18 which is a more detail description of the curriculum for the teaching-learning
process
b. Text-Based syllabus
“Text-Based syllabus is a response to changing views of language and language learning” Feez and Joyce, 2002: 3. It integrates how language is
structured and used in social context. As the ability to use language relate to the practice of using the language itself, therefore, syllabus that is based on the text is
provided. The text itself can be in the form of written text, recording, cassette, video or other sources, which can present the implementation of the target
language. It is used to provide students with the use of language in the social context so that they will be able to learn how to use the language in the real
context. The aim of using Text-based syllabus is to adjust students with language
in use and to know how to use the language. Huffman 2000: 3 declares that “there are some characteristics of Text-based syllabus such as syllabus type, view
of language, syllabus elements, content, and methodology”. The following are the detail information about the characteristics of text-based:
a. Syllabus Type “A Text-based syllabus can be thought as a type of mixed syllabus. It is
because all elements of various others syllabus type can constitute a repertoire from which a text-based syllabus can be designed” Feez and Joyce, 2002: 3. The
19 text given can be a mixture of all of the teaching materials. It means that through
reading the text students can learn how to use the language in the real condition. The students can have a picture of the implementation of language itself. Besides,
the students also can learn the implementation of grammar materials. It is more about how to use the grammar in the real conversation. This explanation shows
that by using a Text-based syllabus students can learn grammar of the language, the implementation of grammar and the use of language in a context in a time, as
all of those elements can be found within a text. Although many aspects teaching materials can be found in a Tex-based syllabus but it focuses on the development
of students’ communicative skill. “A 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. Therefore, the purpose of using text-
based syllabus is to make the teaching learning activity become as easy as communicating in their daily life. Text-based syllabus focuses on the development
of students’ communicative skill. It is because they can understand how to use and how to implement the language through the text.
b. The View of language Feez and Joice 2002: 3 claim that “language occurs as the whole text,
which is embedded in the social context in which it is used”. This characteristic of text-based syllabus aims to introduce the social background of the language that is
learned by the students. “Texts are produced in, and determined by social
20 contexts, so that it is possible to identify the determining social elements in the
structure and grammar of individual texts” Knapp and Watkins, 2005: 22. The understanding of the social contexts of a text is needed so that students can see
how to use the language. It means that people learn language through working with the whole text of the individual text.
“Texts cannot occur without any context, as within a context the grammatical function of the text can be learned” Hejlmselv, 1961 cited in Knapp
and Watkins, 2005: 21. It is concerned with stratifying language. He proposes that there were many strata and at each stratum, there were the variables “form of
content” and “form of expression” operating at the same time. Based on this explanation, a text can help the students to learn language not only for learning
the grammatical aspect but also for learning how to use their grammatical knowledge in the real context or in the daily life.
c. Syllabus elements “All the elements of a text-based syllabus are given unity and direction
by being organized with reference to holistic models of content and methodology” Feez and Joice, 2002: 3. Text-based syllabus presents the structural
interpretation of a text that is differentiated by its genre. Through learning the genre the students can analyze the real implementation of English teaching. They
can have examples of the use of English in their daily context so that they can imitate it to make their own text.
21 Based on the characteristics of genre, Hardy and Klarwein 1990: 3
divide it into two types of text. They are literary genres and non-literary genres. Non-literary genres contain report or factual objective description such as short
description, history report, geography report, and science report. While literary genres consist of short stories, which are presented in the form of narrative,
recount, procedure, and newspaper report. The detail explanation about genre will be presented in the next discussion.
d. Content “The content of text-based syllabus is based on the whole text which are
selected in relation to learners needs and the social context which learners wish to access” Feez and Joyce, 2002: 3. It means that text-based syllabus emphasizes
on the strength of text, which covers the condition and the social context that is faced by the students. It represents “the unit work of a text is designed completely
relate to the text, so that later students can work in a sequence of it. It is cited in Feez and Joyce” 2002: 22 that
“The process of text-based syllabus design can be initiated from the perspective of the following elements:
a. topic and related contexts of language use
b. texts type and related language features discourse features at the level of
the whole text, grammatical and lexical features at the level of the clause c.
skill and strategies d.
activities” Therefore, we can see that by using Text-based syllabus teachers can
provide text that is appropriate to deliver the material that should be discussed for the students. The text also can be a basis of teaching-learning activities, as by
22 using text teachers can discuss the language use or vocabulary that are used in the
text, and create activity to understand the language application in the real condition. For example: in order to discuss a procedural text a teacher can create
an activity, which implements the text-based such as learning about how to make a kite so that students can really understand the expressions that are used in
procedural text. Based on the explanation above, we can notice that text-based syllabus serves a text within a context and completely with its grammatical
function and the unit work that will facilitate students to apply their understanding of the text with the right grammar.
e. Methodology The methodology, which supports text-based syllabus, is based on a
model of teaching and learning in which the learner gradually gains increasing control of text-based. “Methodology refers to the underlying approach which
influences how students work with syllabus content in the class room” Feez and Joyce, 2002: 2. Therefore, genre approach is suggested to apply the text-based
syllabus, as it occurs in the form of text. “Genres are classified according to their social purpose and identified
according to the stages they move through to attain their purpose” Knapp and Watkins, 2005: 22. Therefore, genres classification or the social purpose relates
to the text’s grammatical function. For example a text which social purpose is used to retell the story that happened before in the form of narrative. The use of
past tense type of grammar is needed, as it is used to retell the events that
23 happened in the past. The use of grammatical function will change if the social
purpose of a text is also changed. Hence, text, genre, and grammar have a good relationship to each other in order to build a good text.
B. Theoretical Framework
There are two research questions in this study. The first question concerns with the teachers’ perceptions toward the implementation of Text-based
syllabus used in Senior High School’s teaching-learning process. In researching the teachers’ perception there are some theories to be noticed. Firstly, the nature
of perception. It is used to help the researcher understand the meaning of perception. The second point is the factors influencing perception. It is used to
help the researcher find out factors influencing teachers in perceiving the syllabus design.
In order to answer the first research question, the researcher uses the theory of perception that is stated by Huffman. The process of perception itself
includes selecting attention, organizing, and interpreting. Besides, perception is influenced by the perceiver, target, and the situation of the object of perceiving. It
is supported by the theory of factors of perception presented by Robins. Therefore, how teachers perceive the implementation of Text-based syllabus will
depend on themselves. It means that the teachers will select, organize and interpret their own.
With the purpose of answering the second question the researcher uses the theory of curriculum stated by Schubert. The theory explains about the meaning
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