The first type of syllabus is Structural Syllabus. This is one common type of syllabi which has grammatical form in the organizing central feature. This syllabus sometimes also called as formal syllabus, traditional syllabus and synthetic syllabus. It focuses to develop the content from the structural linguist. The orientation of this syllabus focuses on the knowledge and skill which it can give the good result of instruction for the learner. The structural syllabus is arranged from simple grammatical structure to more complex grammatical structure. The content of language teaching is a collection of the forms and structures that consists such as nouns, verbs, adjectives, statements, questions, subordinate clauses, and etc.
The second type is national or Functional Syllabus. This one kind of syllabus which has function orientation to linguistic tradition. This type differs with structural syllabi. This focuses on communicative competence within the actual form. The content of this syllabi in the language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express. For examples of functions include: informing, agreeing, apologizing, requesting; examples of notions include size, age, color, comparison, time, and so on.
The third type is situational syllabus. it is the other type of syllabi that refer to situation where the communication takes place. The content of this syllabi focus on language teaching is a collection of real situations in which language occurs or is used. This usually comprise some participants who are doing some activity in a specific setting. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. For example seeing the dentist complains to the landlord, and buying a book at the book store.
The fourth type is skill-based syllabus. It has content of the language teaching as a collection of specific abilities that may play a part in using language. It’s emphasize about the skills and things that students must be able to do to be competent in a language. So that, refers to Linguistic competencies such pronunciation, vocabulary, grammar, and discourse.
The fifth type is content-based syllabus. This syllabi has primary purpose of instruction is to teach some content or information using the language that the students are also learning. The students are emphasized to use the language simultaneously. What they think and feel. So, they can able to mastery the language fast. The teacher and the students have change to communicate their opinion. Task-based language teaching is concerned with communicative and cognitive processes. An example a social study class taught in the language the students need or want to learn as well as.
The last type is task-based syllabus. This type has content of teaching in the series of complex and purposeful tasks that the students want or need to perform with the language they are learning. The tasks can be defined as activities with an aim other than language learning, but, as in a content-based syllabus, the performance of the tasks is approached in a way that is focused to develop second language ability. This type consist the students develop variety of language such as forms, functions, and skills, often in an individual and unpredictable way, in completing the tasks.
There are some elements of curriculum. The first is curriculum overview of the term curriculum. It has different meaning from the people such: educators, businesses and etc. Most of them see that curriculum as the "academic stuff which is done to children in school.but the other view is as teacher directions and student activities that can be obtain from any number of curriculum framer. There is some type of overview of curriculum. They are; overt, explicit, or written curriculum, social curriculum, electronic curriculum, curriculum in use and etc. the main point of this item is how to identify and know about the curriculum itself and these role.
The second element is testing. It is very important point in the learning process. Testing is one element of curriculum that can be identified as assessment, evaluation, and measurement of the knowledge, abilities and something that can be measured. In the curriculum this item has primary objective to measure of knowledge or material that has been learned by the students. There are four kinds of decision based on testing. These decisions are proficiency, placement, diagnostic, and achievement.
The third element is teaching. This element is important point in the curriculum. Because teaching relate with the teacher as subject who applies set of material in learning. Teaching is regarded as something that teacher’s effort to bring changes in learner. There are some rules that teacher assume that become a good teaching learning. These rules are: needs analysis, motivator, material developer and etc.
The four elements is material. This is crucial element for the students. Because this item can be called as students need in the learning process. Material in the curriculum should be formulated as one kind of program that should be proposed based on information from need analysis, objective setting and etc. There are three strategies that can be used by the teacher to set materials for any language program. Those strategies are: adopting, developing and adapting material.
The fifth element is goals and objectives. The term of goals is unfamiliar for the students. The term of goal can be identified as general purpose that attainable a program and aim base on perceived language and situation analysis need. The curriculum often organized around the goals of the program. Because goal relate as attempt to accomplish program achieved running well. The contrary objective can be identified as specific element which describes the particular knowledge, behavior, or skills that the students are expected to know or perform at the end of the lesson or course. There are some sources in constructing of the objective. Those are: taxonomy, the literature and other language program
The last element is analysis need. It relates the steps that are used for the teacher to prepare of the material for the students. There are some criteria that have to do, these criteria are; has a clear purpose, Is culturally appropriates, Looks at their needs in many different ways, discusses and gives hints for self-study skills, Includes a mix of skills and etc. This element has mean purpose in applying the learning process. This point is basic in teaching because before to teach the students there is consideration what the material that appropriate with the student need. So, this element can not be separated in the making syllabi for a program.
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