19 context of learning, and the whole component of learning activities in which
students can achieve the objective of learning. Richards and Rodgers 1986: 21 specified the differences between the
two polar types of syllabus, “a priory syllabus” and “a posteriori syllabus”. “A priory syllabus” or linguistic matter syllabus refers to the materials in course
given, in which the linguistics content is specified. In the “a posteriori syllabus” or process-based syllabus, however the language content is secondary, and no
longer becomes the target of teaching. The material is prepared after a course is taught.
Pauline C. Robinson 1991: 34-45 classified three types of syllabus, namely content-based or product syllabus, method based or process syllabus, and
skill-based syllabus. The explanation of each syllabus can be presented as follows:
a. Content-based or Product Syllabus
Content-based or Product Syllabus consists of structural syllabus, notionalfunctional
syllabus, situationalcontextual
focus syllabus,
and topicinformational focus syllabus. Structural Syllabus consists of an ordered set
of language items, typically graded by supposed difficulty of learning. Meanwhile, in notionalfunctional syllabus the notion or function becomes the
basic unit of learning. Situationalcontextual focus syllabus the situation e.g. registering for a course, visiting a doctor, at the bank, etc becomes the basis of
activities. Topicinformational focus syllabus consists topics relevant to the students or to the content of the students’ word or specialist study.
20
b. Skilled-based syllabus
There are two kinds of skill-based syllabus, namely based on language skills and based on learning skills. Skilled based syllabus that is based on
language skills divided into four skills, namely productive speaking and writing, and receptive reading and listening. Skilled-based syllabus that is based on
learning skills focused on the constituents of the language skills namely sub-skills and micro-skills.
c. Method based or process syllabus
Method based or process syllabus consists of method process or learning process syllabus and task or procedural syllabus. The key future of this kind of
method process or learning process syllabus is that what happens in the classroom is a matter for negotiation between the students and the teacher to determine the
content and process of learning. Both of the students and the teacher negotiate to use any syllabus or a mixture or different type of syllabus. The reason is to
create condition that the students feel they would learn best. Meanwhile task or procedural syllabus consists of a set of tasks or activities ordered according to
cognitive difficulty. Class activities are devoted to performance of the tasks, and the conscious attention to or discussion on language is needed if it is necessary for
completion of the task. The model of syllabus that is used in SMA Seminari Pius XII Kisol is
adopted from the model of syllabus of School Based Curriculum. The syllabus consists of the identity of lesson, competency standard, basic competencies,
21 indicators, materials, teaching learning activities, evaluation, time allocation, and
sources or references.
6. School-based Curriculum
