Syllabus

Design
GROUP 3 :
REGINA CAHYANI ZAMRUDI
YOLLANDA PELECIA
ZAHRANI ESA MULYA
 List of content

Functions of
01 What is syllabus? 02 syllabus

Component
03 Types of syllabus 04 of syllabus
 01
What is Syllabus?
A syllabus is a document that communicates information about a specific
academic course and defines expectations and responsibilities. It is generally a
summary of the curriculum which includes; course policies, rules and regulations,
required texts, and schedule of assignments.

According to Brown (1995) “A syllabus provides a focus for what should be

studied, along with a rationale for how that content should be selected and
ordered.”

Robertson (1987) states that, “Curriculum includes the goals, objectives, content,
processes, resources, and means of evaluation of all the learning experiences
planned for people both in and out of the school and community through
classroom instruction and related programs.
 02
Functions of
Syllabus
For the Instructor/teacher:

1. Helps in planning and organizing a course.

2. Communicates teaching styles.
3. Provides an important document in teaching.
4. Guides lesson planning.
5. Developing assessments of learning outcomes.
6. Focuses day-to-day teaching on the key goals and objectives.
7. Creates a learning contract with students.
8. Helps reduce student anxiety about the course.
9. Establishes credibility with students as an organized,
responsible, and considerate teacher.
10. Allows to set policies that enable teachers to work
comfortably.
For Students:

1. Explains what students should learn by the end of the course.

2. Clarifies specific course objectives, and expectations.
3. Explains how the student will change as a result of the successful
completion of the course.
4. Acquaints the students with the plans of the course.
5. Defines student responsibilities for successful work.
6. Describes active learning.
7. Provides a conceptual framework.
8. Helps the student assess her or his readiness for the course.
9. Provides an opportunity to list academic support resources.
 03
Types of Syllabus
 1. Structural syllabus
A structural or formal syllabus is one in which the content of language teaching is a
collection of the forms and structures, usually grammatical, of the language being taught.
Examples of structure include: nouns, verbs, adjectives, statements, questions, complex
sentences, subordinate clauses, past tense, and so on.

2. Notional syllabus
A notional syllabus is one in which the content of language teaching is a collection of the
functions that are performed when language is used. The syllabus is organized in terms of
content rather than the form of the language. The notional syllabus has as its focus the
semantic content of the target language.
Examples of functions include: informing, agreeing, apologizing, requesting, promising, and
so on. Examples of notions include size, age, color, comparison, time, and so on.

3. Situational syllabus
A situational syllabus is one in which the content of language teaching is a collection of real
or imaginary situations in which language occurs or is used. The primary purpose of
situational language teaching syllabus is to teach the language that occurs in the situations.
Examples of situations include: seeing then dentist, complaining to the landlord, buying a
book at the bookstore, meeting a new student, asking directions in a new town, and so on.
 4. Skill-based syllabus
A skill-based syllabus is one in which the content of language teaching is a collection of specific
abilities that may play a part in using language. The primary purpose of skill-based instruction is
to learn specific language skills. A possible secondary purpose is to develop more general
competence in the language.
Examples are reading skills such as skimming and scanning; writing skills such as writing specific
topic sentences or writing memos, reports; speaking skills of giving instructions, personal
information, asking for emergency help over the telephone; and listening skills such as getting
specific information, listening to foreign radio for news, talking orders in a restaurant and so on.

5. Task-based syllabus
A task-based syllabus 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.
Examples are applying for a job, talking with a social worker, getting housing information over
the telephone, completing bureaucratic forms, collecting information about preschools to decide
which to send a child to, preparing a paper for another course, reading a textbook for another
course, and so on.
 6. Content-based syllabus
A 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. The subject matter is primary, and language learning
occurs incidentally to the content learning.
Example of content-based language teaching is a science class taught in the
language that the students need or want to learn, possibly with linguistic
adjustments to make the science more comprehensible.
 04
Component
of Syllabus
1. Instructor Information
All syllabus should include the instructor’s name, e-mail address, phone number,
and office hours. The relevance of other contact information depends on the type
of class.

2. Course description
A course description is a brief summary statement or paragraph about the nature
of a course. Well-written course descriptions use active voice, whole sentences,
and direct statements.

3. Course Objectives/Outcomes
Course objectives or outcomes, detail the specific goals of the course as they relate
to student performance. Strong course objectives are specific, measurable, clear,
and related.

4. Course Methodology
Course methodology refers to how the class approaches student learning. Many
online courses feature a variety of learning methods, including readings, case
studies, tests, quizzes, and discussions.
5. Grading Criteria
Many students focus their attention on the section of the syllabus that lists the
grading criteria. Teacher should spend time writing unambiguous grading criteria
for each method that will use to grade students.

6. Grade Computation
The grade computation section of the syllabus is the second section to which
students give considerable attention. Teacher should specify the value of each
graded item in the course so that students know how to weight their focus in the
class.
7. Course Policies
Many institutions use standardized syllabi with predefined course policies;
however, instructors often must rewrite course policies designed for face-to-face
courses to make them relevant for online courses.

8. Learning resources
Learning resources are references, objects and/or materials used for learning
activities, in the form of print and electronic media, resource persons, as well as the
physical, natural, social and cultural environment.
 Ressources
Salman Sabbah, S. (2018). English Language Syllabuses: Definition, Types,
Design, and Selection. Arab World English Journal, 9(2), 127–142.
Irfani, B. (n.d.). SYLLABUS DESIGN FOR ENGLISH COURSES. Institut
Agama Islam Negeri (IAIN), 22–41.
Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the
development of effective instruction. Atlanta, GA: Center for Effective
Performance.
Thank You!

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