Lesson Review

Name: BINTANG P I RADJAB

NPM : 202112500221

Topic : Types of syllabus & Translating goals into instructional

objectives

Types of Syllabus

There are many types of syllabus that developed by many experts. We are
going to discuss 6 out of those types of syllabus.

1. Grammar/ Structural Syllabus

Grammar/Structural Syllabus is organized principally around sentence

patterns and grammatical features. (Ramirez, 1995). Historically, the most
prevalent is the grammatical syllabus (the selection and grading of the
content is based on the complexity and simplicity of grammatical items).
The students are expected to master each structural step and add it to
their grammar collection.

And also easily measured.

2. Functional-Notional Syllabus

The terms “functional “and “notional” easily and frequently confused.

What is function? Function is the communicative act; it is the use of
language to achieve a purpose; greeting, inviting, writing an apology,
ordering, promising, advising, warning, threatening, describing, and so on.
Function is concern with social behavior and represents the intention of
the speaker or writer.’ They can be approximately equated with the
communicative acts that are carried out through language. That is why
this type of syllabus is based on Communicative Approach. Examples of
functions: Greeting (informal), „Hello” (formal), Good evening” Function:
Leave-taking (informal), So long” or „bye” (formal), Goodbye”. Function:
acknowledging an introduction (informal), Please to meet you” (formal),
How do you do? “ Function: expressing and acknowledging gratitude
(formal/informal) „Thank you”, „You are welcome”.

What is Notion? It is important that functional language must also

incorporate with specific notions; vocabulary, nouns, verbs, adjectives,
adverbs, structure verbs, miscellaneous words. The words following the
functional expression would be considered notions. A notion is a concept,
or idea and it may be quite specific, such as a vocabulary (dog, house, for
example); or it may be very general – size, emotion, movement, and
place. Month ago, in 1990, last week, and utterances using temporal
clauses A notion may be “time past”; this may include past tenses,
phrases like a beginning with when...., before..., after.... and so on.

3. Situational Syllabus

Situational Syllabus contains a collection of real or imaginary situations in

which language occurs or is used. (Saragih, et al., 2020). Situational
syllabus presents language content around social settings and the
activities associated with these settings, such as shopping at a
supermarket, eating at a restaurant or friend's home and visiting a
hospital due to an emergency. (Ramirez, 1995). Situational Based
Approach Situational language teaching is an approach developed by
British applied linguists in the 1930s 30s to the 1960s, and which had an
impact on language courses which survive in some still being used today.
This syllabus is based on Communicative Approach. Situational syllabus is
similar to a functional-notional syllabus in that it will usually contain
communication functions and notions, but in this syllabus the choice of
functions and notions depends on the situational context. This syllabus is
also closely related to the topical syllabus or thematic syllabus.

4. Skill/Competence-Based Syllabus

Is one of which skill-based syllabus or Competence-based syllabus is one

teaching is a collection of that may play a part in using language.
Competence Based Syllabus is implemented in The 2013 Curriculum in
Indonesia. This type of syllabus is based on Communicative Approach. The
term "skill/ language teaching and learning consists of four modes of
language: listening, speaking, reading, and writing. Skills are things that
people must competence" in language teaching and learning consist of
four modes language : Listening, speaking, reading, and writing.

5. Task-based syllabus

Task-based syllabus organized language content on the basis of learner

activities such as using the telephone, reading for information, answering
inquiries and following instructions. (Ramirez, 1995). Task based syllabus
uses activities that the learners have to do for non- instructional purposes
outside the classroom. This type of syllabus is based on Communicative
Approach. Tasks are a way of bringing the real world to the classroom:
developing surveys. The intent of task-based is to use learner's real-life
needs and activities as learning experiences, providing motivation through
immediacy and relevance. Krahnke (1987), said that a task-based syllabus
is similar to content-based syllabus in that both the teaching is not
organized around linguistic features of the language being learned but
according to some other organizing principle. In task -based instruction
the content of the teaching is a series of complex and purposeful tasks
that the students want or need to perform with the language they are
learning.

6. Content-based syllabus.

Content-based syllabus is not really a language teaching syllabus at all. In

content-based language teaching, the primary purpose of the instruction
is to teach some content or information using the language that the
students are also learning. According to Krahnke (1987), In concept,
content-based teaching is simple: It is the teaching of content or
information in the language being learned with little direct or explicit
effort to teach the language itself separately from the content being
taught. The students are simultaneously language students and students
of whatever content is being taught. The subject matter is primary, and
language learning occurs incidentally to the content learning.

Translating goals into instructional objectives

The link between goals and objectives

The relation between general goals at the curriculum level and specific
objectives at the syllabus level is evident in the effect which goals have on
the three concerns or means, product or outcomes. In general, curriculum
goals tend to place emphasis on one or other dimensions. This linkage is
shown graphically: the theoretical and philosophical views which mold the
intellectual tone of curriculum affect how general goals are formed. These
general goals, in turn, become the basis for specifying objectives in the
three dimensions of a syllabus: language, process or means, and product
or outcomes.

The process dimension

The process dimension refers to how interaction is carried out and

learning is achieved. To describe process within the learning context is to
describe the students’ behavior and the activities in which they are
involved while learning is going on. Process result from three major areas:

1. The organization of the language content which bring about certain

activities
2. The roles that teachers and students take on during the learning
process.
3. The types of activities and tasks in which students are engaged.

The product dimension

Product in syllabus design refers to the specification of the expected

outcomes of a course of study. These specifications are used expected
groups in quite different ways. Learning outcomes can be dividearious
growledge-oriented or skill-oriented types. When course planners choose
to focus on the knowledge aspect of the course product, they mers choose
elements of the content that students are expected to master.

Writing a complete objective

An objective is a statement which identifies exactly what the student

should do, how well it should be done, and how long it should take or
under what conditions and when the given task should be completed. The
more exact the teacher write the objective, the easier it will be for the
teacher to evaluate the student’s performance. Thus, if the teacher states
an objective in terms of specific behavior, the success or failure of a
student can be easily observed.

The complete instructional objective has the following four parts:

1. Condition: the time and the circumstance(s) under which the

behavior will be performed.
2. Subject : who does the action, the player of the action.
3. Behavior: the specific action or performance expected to be done
4. Criteria