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g. The role of Instructional Material in TBLT
Instructional materials have the important role in promoting TBLT. The instructional materials should help the learners in achieving the objective of the
program. Materials in TBLT are dependent on a sufficient supply of appropriate classroom tasks. Otherwise, the teacher task designer should be able to choose,
create, and use the most appropriate task for the learners’ interest and needs.
4. Syllabus
A syllabus is defined as a document or statement of what will core at least what should be learned and taught Hutcinson and Waters, 1994: 80. Syllabus is
very crucial for teachers, because syllabus is a plan of work as well as a guideline and content for class content Robinson1991: 34.
a. Syllabus Types
Khranke 1987 outlines six types of teaching syllabus. 1 A structural or Formal syllabus
A structural syllabus or formal is a syllabus in which the content of language teaching is a collection of the form structures, usually grammatical,
of the language being taught. 2 A notional functional syllabus
A notional functional syllabus is a syllabus in which the content of language teaching is a collection of functions as that are performed when language is
used, or of the notions that language is used to express.
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3 A situational syllabus A situational syllabus is a syllabus in which the content of language teaching
is a collection of real or imaginary situations in which language occurs or is used.
4 A skill-based syllabus is a syllabus in which the content of language teaching is a collection of specific abilities that may play a part in using language.
5 A task-based syllabus A task-based syllabus is a syllabus in which the content of the teaching is a
series of complex and purposeful tasks that the students want or need to perform with the language they are learning.
6 Content- based syllabus A content-based syllabus is not really a language teaching syllabus at all. In
content based language teaching the primary purpose of the instruction is to teach some content or information using the language whatever content is
being taught. In this study, the writer would like to use the task-based syllabus. It is because
the task-based syllabus seems appropriate with the contents of language teaching for the first semester students of Program Khusus Institut Pertanian STIPER
Yogyakarta.
b. Reason for having syllabus in ESP
Hutchinson and Waters 1994: 83-84 outline eight reasons for having syllabus in ESP. The eight reasons are explained on the next page.
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