I. INTRODUCTION
· The Importance of English
Nowadays, English has taken a very important role in almost every aspect of human lives throughout the world, especially in the non-native countries. It has turned into a very vital tool in communicating. Not only because it is widely acknowledged as an international language, but also it has becoming an inevitable need that take part even in the smallest part of our lives; in a large scope, it is a tool of communication between countries, cultural groups, various companies and organizations and communities, at school, English is a compulsory subject to be taught (since elementary level), while at works, the workers are required to be proficient in English, every line of household and electronic equipments instructions is given in English, even an instruction of how to cook an instant noodle is written in English. It is clear that has been one of the effects of the globalization era that allows people from different countries to get in to and out of any other countries; they want, for business, profession as guide or Tour Leader, educational, leisure or any other purposes. This situation without doubt affects both the visitors and the local people in many cases; one of them is in interacting.
During their staying, the foreigners soon will get involve much in local activities and will often interact with the people as well. In interacting, both parties use English to communicate. As a result, the demands for English is increasing, especially from those who are directly interacting with the English-speaking people or from those whose jobs demand English proficiency. Remembering that nowadays, all jobs and workplaces do need employees and applicants with English proficiency. This reality, somehow brings problems to the workers who mostly don’t have any ability in English and wanting to learn it, since English is too broad to learn, and which means that they have to start from the very beginning again.
In accordance to that, dealing with ESP issues, the use of English has been specified based on the workplace and the user. Since, there is a tendency that in a certain workplace, the workers will meet certain people with certain needs, and tend to do or talk about certain things which is mostly repeated and oriented just about the same thing everyday. For instance, a Tour Leader has one main duty to tell the same stories repeatedly to different people. So, basically it’ll be easy to learn it since we only need to practice the same systemic form repetitively.
Therefore, once the scope is specified, people who want to learn English within ESP context are able to reach their learning target based on their specific needs in a relatively short time.
We can saw that the importance of English if our job or profession as a Tour Leader. They used English everyday within lead the tour packaged besides they promote the tourism object also their country.
· Brief Review of an ESP Approach in Syllabus Design.
Since the 1960s, English for specific purposes (ESP) has become a vital and innovative activity within the teaching of English as a foreign or second language movement (Howatt, 1984). ESP is regarded as an “approach” not as a “product” (Hutchinson & Waters, 1987). It is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.
Therefore, before designing the syllabus there are some critical steps that should be taken in order to meet the learning objectives. One of which called needs analysis, that entails the use of theoretical and practical information available to produce a syllabus, to select, adapt or write materials in accordance with the syllabus, to develop a methodology for teaching those materials and to establish evaluation procedures by which progress towards the specified goals will be measured.
However, we cannot simply assume that describing and exemplifying what people do with language will enable someone to it. If that were so, we would need to do no more than read a grammar book and a dictionary in order to learn a language. A truly valid approach to ESP must be based on an undertanding of the processes of language learning.
Markee (1988) proposes that ESP is communication not only because it is learner-centered but also because teaching language as communication is an innovative activity. Based on this point of view, ESP instructors characteristically use problem-solving methods and techniques to promote the appropriate communicative development of individuals in particular contexts of implementation.
In establishing English competency in an ESP content: Tour Leader. It is clamed that any decision in designing language teaching content must be based on the learner’s reason (learner’s needs) for learning English (Strevens, 1998; Robinson, 1991; Dudley –Evans & St. John 1998 ). However, knowing learner’s needs is not a simple task due to the multi-interpretations of the needs. Needs can be interpreted into necessities, wants, and lacks( Futchinson and waters, 1993 ). Necessities (target needs) deal with the demand of the target situation ( i.e. what the learner needs to know in order to function effectively in the target situation). Lacks refer to the learner’s existing language proficiencyin order to help determination of the setting point of the teaching and process. Wants relate to what the learner would like to gain from the language course (personal aims).
Based on the explanations above before we have to design syllabus in an ESP, we should identify the learner Needs, lacks and wants. So that, we know what materials should we teach to them, for example syllabus design of English for Tour Leader.
· Method of Doing Needs Analysis
In designing this syllabus by interview, besides read the book that about the Tour Leader. After we analyzed their Lacks, Wants, and Needs of the a Tour Leader as within they prepare or when they want to lead the a tour beside that what they should do in order to their guest satisfy with their services.
