Friday, July 29, 2011




Nowadays life becomes more modern. Modern life reflected from high mobility, high communication, and high technology. Globalization era forced us to communicate with some other people throughout the world. Then, we need one language to use as an international language.
Today, one language that can be an international language is English.
In this computer age, English is the only language that any one can understand. So to say, it has become as an ideal language for expressing our feelings. First, we have to learn the language and then we have to gain fluency in the language. Unless we have the fluency in English language, it would not be possible to work with the computer. If you do not know English, then you would be in need of a translator to do the job.
Not only to operate computer but also in trading with other people from other country, information sharing, and tourism. Therefore English is urgently needed to be taught.


Courses design is the process collecting the data about learners’ need that interpreted to make learners learn a special and particular material that suitable for them.
There are many different approaches to make a syllabus design. They are:
1. Structural is grammatical and phonological structure are the organizing principles – sequenced from easy to difficult or frequent to less frequent.
2. Situational is an approaches in syllabus design that situational – situations such as the bank, at the supermarket, at post office etc. from the organizing principles – sequencing by the like hood that student will encounter them
3. Topical when the approaches a certain topics such as food, health, clothing etc. form the organizing principles – sequenced by the like hood that student will encounter them
4. Functional, approaches when the function such as reporting, identifying, correcting, describing etc. are the organizing principles – sequenced by some sense of chronology or usefulness of each function (structural and situational sequences may be in the background)
5. Notional, the approaches of conceptual categories called notions (such as durations, quantity, location, etc) are the basis of the organization --- sequenced by some sense of chronology or usefulness of each notion (structural and situational sequences may be in the background)
6. Skill: skills such as listening for gist, listening for main ideas, listening for interferences, scanning, skimming, etc. serve the basis for the organization --- sequenced by some sense chronology or usefulness for each skill (structural and situational sequences may be in the background)
7. Task: task or activity based categories (such as drawing maps, following directions, following instruction, etc. serve for the organization sequenced by the importance of the tasks (structural and situational sequences may be in the background)
8. Mixed or Layered Syllabi: Mixed syllabi occur when author combine two or more types of the syllabi together. Layered have secondary or tertiary syllabi that operate underneath the primary syllabus.
According to Honore de Baizac there are three approaches in course design. They are:
1. Language-centered course design
This is the simplest kind of course design process. The purpose of this approach is to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course.
2. Skills-centered course design
This approach to ESP are well known and widely applied in great number of countries. Skills centered approach purpose is for get away from the surface performance data and look at the competence that underlies the performance. The basis of this approach derives form a distinction between goal oriented courses and process oriented courses.
3. A learning-centered approach
The approach based on the principle that learning is totally determined by the learner. Learning is seen as a process in which the learner use what knowledge or skills they have in order to make sense of the flow of new information. The purpose of this approach is students are being able to read the texts in their subject specialism.
The method of doing this needs analysis is a library research and using internet search (search engine). After collecting the data, the writer analyzes it by using content analysis. The result of this study is made in order to make a need analysis then make a syllabus.

Sujana, I Made. 2006. English for Specific Purpose: Course Reader 1. Mataram: English Education Department, Faculty of Teacher Training and Education, Mataram University
Qoyyimah, U., Achmad F. 2008. English for Professionals. Jogjakarta: Golden Book.

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