87 4.
Developing the Syllabus
After the learning purpose was described, the writer selected a syllabus. The syllabus was task-based syllabus which emphasized on the language use.
According to Brown 2007: 51, “A task-based curriculum, then, specifies what a learner needs to do with the English language in terms of target tasks and
organizes a series of pedagogical tasks intended to reach those goals.” The syllabus consisted of the general description of the course, the standard
competence, the basic competence, the topics, the learning indicators, the learning materials, the learning activities, the time allotment, and the sources of the
materials.
5. Producing Proto-syllabus
This step was the step to specify the content of the syllabus. This stage involved the specification of the topics, the selection of the learning materials, and
the specification of the learning purposes. a.
The Specification of the Topics The topics were selected based on the general purpose and the results of
the needs analysis which included students’ needs, preferences, interests, and learning situation. The topics were presented on Table 4.4 in the following page.
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88 Table 4.4 The Topics of the Designed Materials
Unit Topics
1 MEANINGFUL WORDS
2 “Hey I Have a Good Map”
3 BE AWARE OF SIMPLE THINGS
4 Love, Life, Wisdom
5 Share the Love, Life, and Wisdom…
6 I Know, U Know, We Know
7 Scrap and Scratch
8 Cheapy-Speedy-Friendly
b. The Selection of the Learning Materials
In selecting the learning materials, the writer collected various authentic English reading and writing texts from various sources such as the Internet,
magazines, textbooks, and newspapers. The texts were selected based on the topics decided before. The lists of learning materials in each unit are presented in
Table 4.5.
Table 4.5 The Learning Materials of the Designed Materials No.
Topics Learning Materials
1. MEANINGFUL
WORDS •
Texts “Purposes of Reading”, “Reading Techniques: SQ4R”, “Yugoslavia War”, and
“Indonesian Big Five Ghosts” •
Language focus: vocabulary verbs, nouns •
Language exercise: expressing ideas and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89 No.
Topics Learning Materials
• summarizing text
• Social skills: reflection, pair discussion.
2. “Hey I Have a Good
Map” •
Texts “Compose Yourself” and “Mind Mapping: A Powerful Creative Tool”.
• Language focus: simple present and future
tenses. •
Language exercise: mind-mapping, revising. •
Social skills: group work, constructive commenting
3. BE AWARE OF SIMPLE
THINGS •
Texts “11 Mistakes in Writing”, “Wordcare”, “The Abolishment of Becak”, and a personal
letter. •
Language focus: grammar, diction, verbs, nouns, articles, prepositions.
• Language exercises: summarizing, error
analysis •
Social skills: pair discussion, tolerance. 4.
Love, Life, Wisdom •
Texts “The Lucky Octopus”, narrative theory, and a jumbled story.
• Language focus: simple past tense
• Language exercises: reading
comprehensions, mind- mapping, drafting, composing, revising.
• Social skills: constructive suggestions,
constructive competition, problem-solving, peer-motivating, and culture appreciation.
5. Share the Love, Life, and
Wisdom… •
Texts “An Unpleasant Experience” and a personal letter.
• Language focus: simple past tense
• Language exercise: sequencing events,
drafting, composing, editing, and revising. •
Social skills: sharing experiences, empathy, appraisals
6. I Know, U Know, We
Know •
Texts “Tom Yum” •
Language focus: command verbs, nouns •
Language exercises: writing processes •
Social skills: contributive group, positive competition, culture awareness
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90 Table 4.5 Continued
No. Topics
Learning Materials
7. Scrap and Scratch
• Texts “What is Global Warming?” and
“What are the Greenhouse Effects?” •
Language focus: adjectives, nouns •
Language exercises: the writing processes •
Social skills: sharing ideas, contribute ideas, green actions
8. Cheapy-Speedy-Friendly
• Pictures of futuristic vehicles
• Language focus: simple past tense, simple
present •
Language exercise: the writing process, integrating text types
• Social skills: peer-editing, proofreading,
appraisal, reflection
c. The Specification of the Learning Purposes
After selecting the topics and learning materials, the writer specified the learning indicators. Learning indicators were aimed at making the learning
purposes were measurable. The learning indicators are presented in Table 4.6.
Table 4.6 The Learning Indicators Unit
Topics Learning Indicators
1 MEANINGFUL
WORDS Students are able to:
• identify reading purposes
• grasp the benefits of reading
• obtain essential information about reading
techniques SQ4R •
develop their reading skills 2
“Hey I Have a Good Map”
Students are able to: •
grasp the benefits of writing •
identify writing steps •
organize ideas using brainstorming mind-
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91 Table 4.6 Continued
No. Topics
Learning Indicators
• mapping techniques
• shape ideas into good paragraph
3 BE AWARE OF
SIMPLE THINGS
Students are able to: •
recognize common mistakes in writing for beginners
• comprehend the parts of speech
• revise the mistakes they find in others’ writings
• develop their writing skills
• contribute constructive revision to his her
friends in polite manners
4 Love, Life,
Wisdom Students are able to:
• identify a narrative text
• recognize the generic structures of narratives
• to compose their own narratives using writing
techniques •
cooperate and contribute ideas for the sake of humanity
• develop their imaginative writing
5 Share the Love,
Life, and Wisdom… Students are able to:
• identify recount texts
• differentiate between a narrative and a recount
• employ steps of writing to share their past
experiences •
share about feelings and thoughts in written forms
• develop writing skills
6 I Know, U Know,
We Know Students are able to:
• identify procedure texts
• use command verbs
• arrange clear instructions for daily life
communication •
share about knowledge and information through procedures
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92 Table 4.6 Continued
No. Topics
Learning Indicators
7 Scrap and Scratch
Students are able to: •
identify descriptive texts •
identify the generic structures of descriptive text
• produce descriptive texts
• share about knowledge and information
through detailed information in descriptive texts
8 Cheapy-Speedy-
Friendly Students are able to:
• integrate genres in both reading and writing
• present ideas in organized composition
• share values and awareness about
environment •
sum up the learning activities into a piece of writing
6. Producing Pedagogical Syllabus
