Justification of syllabus type selected: Detail about learners: All of students are international students coming to Perth to study Master program. They choose to enhance their language competence in English language school. The language class has 6 members. There are four girls: three Vietnamese and one Indian. One boy is from China and the other one is an Indian boy. The learners are in the age of twenty. These students use English as their second language in their study. Their mother tongue is different from each other: Vietnamese, Mandarin, and Hindi. Learners’ proficiency level is competence and they are following Master degree of Accounting in university. To decide a suitable syllabus and program, acknowledging learners’ objective and subjective needs is very crucial. This groups achieve almost the same proficiency level in English. Six of them already sat for IELTS test or placement test before they join the class. With the level approximately 5.5 to 6.0 for overall, according to IELST test system, they are in intermediate level. In general, learners can perform English well in informal context. However, they would need much of improvement in four skills, especially productive ones in academic context. Through subjective need, the immediate need is to improve productive skills to take higher score in IELTS test for getting PR in Australia. Their target overall score is 6.5 with no band under 6,0. As by long-term, the enhancement of their language skill support their university assignments work as well as their writing performance in future academic job. Statement of syllabus type: To meet both objective and subjective needs for teaching specific productive skill, skill-based syllabus or competency syllabus can be chosen to guide teacher. Skill-based syllabus focuses mainly on four skills: reading, writing, listening, and speaking. By using it, teachers can mainly develop strategies for a particular skill. The based theory of skill-based instructional is reductionist one. The reductionist believes that language is formulaic and predictable (Krahnke,1987); then, teacher can teach language as a separated part in a particular skill. Teacher can choose to teach specific language skills that students need to acquire. For example, to develop reading skill, strategies for skimming and scanning can be chosen. Thus, after completing a skill-based syllabus course, learners are able to produce specific language skill as a result of its instruction. From viewpoints of learners’ need, skill-based syllabus has many benefits. Krahnke claimed that “Skill-based content is most useful when learners need to master specific types of language uses, either exclusive or as part of broader competency” (1987, p.53). The main strength is from the effectiveness and relevance of skill instruction. Students who understand their weak points in language find this syllabus really help them in improving language skill. As a result, learners have big motivation to study and can achieve their proficiency goals directly. Even though this type of syllabus is very helpful for learners, it still has negative characteristics. The limited on skill-based questions the relationship between skills instruction and general proficiency. Krahnke argued that “ … the more specialized and narrowly defined the instruction, the more unlikely it is to enhance overall proficiency” (1987, p.54). The application of competency instruction is high. People can apply it in many situations which have a special need for specific skills. It is useful for vocational program, or programs for adult immigrants and refugees. Because these groups of people do not need global language ability. In another case, international students also need this type of syllabus to focus and enhance their academic at university. Normally, competency instruction is more suitable for adults than children. The explanation is that adult learners understand their language needs, while children is more suitable with global language program to develop their cognitive and academic skills. Argument for why this syllabus type is most suited to your learners’ need. Focus on skill in depth. The group of learner is a group of international students who already learn English and have the ability to use it in normal context. In this situation, teaching a program with global language cannot meet learner’s objective need. Then, skill-based syllabus focus directly to specific language skills and it aims to provide learners the strategies to achieve what they required Adult learner – they know what they want – already got English level. Suitable for learner who study academic program: “Prepare students to undertake higher education in a second language often involves teaching them specific skill such as note-taking, writing formal papers, and skimming and scanning while reading” For example, skill-based syllabus can teach learners the ability to do certain types of academic writing. Graduate students who need to read limited types of second language material in specific fields need only those specific reading comprehension skills. The efficiency and relevance of instruction are major strengths of skill-based syllabus. “To some degree, the same possibility holds for aspects of language use in academic settings, where well-defined forms and routines are supposed to occur” By making language as formulaic and predictable, learners can follow and adapt it in their language, and because they already have ability to use English, then they would just need a guidance for them to follow. And skill-based syllabus can meet that target. Skill-based instruction is most appropriate when learners need specific and especially Krahnke, K. (1987.) Approaches to syllabus design for foreign language teaching. Englewood Cliffs, NJ: Prentice-Hall, Inc.