Syllabus has a very important role in the teaching learning process in the Electrical

DEVELOPING THE ENGLISH SYLLABUS FOR SPEAKING SKILL FOR THE STUDENTS OF ELECTRICAL ENGINEERING STUDY PROGRAM Aly Imron Abstract: Syllabus has a very important role in the teaching learning process in the Electrical Engineering Study Program of the State Polytechnic of Malang in which the professional/ vocational study program purposes has to be based on the students' needs with the reasons to motivate the learners' achievement and performance. Developing the English speaking syllabus for the students of Electrical Engineering Study Program is very crucial and urgent to do because the existing syllabus used has not yet fulfilled the requirements of how a syllabus should be, in terms of its explicitness, pragmatic and pedagogical efficiency as stated by Yalden (1984: 13- 21). Considering the fact that there is a gap of three semesters in which English is not provided, that is, semester 3, 4, and 5, it c an be judged that the students cannot practice English maximally as their competences gained in semester one and two. Practically, the problem of this study is formulated as: What is the appropriate English syllabus for speaking skill for the students of Electrical Engineering Study Program of the State Polytechnic of Malang to be able to implement the speaking skill competence? To answer the question, this study uses research and development with the procedure of language program development which is modified from Yalden (1987). The research uses questionnaire and interview as the instrument to collect the data. Besides, the document of the existing syllabus is also used to give further information. Developing the English syllabus can be categorized as the educational research and development (R and D), meaning that the syllabus produced follows the step of needs survey to gain the data of the students that is validated by the prominent person in instructional program, verified by empirical validation and revised based on both expert and empirical validation. Moreover, the model of development is adopted from Language Program Development (Yalden, 1987:88-89). The model covers the following stages, that is, Stage 1: Conducting the needs survey; Stage 2: Determining the goal and objective of the course; Stage 3: Selecting the syllabus type; Stage 4: Writing the proto syllabus; Stage 5: Writing the pedagogical syllabus for the students of Electrical Engineering Study Program; Stage 6: verifying with the experts and revising, and Stage 7: Implementing the classroom procedure and revising the final product. The product of the study is English syllabus for speaking skill and instructional material in the models of a lesson plan. Keywords: an ESP syllabus, developing syllabus, Electrical Engineering Study Program