Definition of Terms INTRODUCTION
d. Production of a proto-syllabus This stage is a step in which the content of syllabus is specified. It may
include general notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, role-sets, and
communicative events, as well as grammar and lexis. e. Production of a pedagogical syllabus
At this stage, the writer specifies words and phrases which are suitable to support the language functions and the topics.
f. Development and implementation of classroom procedures Teaching techniques and other elements, such as learning activities and time
allocations, are determined to be implemented in the classroom. The writer perceives that it is sort of an outline of the syllabus realization in the
classroom. g. Evaluation
This stage is to evaluate the content of syllabus as well as the designed materials. It is also to measure the suitability of the designed materials with
the learners. h. Recycling stage
Recycling stage is the follow-up stage of evaluation. This stage is essential to make the model flexible and dynamic. It is conducted after getting
feedback from evaluation stage. The recycling stage provides feedback to the previous stages which need revision in order to meet the goals set.
Nevertheless, it does not shift the described purpose. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The stages can be summarized in Figure 2.1.
Needs survey
Description of purpose
Selection development
of syllabus type
Production of
pedagogical syllabus
Production of a proto-
syllabus Development
and implementation
of classroom procedures
Evalu -ation
Fig. 2.1 Instructional Design by Yalden 1987:88
To complete the third stage, which is selection of syllabus type, the writer elaborates some syllabuses to be selected the appropriate one. Furthermore,
Yalden 1987:94 states that “the description of purpose will not automatically yield a description of syllabus type”. Therefore, the writer should decide the
syllabus type which is going to be used as a guideline in developing materials. Nunan 1988:27 states that there are two major types of syllabus; product-
oriented syllabuses and process-oriented syllabuses. Product syllabuses are syllabuses which focus on the learners’ achievement. The syllabuses are:
a. Grammatical syllabus, which focuses on grammatical rules. b. Functional-notional syllabus, which focuses on language functions and
language notionsmeaning. c. Analytic syllabus, in which linguistic matters are learned under related
situations, discussion topics, subject matters, etc. Process-oriented syllabuses Nunan, 1988:40-60 view that the learners’
achievement depends on the learning process. Therefore, the syllabuses focus on how the learners learn. The syllabuses are presented on the following page.
a. Procedural syllabus, in which learning tasks and activities should represent the use of language rather than language exercises.
b. Task-based syllabus, in which the selection of tasks and activities is considering the subject matter, the goal, and the context.
c. Content syllabus, in which the language learning can be developed through a subject matter.
d. Natural approach, in which the central point of this syllabus is comprehension.
From the elaborations of some syllabuses above, the writer would like to choose the content-based syllabus which is properly applied in a course of English
for Specific Purposes like in the research for it establishes the language learning within subject matter. Since it views language learning can be established within a
specific subject area, the language knowledge and other knowledge are developed simultaneously. Therefore, the writer perceives that the learning would be
efficient for the learners Biology teachers can obtain both knowledge of language and knowledge of Biological matters employed as supporting
information to carry out their bilingual classes. Hence, for Biology teachers, the topics of learning should be in Biological area e.g. health, diseases, global
warming, etc..