives). The teacher has the guidelines to be

followed to run the program.

  Being an implicit statement of views on the nature of language and

learning, a syllabus tells the teacher and students the materials needed to be learnt

and the reason why the students should learn the materials.

  6) Set of Criteria for Materials Selection A syllabus defines the kinds of texts to look for or produce the items to

focus on in the exercises, etc. syllabus becomes the principle to select the

materials because ‘what’ to be learned during the program are stated there.

  7) Uniformity Standardization Syllabus is one way of informing or standardizing elements involved within

an institution or educational system. Without any syllabus it will be difficult for

an institution or educational system to standardize the purpose, content, process

and period of the program.

  8) Basis for Test and Evaluation A syllabus becomes the basis of deciding the criteria of evaluating the

success and/or the failure in reaching the state of knowledge of the target desired.

  A syllabus can be a standard to measure the goal achievement of the program.

  Designing syllabus will be perfect if it is followed by designing the material. Therefore, the following section will elaborate the materials design.

g. Material Design

  Materials are important to manage the teaching learning process by giving

the encouragement to the learners to learn (Hutchinson and Waters, 1987: 107).

  

As suggested by Hutchinson and Waters, there are four things that should be

contained in good materials. They are interesting texts, enjoyable activities,

  Hutchinson and Waters (1987: 108-109) present a model, which can be

applied to write ESP materials. The model consists of four elements: input,

content focus, language focus and task.

  1) Input Input consists of various kinds of media, diagram or any piece of

communication data. However, input should provide stimulus materials for

activities, new language items, correct-models of language use, a topic for

communication, and opportunities for learners to use their information processing

skills, opportunities for learners to use their existing knowledge both of the

language and the subject matter.

  2) Content Focus Language is a means of conveying information and feeling about

something. Non linguistic content, thus should be exploited to generate

meaningful communication in the classroom.

  3) Language Focus Learners should have enough language knowledge, which is appropriate

with the language use in their class. Learners should be able to use language by

means of having enough language knowledge. The language knowledge is

adapted in communicative tasks and activities.

  4) Task Task is the primary focus of the unit. Through communication task, the

learners are supposed to use the content and language knowledge they have built

up through the unit language use in the ultimate purpose of language learning. The

  These four elements are combined in figure 2.

  INPUT CONTENT LANGUAG E TASK

  Figure 2: A material design model by Hutchinson and waters (1987: 109)

h. English for Staffs of Culture and Tourism Department in Sleman

  After discussing ESP program, the writer can conclude that English for the

staffs of Culture and Tourism Department in Sleman is English for Occupation