LTLE:Syllabus

PRESENTED BY:
AL FURQON 06122501011

1.SYLLABUS: DEFINITIONS & FUNCTIONS

1.1 Definitions
Syllabus

refers to the selection and grading of content. (Nunan:1988) According to Minister Regulation No.41, 2007 about standard process, syllabus is as a reference in developing a lesson plan. It contains subject identity, competency standard, basic competency, teaching material, teaching activity, indicator, scoring, time allocation, and learning source. (BIMTEK KTSP:2009)
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It

is developed based on Content Standard, Graduation Competency Standard and School Based Curriculum. (BIMTEK KTSP:2009). On its application, syllabus development can be done by the teacher independently or in group of work e.g. MGMP at school or several schools and education department. (BIMTEK KTSP:2009). For Senior High School/Vocational School is arranged under the supervision of National Education Department of Province. (BIMTEK KTSP:2009).
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1.2 Functions As a guide for both teacher and learner by providing some goals to be accomplished/to be attained.
(www. http://iteslj.org/Articles/Rabbini-Syllabus.html)

To

specify what is to be taught and in what order. (Prabhu, 1984)

2.SYLLABUS TYPES
Syllabus types can be divided into two super ordinate classes namely: product oriented syllabus and

process-oriented
(Nunan:1988).

syllabus

2.1 Product Oriented Syllabus focuses on things learnt at the end of the learning process (outcomes) rather than the process itself. 2.1.1 Grammatical Syllabus 2.1.2 Functional Syllabus 2.1.3 Analytic Syllabus

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2.1.1 Grammatical Syllabus Organized along grammatical lines. Focus on outcomes or the product. Learner expected to master each structural step while increasing grammar. Uses structured, sequenced practice drills.

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2.1.2 Notional/Functional Syllabus Focus is on the communicative purpose and the conceptual meaning of language. Calls for needs analysis to establish objectives. Functions such as inviting, requesting, agreeing, apologizing are taught. Notions such as age, color, size, comparison, time, etc.
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2.1.3 Analytic Syllabus The aim is the communicative structures with different degrees of difficulty. More experiential rather than linguistic content.

2.2 Process-Oriented Syllabus focuses on the skills and processes involved in learning language. 2.2.1 Procedural Syllabus 2.2.2 Task-based Syllabus 2.2.3 Content Syllabus

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2.2.1 Procedural Syllabus Structure can be best learned when attention is concentrated on meaning. Focus is on the learner. Tasks and activities are designed but not the linguistic content. Learner focuses on trying to solve the meaning behind the text.
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2.2.2 Task-Based Syllabus Using specific task to achieve a purpose. Language is developed through interaction and practice. Task must be relevant to the real world.

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2.2.3 Content-based Syllabus Goal is to teach specific information and content using the language that learners are learning. Subject matter is primary, and language learning happens concurrently. For example, in a chemistry class, linguistic adjustments are made to make the chemistry more understandable.
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3.WHY IS A SYLLABUS REQUIRED ?

According to Parkes and Harris(2002): As a contract. As a permanent record. As a learning tool.

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4.CRITERIA OF ORGANIZING SYLLABUS

According to Richards
Focus Select Subdivide Sequence

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5.CONCLUSION
Even though there types of syllabi, for one type of utilized fully in settings. are a number of it is uncommon syllabus to be actual teaching

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