c. Syllabus
Material developers have to take a number of issues into account when designing materials. One of them is organizing strand of
the materials, namely course grid or syllabus Harmer, 2001. According to Nunan, syllabus consists of lists of content to be taught
in a course of study 1999. Selecting the items as well as sequencing and integrating them are the tasks done by the material developers
when writing a syllabus. Thus, Nunan adds that syllabus is seen essentially with grading and sequencing the content 1988. Harmer
also argues that a syllabus design deals with the selection of items to be learnt and the grading of those items into an appropriate sequence
2001. Thus, it can be concluded that a syllabus concerns with grading and selecting the contents or items to be taught in the materials or a
course. In designing a language syllabus, van Ek 1975 proposes
various necessary components to be considered in Nunan, 1988: 1
the situations in which the foreign language will be used, including the topics which will dealt with;
2 the language activities in which the learner will engage;
3 the language functions which the learner will fulfill;
4 what the learner will able to do with respect to each topic;
5 the general notions which the learner will be able to
handle; 6
the specific topic-related notions which the learner will be able to handle;
7 the language forms which the learner will be able to use;
8 the degree of skill with which the learner will be able to
perform van Ek in Nunan, 1988.
In addition, according to Harmer 2001, syllabuses can be different in various types as follow:
a The grammar syllabus
In the grammar syllabus, a list of items is sequenced so that the students can gradually learn the knowledge from grammatical
structures into the grammatical system Harmer, 2011. b
The lexical syllabus The lexical syllabus is the way to organize the items based on the
vocabulary and lexis such as the vocabulary related to the topics, issues of word formation, connecting and linking words, and the
like Harmer, 2011. c
The functional syllabus In the functional syllabus, the items are selected and are sequenced
based on the language functions which are considered as the events to do things such as inviting, requesting, agreeing, offering,
and the like Harmer, 2011. d
The situational syllabus A situational syllabus offers the possibility to select and to
sequence different real-life situations in which language occurs or is used. The syllabus might look something like: at the bank, at the
supermarket, at the restaurant, and the like Harmer, 2011.
e The topic-based syllabus
In topic-based syllabus, the language is organized based on different topics such as the weather, sport, survival, literature, and
so on. It is also possible to subdivide the topics into items such as the way the weather changes, weather forecasting, weather and
mood, and so on Harmer, 2011. f
The task-based syllabus A task-based syllabus lists a series of tasks and may later list some
or all the language to be used in those tasks such as telling the time, applying for a job, and so on Harmer, 2011.
g The multi-syllabus syllabus
The multi-syllabus syllabus offers the combination of items from grammar, lexis, language functions, situations, topics, tasks,
different language skills tasks, or pronunciation issues Harmer, 2011.
Among above syllabi, the multi-syllabus syllabus is taken as the basis to design the course grid for the English learning materials as
the result of this research. The reason is it is because there is no element or item predominates for all have to shift to accommodate the
others.
d. Materials Development in ESP
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