This article presents an ESP (English for Specific Purposes) syllabus model for an Islamic Banking Study Program grounded in systematic needs analysis. It argues that syllabus design should start from clearly mapped communicative demands of students’ future academic and professional tasks—such as reading Sharia-compliant financial documents, drafting reports, delivering presentations, and handling client-facing interactions—so that learning outcomes align with real workplace discourse and program outcomes.

The proposed model integrates OBE principles by translating needs-analysis findings into measurable learning outcomes, targeted language functions, and authentic task sequences. Core design principles include domain relevance (Islamic finance terminology and genres), skills integration (reading–writing–speaking–listening in workplace scenarios), scaffolding from general to specialized competence, and performance-based assessment through projects and simulations that mirror industry practices.