| The present study has two primary objectives. First, it aims to identify the specific English needs of general practitioners in their workplace. Second, this study aims to design and propose a proper syllabus for general practitioners, based on the English needs analysis. Therefore, to reach the two objectives, this study also has two research questions. They are: 1). What are the needs of general practitioners in learning English? 2). What kind of syllabus design is appropriate for the general practitioners in learning English?. This study involved 30 general practitioners as the respondents of the study. The study employed a mixed-method by utilizing both questionnaires and interviews to collect the data. These data were analysed based on present situation analysis, learning situation analysis, and target situation analysis approaches proposed by Basturkmen (2010). From the questionnaires and the interviews responses obtained, the researcher found that in carrying out their duties as general practitioners, general practitioners are sometimes faced with situations where they need English. The most dominant activity of using English is when general practitioners have to read English-language literature. Admitted by general practitioners that reading activities are very important for them to upgrade their knowledge of medical science. Another finding is the high enthusiasm of general practitioners to join if an English course is held for them. This fact is interesting because in other findings it is also revealed that one of the obstacles for general practitioners to learn English is their limited time. This is certainly a challenge for the syllabus designer in allocating time according to the busyness of the prospective students. The researcher also found an interesting finding when the respondents specifically mentioned in the interview that they needed more knowledge of grammar and vocabulary. After finding out the needs of English for the respondents, to cover all of the communicative functions and linguistic competence needed by the general practitioners, by considering the busyness of the general practitioners, this syllabus was designed into four separate sessions, with speaking skills, reading skills, listening skills, vocabulary, and grammar dominating the content. The pronunciation practices, group discussions, and roleplay simulation practices were also included as additional activities in the session. Each session provides information about the topic, allocated time, language components, situations, class activities, and learning outcomes. |