instructional goals, but also listing the topics and determining the general purposes.
Other models are Banathy’s model and Yalden’s model. The steps in both Banathy’s and Yalden’s models are included in Kemp’s model. The reason for
choosing Kemp’s model is that in Kemp’s model, the designer can start from whichever step is ready first, and then the designer can continue designing the
other steps.
2.1.4 Syllabus Types
According to Tom Hutchinson and Alan Waters 1987:80, a syllabus is a document which says what will or at least what should be learnt. There are six
types of syllabus:
2.1.4.1 Topic-BasedTheme-BasedContent-Based Syllabus
The primary purpose of instruction is to teach some contents or information using the language that the students are also learning. 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. The content teaching is not organized around the language teaching, but vice-versa. Content-based language teaching is concerned with
information, example: a science class taught in the language the students need or want to learn, possibly with linguistic adjustment to make the science more
comprehensible, for example: The Rig, Fishing Jobs, Traps and Geology, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Reservoir Fluids, Natural Flow, Blowout Control, Drives and Stimulations, Directional Wells, Jobs on the Rig, etc.
2.1.4.2 Structural Syllabus
The content of language teaching is a collection of the forms and structures, usually the grammatical features of the language being taught.
Examples: nouns, verbs, adjectives, statements, questions, subordinate clauses.
2.1.4.3 FunctionalNotional Syllabus
The content of 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. Examples of functions include: informing, agreeing, apologizing, requesting; examples of notions include size, age, colour, comparison, time, and
so on.
2.1.4.4 Skills Syllabus
The content of the language teaching is a collection of specific abilities that may play a part in using language. Skills are things that may people must be
able to do to competent in a language, relatively independently of the situation or setting in which the language use can occur. The primary purpose of skill-based
instruction is to learn the specific language skill. A possible secondary purpose is to develop more general competence in the language, learning only incidentally
and information that may be available while applying the language skills, example: organizing your studies, improving your reading efficiency, taking
notes, taking part in seminars, writing an essay, etc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.1.4.5 Situational Syllabus
The content of the language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves
several participants who are engaged in some activities in a specific setting. The language occuring in the situation involves a number of functions, combined into
a plausible segment of discourse. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples:
seeing the dentist, complaining to the landlord, buying a book at the book store, meeting a new students, and so on.
2.1.4.6 Task-Based Syllabus
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. The
tasks are defined with as activities with a purpose rather than language learning, but, as in a content-based syllabus, the performance of the tasks is approached in a
way that is intended to develop second language ability. Language learning is subordinate to task performance, and language teaching occurs only as the need
arises during the performance of a given task. Tasks integrated language and other skills in specific settings of language, for example: applying for a job, talking with
a social worker, getting housing information over the telephone, etc.
2.1.5 Kurikulum Tingkat Satuan Pendidikan KTSP
