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challenging tasks and presented in ways which can suppor t the learners‟
desired task outcomes achievement Tomlinson, 2005, p. 9. Materials should expose the learners to language in authentic use.
Materials can expose authentic input through their advice, instructions, texts, and activities. To support the language learning, the input
should be comprehensible and suitable with the characteristics of authentic discourse in the target language. Tomlinson, 2005, p. 13. Furthermore,
materials should also motivate not only the learners‟ passive reception of the input but also their interaction with it.
5. Communicative Syllabus
In the last decade, there was a difficulty in syllabus construction in the area of language course design. On one side, it was believed that the syllabus
content of language course should be specified in details. On the other side, it was believed that there was no specification at all on the syllabus content of language
course. From this problem, a solution emerged. The solution stated that in a language course, syllabus content could be determined in the beginning, but
varying degrees of flexibility could also be maintained in the middle depending on the emphasis of the language communicative function. This solution is then
widely known as “communicative syllabus” Yalden, 1983, p. 85. To ensure learners acquire the ability to communicate in a more
appropriate and efficient way, ten components are included into the make-up of the syllabus. If the syllabus incorporates consideration of all ten components, the
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syllabus can be referred to communicative one since it takes into account everything required to assure communication. The following are the ten
components of a communicative syllabus Yalden, 1983, p. 86. a.
As detailed a consideration as possible of the purposes for which the learners wish to acquire the target language.
b. Some idea of the setting in which they will want to use the target language
both physical aspects and social setting need to be considered. c.
The socially defined role the learners will assume in the target language, as well as the roles of their interlocutors.
d. The communicative events in which the learners will participate: everyday
situations, vocational or professional situations, academic situations, and so on. e.
The language functions involved in these events, or what the learner will need to be able to do with or through the language.
f. The notions involved, or what the learner will need to be able to talk about.
g. The skills involved in the „knitting together‟ of discourse: discourse and
rhetorical skills. h.
The variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach.
i. The grammatical content that will be needed.
j. The lexical content that will be needed.
Furthermore, communicative syllabus is divided into six types. They are structural-functional, structures and functions, variable focus, functional, fully
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notional, and fully communicative syllabi Yalden, 1983, p. 108. The following points are the explanation of the six syllabi.
a. In structural-functional syllabus, linguistic form was introduced before
working on language functions. b.
In structures and functions syllabus, form grammar and pronunciation is retained as organizing principle of negotiation between cultural and linguistic
meaning. c.
In variable focus syllabus, the emphasis from structural progression in the beginning shifts to communicative function and finally to situation or subject-
matter. d.
In functional syllabus, the objectives determine the functions needed and the functions determine the selection and sequencing of grammatical materials.
e. In fully functional syllabus, learners whose proficiency in the second language
has to be specified for narrow purposes. f.
In fully communicative syllabus, communication is the primary objective that must be taught. Therefore, the simpler the utterances to be taught, the more
difficult and more complex tasks are developed. Of all types of syllabi, the one which is chosen as the syllabus of the
instructional materials is functional syllabus. This syllabus type is chosen because it is clearly shown that the competence standards and the basic competences in
School-Based Curriculum determine the functions to be learned by the seventh grade hearing impaired students of SLB Wiyata Dharma I. This determination
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leads to the grammatical materials selection in every developed unit in the instructional materials.
6. Eclectic Approach
