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PART I INTRODUCTION

A. THE IMPORTANCE OF ENGLISH Jobs: Most of the businesses engaged in dealing with international clients and suppliers prefer using English as the primary source of communication. While people have their own native languages, English serves as the most common and user-friendly language to interpret, translate and communicate with English-speaking customers and professionals. Hence, to make the best out of the available opportunities, one has to be highly fluent in English

Travel: Languages differ from country to country and from region to region. Thus, if you happen to travel to another country, either for business or leisure purpose, you are sure to land yourself into great trouble, in case you are not conversant with the native language. In such circumstances, English comes to your rescue as it is a global language spoken by more than 900 million people across the globe, either as native language or second language. Familiarity to English can get you to communicate with anyone and everyone where you travel, thereby easily handling the situation.

Education: People not only travel to places worldwide for business and pleasure, but they leave their homeland and travel to another country for study purpose as well. Travel to any country on this earth and you would find English as the main medium of teaching, as it is practically impossible for a new person to study in the local language of the country, in particular. Hence, education has, by far, increased the importance of English to a great extent.

B. ESP APPROACH IN SYLLABUS DESIGN English for specific purposes is a particular case of the general category of special-purpose language teaching. The same principles apply no matter which language is being learned and taught. French for specific purposes, Russian for specific purposes, Chinese for specific purposes - all of the exist and are constructed on the same basis as English for specific purposes. The vastly greater demand for English makes ESP more common than FSP, RSP, or CSP, but the principles are the same. Absolute characteristic of ESP are designed to meet specified needs of the learner; related in content (themes and topics) to particular disciplines, occupations and activities; centered on the language appropriate to those activities, in syntax, lexis, discourse, semantics, etc; in contrast with General English. Variable characteristic of ESP may be, but is not necessarily are restricted as to the language skills to be learned (e.g. reading only; speech recognition only; etc); taught according to any pre-ordained methodology (i.e. ESP is not restricted to any particular methodology although communicative methodology is very often felt to be the most appropriate). In the principles of syllabus design, to which must be linked the choice of most suitable methodology. The earliest syllabus principles were linguistic and structural, in the sense used in the British ELT: the syllabus consisted chiefly of an ordered list of the language items to be taught, often referred to as the structures of English. Next came the development, within the American tradition, of structuralism linguistics, and the extension of this into foreign language teaching, notably in the Michigan materials for EFL, where the teaching items were not the rather ill-defined structures of English but were the out come of descriptive linguistic applied to English. (it is often forgotten how very different were structuralism syllabus in the mould of Trager, Fries, and Marckwardt from the earlier structural syllabus in the tradition of Palmer, west and Hornby; both were linguistic syllabus, but in the British sense linguistic meant composed of language items whereas in the American sense it meant derived from theoretical linguistics.)

Once linguistic syllabuses were universally adopted a great deal of emphasis was placed on vocabulary, on establishing lists of the most-frequent and most-useful words, and on grouping them together for more effective teaching and learning. This is where situational principle came in syllabus began to make use of situations, originally as an aid to the learning of vocabulary items, then as a contribution to authenticity; in addition, situations were found to be a great help in creating more attractive and effective methodologies, by injecting interest and variety into the teaching. Most recently in this chain of development to concepts of notions and functions have been added to the linguistic and situational principles of syllabus design, and these in turn have seemed most frequently (thought not always) to be best associated with a communicative methodology. This is the context within which ESP has evolved. In order to design a course for the specific purposes of particular learners the teachers can make use of linguistic, situational, notional, and functional principles when devising a syllabus, and they can employ any of a wide range of the teaching methods, probably including communicative techniques.