II. NEEDS ANALYSIS
| NO | STEPS | DESCRIPTIONS | EXAMPLES |
| 1. | Identification of target group. | Who are the participants of the course we design? | Tour Leader |
| 2. | Assessment of Communicative Needs | What are the responsibilities of the professional workers in the target situation ( in terms of the use of language ) ? | Responsibilities of Tour Leader
|
| 3 | Translation of Communicative Needs into English Competencies | What kinds of communicative needs do professional workers need to be able to do the responsibilities? | In order to be able to do these responsibilities the Tour Leader must have language ability on :
|
| 4 | Translation of Communicative Needs into English Competencies | What English competencies do they need to have in order to be able to function effectively? | One communicative needs can be translated into several English competencies :
 Can use greeting and leave talking Can introduce him or herself on behalf of the travel agencies. Can ask whether the flight or trip was nice atmosphere Can lead or direct the way. Can invite the guest to get on or off the vehicle. Can answer questions addressed on the way.
Can explain how far the destined place is and how long will it take to get there. Can describe what kind of hotel or place it is and what places can be reached from there. Can give or showing directions
Can having good interactions with their guest Can help their guest with have problem like ill etc. Can make their guest fell happy during tour
Can introduce him or herself and the crew to the guests ( driver, co-driver) Can give a brief information about tour itinerary Can give an opening of the tour Canceled the tour Can answer questions dealing with the tour Can describing an object or places. Can tell stories or history the places they visited or anything. Can handle complains
Can remind the guests where they should meet the next day. Can tell the time of the appointment. Can remind them of what should be brought for the tour.
Can instruct guests not to separate from the group. Can remind the guests not to leave their valuable belongings on the vehicle. Can tell the guests where and when they should return to the Vehicle or Bus.
Can tell about another tour that can be joined Can tell about tour price Can tell the facilities that can get. |
| 5 | Translation of Competencies into Linguistic and other Specification | What language input should be included in the syllabus in order to achieve language needed in the target situation? | To find out the learning needs ( language input for the class activities ) the competencies can further be translated into detailed linguistic and other specifications.  Can use greeting and leave takingo expressions for greeting and leave taking Can introduce him or herself on behalf of the travel agencies.o expressions for self introducing Can ask whether the flight or trip was nice condition or not.o Direct question or past form o Offering help ( can I get you something before…? or would you like to have.. ? ) Can explain how far the destined place is and how long will it take to get there.o Time, experession of length and distance. o Future tense. o Comparative and superlative. Can describe what kind of hotel or place it is and what places can be reached from there.o Describing something o Adjectives Can give a brief information about tour itineraryo Time and place o Conjunction words o Future form. Can tell stories or history.o Past form. o Conjunction words. Can instruct guests not to separate from the groupo Imperative expression o Request. Can remind the guests where and when they should meet the next day.o Future tense. o Place, time , subject, etc. Can tell about tour price.o Currency o Numbers o Persuasion expression Can tell about tourism Object and promote it.o Weather o Facilities o Environment |
| 6 | Teaching ad learning activities to develop competencies | How to impart the language input in teaching and learning process? | Form the material listed above ,it can then selected appropriate strategies to impart the language input. The strategies and the method must be adjusted with the materials. Therefore, in the teaching and learning process more than one method should be applied depending on the focus. |
III. SAMPLE OF THE SYLLABUS
Meeting : 90 Minutes ( 2 x 45 minutes )
| NO | SKILLS | COMPETENCY | TOPIC | SOURCE OF MATERIALS |
| 1 | Speaking | Learners are expected to be able to greet the guests and to offer help in proper way. ☼ Greetings ☼ Offering help | AT THE AIRPORT | |
| 2 | Speaking , Reading , Writing, and Listening | Learners are expected to be able to open, present, and close a speech. And to introduce him or herself and other people onboard, beside that they can making or promote information by writing in magazine or brochures or they can read. ☼ Presenting tour , the also tell the price and facilities ☼ Introducing him or herself and other people. ☼ Promoting the tourism object | WINTER WONDERLAND U. S. A. FUN VOCATION | |
| 3 | Speaking | The learners are expected to be able to give information about the itinerary systematically. ☼ Give informations about itinerary | CITY TOUR | |
| 4 | Speaking | Particiants are expected to be able to make an appointment for next meeting or event. With guests. ☼ Making an appointment | AT THE AIRPORT | |
| 5 | Speaking, Listening, reading, and Writing. | Participants are expected to be able to describe an object or a place to the guests clearly. ☼ Describing places ☼ Telling a Tourism object with facilities and accommodation. ☼ Telling what people like to do on vocation. | GOING PLACES | |
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