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b. Janice Yalden’s Model
A communicative syllabus, according to Yalden 1987: 109, is a syllabus which is designed for describing a classroom. The purpose of Yalden’s model is to
present a syllabus which considers the communicative needs of the learners. The model consists of seven steps Yalden, 1987: 101-118, 138-153, namely:
1 The Needs Survey Needs survey is conducted to study the learners’ needs and to determine the
objective that is attainable for the learners. 2 The Description of Purpose
Conducting needs survey will give the syllabus designer direction for describing the purpose of a language program. She explains further that the purpose of the
language program can also be investigated from the setting in which the survey is conducted.
3 The Selection or Development of Syllabus Type The choice of syllabus type is done when the general category of a language
program has been decided. She employs a proposed range of syllabus from a structural syllabus to a completely learner-centered one. There are six types of
syllabus proposed by her. They are: Type I: Structural – Functional
This type involves a separation of forms and communicative function. It suggests that the linguistic forms process the communicative function.
Type II: Structures and Functions
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This type provides a structure in a communicative function. It enables the learners to study the linguistic form and the communicative
function.
Type III: Variable Focus Variable emphasizes the language program shifts according to the level
of proficiency. Thus, the emphasis is not determin ed by the given topics, but by the needs of the learners.
Type IV: Functional The objective that is stated in this type of syllabus is in terms of
communicative function. The linguistic forms, however, are not abandoned.
Type V: Fully Notional This type of syllabus is applicable for the learner who already has
adequate proficiency of English, but the syllabus still needs to be specified for a very particular purpose.
Type VI: Fully communicative This type of syllabus is also called learner-generated syllabus. The
learners become the source of input. 4 The Production of a Proto-Syllabus
At this stage the description of contents is conducted in accordance with the type of syllabus. The designer should also remember the purpose of the program of
which the specification of syllabus contents will be taken accordingly.
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5 The Production of a Pedagogical S yllabus The specification of every single word and phrase will be conducted in this stage.
Therefore, the production of a pedagogical-syllabus will be completely developed.
6 The Development and Implementation of Classroom Procedures The communicative syllabus brings a significant change in the teacher’s role. The
teacher should regard himself as a facilitator tha n a leader. The classroom procedures, therefore, are conducted based on the learner’s activities rather than
the teacher’s. 7 Evaluation
Evaluation can be done at every stage, which enables the designer to revise the type and the content of the syllabus.
From the above points, Yalden’s stages start from the importance of conducting needs survey for which the program is prepared. It is done to establish
realistic and acceptable objectives. Yalden’s Language Program Development is shown in Figure 2.
Needs Survey 1
Development Implementation
of Classroom
Procedures 6 Evaluation 7
Selection Development
of Syllabus
Type 3
Description of Purpose 2
Production of a
Pedagogical
Syllabus 5 Production
of a Proto-
Syllabus 4
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Figure 2 Yalden’s Language Program Development Yalden, 1987: 88
c. Borich’s Model
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