C. ANALYSIS OF AUTHENTIC TEXTS Analyzing of authentic texts is a crucial stage of need analysis. The text can be written documents or audio and video recordings of events such as lectures, meetings, telephone interactions, classroom activities. The logistics of obtaining spoken data for needs analysis mean that it is less accessible than written documents, as with observation, confidentiality is an important issue; people may wish to white-out information such as figures and company names. The analysis may be for TSA purposes, to determine the key linguistic features of a communicative event or genre that is new to us. Alternatively, the texts may be samples of participants language and help us to carry out a PSA. Authentic texts are invaluable for learning about real and carrier content. They can also form the basis of classroom materials, with three provisos: the client/source has

given permission; fictitious facts replace confidential ones; and anything which can directly identify the author is removed. For evaluation, the texts learners produce in class can be looked at to evaluate progress towards the objectives and to identify needs that have not yet been met.

PART II NEED ANALYSIS

Target Group

Responsibilities/ Duties Welcoming and registering customer.

Communicative Needs How to welcome and register customer appropriately.

Competency Can use greeting and leave taking. Can enquiry customer identity.

Materials Expressions for greeting/leave taking. Questions (informative/ direct and indirect questions); spelling.

Helping customer with Teller of Bank queries and problem.

How to help customer with queries and problems clearly.

Can enquiry customer needs/wants. Can deal with minor complaints. Can deal with telephone enquiries.

Expressions for helping, wants. Expressions excuses; date; spell identity (name, address). Expressions thanks; questions.

Answering the telephone in a quick and efficient manner. Mentioning of money in a correct manner. Spelling names

How to answer the telephone efficiently.

How to spell total of money correctly. How to spell and

Can tell number of money. Can mention

Spelling; number (ordinal and cardinal). Spell name;

customer in an appropriate.

mention identity appropriately.

customers name. Can spell of letters. Can spell and mention number, address, date, gender, birth or country.

alphabet; spelling.

Receiving telexes, facsimiles and blanket from customer. Reading guideline of banking tools. Filling form and taking note.

How to read letters, fax and form effectively.

Can read letter, fax and form. Can taking note.

Procedure/proces s text. Date; direct/indirect sentence. Reading drill.

How to read guideline of banking tools correctly. How to write form efficiently and effectively.

Can read procedure text/guideline step by step. Can fill the form include name, address, birth, gender, number phone or complement.

Writing sentence; gender;

PART III SAMPLE OF SYLLABUS

First meeting: 100 minutes Source of Materials Mp3

Skills Listening

Competency Can mention identity.

Topics/Materials Name, address, number phone

Second meeting: 100 minutes Source of Materials

Skills Speaking

Competency Can use expressions greeting, thankful, apologies and asking and offering.

Topics/Materials

Expressions greeting, Book (An thankful, apologies and asking and offering something. Introduction to English, Practical English Conversation) Page 9, 33; page 42; page 45; page 61.

Third meeting: 100 minutes Source of Materials Book (An English Course) page 119.

Skills Reading

Competency Reading comprehension.

Topics/Materials Credit Cards: Plus and Minus.

Fourth meeting: 100 minutes Source of Materials Book (Writing II) page 80, 86.

Skills Writing

Competency Writing comprehension.

Topics/Materials Procedure/process text.

Fifth meeting: 100 minutes Source of Materials Book (Writing II) page 91.

Skills Grammar

Competency Understanding structure in English.

Topics/Materials Modals of advice, necessity, and prohibition.

Sixth meeting: 100 minutes Source of Materials Book (A Vocabulary Series for ESL) page 169.

Skills Vocabulary

Competency Using vocabulary.

Topics/Materials Banking.

PREPAREB BY: WAWAN HARDIANSYAH EIDI10019 IVA/REGULER SORE

ENGLISH DEPARTEMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MATARAM

2012

REFERENCE

Robith, Shomad. 1989. Practical English conversation. Indah Surabaya. Surabaya. Suhaili, Muhammad. 2010. English for the Bright Future (An Introduction to English). Barma Mandiri. Ampenan. Sudarwati, M., Grace, Eudia. 2007. Look Ahead Book 3. Erlangga. Jakarta. Rogerson, Holly Decmer. 1987. Words for Students of English. Binarupa Aksara. Jakarta.