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Types of Syllabus - Group 6 Curmadev

The document discusses six types of syllabi: 1) grammar/structural syllabus, 2) functional/notional syllabus, 3) situational syllabus, 4) skill/competence-based syllabus, 5) task-based syllabus, and 6) content-based syllabus. Each type organizes language content differently, such as around grammatical structures, language functions, social situations, specific skills, tasks, or content topics. Syllabus design should consider students' needs and combine elements of different types to make the learning process most effective.

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447 views

Types of Syllabus - Group 6 Curmadev

The document discusses six types of syllabi: 1) grammar/structural syllabus, 2) functional/notional syllabus, 3) situational syllabus, 4) skill/competence-based syllabus, 5) task-based syllabus, and 6) content-based syllabus. Each type organizes language content differently, such as around grammatical structures, language functions, social situations, specific skills, tasks, or content topics. Syllabus design should consider students' needs and combine elements of different types to make the learning process most effective.

Uploaded by

Dwi Indriyani - 075
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TYPES OF SYLLABUS

GROUP 6 CURRICULUM AND MATERIAL DEVELOPMENT

NOVI NUREZHA PUTRI 201912500054

MELI MARIANTI MAKDALENA HUTAPEA 201912500085

RACHEL PUTRI AMELIA 201912500290

UPIT YUPITA AYU 201912500042


TYPES OF SYLLABUS Grammar / Structural Syl-
1 labus

Functional / National Syl-


2 labus

3 Situational Syllabus

Skill / Competence-Bases
4 Syllabus

5 Task-based Syllabus

6 Content-based 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.

Example of structure include : nouns, verbs, adjectives, statement, questions, complex sentences,
subordinates clauses, past tense, and so on, although formal syllabi may include other aspects of language
form such as pronounciation or morphology.

According to this syllabus, grammatical concepts such as nouns, imperatives, plural, gerund are simply
better defined than functional ones and also easily measured.
2. Functional / National Syllabus

A notional-functional syllabus is an approach where the organization of the


material is determined with notions or ideas that learners expect to be able
to express through the target language and the functions acts learners
expect to be able to accomplish (Wilkins, 1976).

Therefore, a notional-functional syllabus is a kind of communicative


syllabus which organize units with the foundation of some functions such
as asking question, expressing opinions, expressing wishes, making
suggestions, complaining, and apologizing rather than including units
instructing noun gender or present tense ending.
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

Examples : They consist of learning units with labels like 'At the wedding party', 'New
Year celebration', 'Rainy season' and so on. In all probability they are successful in
what they set out to do, but there are reasons for doubting whether they can be taken as
a model for the general organization of language teaching.
4. Skill / Competence-Bases Syl-
labus

A skill-based syllabus or competence-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 term skill/competence in language teacing and learning consists


of four modes : listening skills, speaking skills, reading skills, and
writing skills.

Skill/Competence based syllabus is a collection of specific abilities that


may play a part in using language. The primary purpose of Skill-based
instruction is to learn the specific language skill.
5. Task-based Syllabus

Task-based syllabus organized language content on the basis


of learner activities such as using the telephone, reading for
information, aswering inquiries and following instructions.
(Ramirez, 1995).

Taks based syllabus uses activities that the learners have to do


for non-instructional purposes outside the classroom
According to students cognitive skills and linguistic readiness
for particular task, their need for the particular discourse or
interactional type, and availability of resources for carrying
out the task.
6. Content-based Syllabus

According to Krahnke (1987), 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.

Content-based language teaching is concerned with information, while task-


based language teaching is concerned with communicative and cognitive
processes.

Examples of content-based language teaching are mathematics class, science


class taught in the language that the students need or want to learn, possibly
with linguistic adjustments to make the science more comprehensible.
Summary

Curriculum and syllabus are two different terms that are complementary to each other.
They are part of educational system which have to develop and revised by professional
teachers or educators to meet the demand of situation, students' needs and global trend.
The six types of syllabus: Structural Syllabus, Functional-Notional Syllabus, Situational
Syllabus, Skill/Competence Based Syllabus,Task-Based Syllabus, and Content-Based
Syllabus are types that can be used in learning process. Syllabus design does not only
focus on one type of syllabus, but they can be combined in accordance with the need of
language teaching and learning. That is why, curriculum and syllabus need to be
developed or revised to make them up to date and appropriate enough to current
situation.
Thank you…!!

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