idea of what should be achieved and how to achieve it. Fourth, a syllabus tells teachers and learners not only what is to be learned but also why it is to be
learned. Fifth, a syllabus provides a set of criteria for materials selection and or writing.
According to Krahnke 1987: 9-12, there are basically six types of syllabus, namely structural syllabus, notionalfunctional syllabus, situational
syllabus, skill-based syllabus, task-based syllabus, and content-based syllabus.
a. Structural Syllabus
A structural syllabus is the syllabus in which the language teaching content is focused on the language forms and structures grammar.
b. Notional Functional Syllabus
A notionalfunctional syllabus is the syllabus which focuses the content of the language teaching on the language functions i.e. informing, agreeing,
apologizing, and so on.
c. Situational Syllabus
A situational syllabus is the syllabus in which the content of the language teaching is organized around the real or imaginary situations in which the
language is used.
d. Skill-Based Syllabus
A skill-based syllabus is the syllabus in which the content of the language teaching is focused on the specific abilities that play roles in using the
language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
e. Task-Based Syllabus
A task-based syllabus is the syllabus in which the language teaching content is organized around the tasks that the students need to perform with the language
they are learning.
f. Content-Based Syllabus
A content-based syllabus is the syllabus in which the language teaching content is organized around the content or information the students need to
acquire using the language they learn. In deciding which kind of syllabus to employ, the writer refers to the
School-Based Curriculum. Based on the curriculum, the students are expected to acquire certain skills as the result of the instructions. For the purpose of this study,
the writer then employs the skill-based syllabus as the guidance to organize the language teaching content in this design. This kind of syllabus is employed to give
emphasis on the attainment of certain skills by the students.
B. Theoretical Framework
To design a set of instructional listening materials, the writer adapts Kemp’s instructional design model. Kemp’s instructional design steps are then
taken as the framework in developing the instructional materials. The elaboration of each step is presented as follows:
1. Identifying Learners’ Characteristics
In this step, the investigation of the learner characteristics is conducted. It is aimed at obtaining information about students’ capabilities, needs, interests,
