7 To the teachers, expectantly, it gives them reference about the advantages
and disadvantages of this syllabus design so that they can improve their performance in teaching English.
To English teachers’ candidate of Sanata Dharma University, this research may give useful information about Text-based syllabus so that they may
have more understanding and knowledge to enrich the way they implement this syllabus design.
To the next researchers, hopefully it may give information and basic understanding on the use of Text-Based syllabus so that they can gain the deeper
information of it.
F. Definition of Term
The following part is the explanation of terms that are used in this study. The purpose is to avoid misunderstanding in interpreting the important terms.
They are: 1. Perception
“Perception is a conscious mental and cognitive process that enables us to interpret and understand our surroundings” Kreitner and Kinici 1992: 127.
“… perception refers to the process of selecting, organizing, and interpreting sensory data into useful mental representation of the world” Huffman, 1997: 97.
In this study perception refers to the English teachers’ point of view toward the use of Text-based syllabus in their teaching, which is seen from the
implementation of Text-based syllabus. What is meant by teachers’ perception is
8 how the teachers see and think about the Text-based syllabus that is used in KTSP
curriculum; whether the Text-based syllabus is appropriate or inappropriate; interesting or not interesting; successful or not successful for English teaching in
Indonesia. 2. Text
“In this study, text is every conversation that is found in TV, radio, daily conversation and in written story, which brings communication function to the
reader” Knapp and Watkins, 2005: 23. In this study, text is every conversation that is selected in relation to the learners’ need and social contexts which learners’
whish to access. The aim is to facilitate readers or students in understanding the use of language.
3. Syllabus
“Syllabus is an explicit and coherent plan for a course study” Feez and Joyce, 2002: 2. “Explicit is the way to utter clearly, exactly, and directly”
Hornby, 2000: 462. Besides, Coherent is logical and well organized; easy to understand and clear. In this study, syllabus is a document with an outline and
summary of topic to be covered in a course. Therefore, it is a guideline for teacher, which involves explanation or statement about what should be learnt in a
course. 4.
Text-based Syllabus “Text-based syllabus is primarily concerned with what learners do with
the language, i.e. what they do with whole texts in context. It is concerned with units of discourse called text” Feez and Joyce, 2002: 4. Text-Based has the same
9 meaning with genre-based, and or literacy-Based but in this study we will use the
term Text-Based syllabus. In this study, Text-based syllabus is statement for teacher that explains what should be learnt in a course, which uses genre approach
to implement the content of the syllabus. 5.
Approach “It is a theory about the nature of language and language learning that
serves as the source of practices and principles in language teaching” Richard and Rogers, 1986: 16. In this study, approach is the way language is taught to the
learners. It means that approach facilitate teacher teaching the language to the students.
6. Genre “Genre is the name given to the type of texts that refers to a social
purpose using language to achieve meaning in different situation and has a purpose of this form of written language, e.g. to inform, to persuade, to entertain
and to explain…” Hardy and Klarwein, 1990: 14. In this study genre is used as the approach in implementing Text-based syllabus. Consequently, the teaching-
learning process will be developed based on the text that will be discussed.
10
CHAPTER II REVIEW OF RELATED LITERATURE
