18 syllabus in order to make the course design more reliable.
4 Proto- Syllabus This stage will give much information about the content in which the
syllabus will have Yalden, 1987, p. 138. The researcher should produce the description of language and language use to elaborate in the program. Therefore,
the researcher should be able to describe the content of the syllabus. 5 Pedagogical Syllabus
This is a stage where the researcher should develop teaching, learning, and testing approaches. Yalden 1987 explains that the researcher chooses words and
phrases based on the function and the topics. 6 Development and Implementation of Classroom Procedures
Development and implementation of classroom procedures can be divided into three procedures. They are selection of exercise types and teaching
techniques, preparation of lesson plans, and preparation of weekly schedules Yalden, 1987, p. 89.
7 Evaluation The final step is evaluation which has two significant aspects. Firstly, it
evaluates the students in the program, and secondly, it evaluates the teaching as well as the over-all design of the course. The evaluation enables the researcher to
revise the types and the content of the syllabus. In addition, this step is labeled as the recycling step because the whole steps can be started again at this step
Yalden, 1987, p. 96. In order to give clearer explanation, Yalden’s language program development is illustrated in Figure 2.2.
19
Figure 2.2 Yalden’s Language Program Development Yalden, 1987, p. 88
2. Grammar
Grammar is the focus of the materials development in this research. Therefore, the discussion about grammar is very important. This section presents
three discussions about grammar. Those are the definition of grammar, the nature of grammar, and the teaching of grammar. Each of them is described below.
a. The Definition of Grammar
Commonly, people state that grammar deals with tenses, auxiliaries, adverbs, adjectives, and other grammatical terms as the structure of the sentence
pattern of the language. Meanwhile, Nunan 2003 defines grammar as a set of rules specifying the correct ordering of words at the sentence level p. 154.
According to Longman Dictionary of Contemporary English 2006, grammar is “the rules by which words change their forms and are combined into sentences p.
795.” Moreover, Richard et al. 1985, mention that “grammar is a description of
structure of a language and the way in which linguistic units such as words and phrases are combined to produces sentences in the language” as cited in Nunan,
2003. It means that grammar as a structure and foundation of a language which is
Needs Survey
Des- crip-
tion of Pur-
pose Selection
Develop- ment of
Syllabus Type
Produc- tion of a
Proto Syllabus
Produc- tion of a
Pedago- gical
Syllabus Develop-
ment and Implemen-
tation of Classroom
Procedures Evalu-
ation
20 used by the learners to make sentences.
b. The Nature of Grammar
Larsen-Freeman 2003 presents some thoughts about the nature of grammar. They are grammar is an area of knowledge, grammatical means
accurate, grammar has to do with rules and reasons, grammar is non-arbitrary, grammar has to do with psychological and social variables, and grammar has to
do with syntax and morphology pp. 13-18. As an area of knowledge, there are two types of knowledge about
grammar: knowledge about the language system declarative knowledge and knowledge of how to use the language procedural knowledge. Those types of
knowledge about grammar focus not only in memorizing the language rules but also applying them in communication. In the second thought, grammatical means
accurate, there are three aspects of grammar which have to do with accuracy. Accuracy of form, meaningfulness, and appropriateness of use are those three
aspects. Dealing with the third thought which is grammar deals with rules and reasons, the rules are the guidance about how a language is structured. The rules
as stated by Larsen-Freeman 2003, “deal mostly with accuracy of form but less with meaningfulness, and rarely with appropriateness of use.” However, the rules
are not enough. They must be competed with reasons not only to understand the logic but also use it to express and to understand utterances. The fourth thought
states that grammar is non-arbitrary. It means that in conveying meaning, a language uses a particular form from the vantage point of a single point in time.
Therefore, the arbitrariness of grammatical resources is limited and precious for
21 particular reasons. The fifth thought is that grammar deals with psychological and
social variables such as presupposition, focus, and emphasis, and social variables such as politeness, attitudes, status, and register become some considerations in
using particular linguistic form to convey a certain meaning. The sixth thought states that grammar has to do with syntax and morphology. It means that grammar
has to do not only with word order in sentences, word formation process, and the correct function of words but also the construction and interpretation of texts. The
discourse coherence and cohesion, and the interconnectedness of text are also composed by grammatical resources.
c. The Teaching of Grammar
