20 Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
21 The teacher cannot know exactly what language the students will use. 22 Intrinsic motivation will spring from an interest in what is being
communicated by the language. Those 22 characteristics will be used as the reference in developing a
set of supplementary integrated English materials for the seventh grade students of SMP N 2 Sidoharjo.
b. Theory of Language
The communicative approach in language teaching starts from a theory of language as communication Richard and Rodgers, 2001: 159. The
primary function of a language itself is for interaction and communication. Thus, the functional and communicative dimensions are more considered than
the grammatical and structural views. The goal of a language teaching is to develop what Hymes 1972 referred to as “communicative competence.” It
means what speaker needs to know in order to be communicatively competence in a speech community. As quoted by Richards and Rodgers
2001: 160, Hymes describes that language performs seven basic functions. 1 The instrumental function: using language to get things.
2 The regulatory function: using language to control the behavior of others.
3 The interactional function: using language to create interaction with others.
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4 The personal function: using language to express personal feelings and meaning.
5 The heuristic function: using language to learn and to discover. 6 The imaginative function: using language to create a world of the
imagination. 7 The representational function: using language to communicate
information.
c. Theory of Language Learning
As quoted in Richards and Rodgers 2001: 161, Brumfit and Johnson 1979 offers three elements of an underlying learning theory that can be
discerned in some CLT practices. The first element is communication principle. It involves real communication promote learning. A second element
is the task principle. This element include activities in which language is used for carrying out meaningful task promote learning. And the third element is
the meaningfulness principle. Language that is meaningful to the learner supports the learning process.
d. The Syllabus
Robertson 1971: 564 as stated in Yalden 1987: 18 defines syllabus as a statement of the plan for any part of the curriculum, excluding the element
of curriculum evaluation itself. The syllabus itself should be viewed in the context of an ongoing curriculum development process. Krahnke 1987, 10 –
12 formulated six types of syllabus. They are:
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1 A Structural Syllabus – the content of language teaching is a collection of the forms and structures, usually grammatical of the language being taught
structure: noun, verb, adjective, adverb, past tense, and so on 2 A Notional Functional Syllabus – the content of language teaching is a
collection of function that is performed when language is used. The examples of function are agreeing, apologizing, informing, requesting, and
so on. Whereas information of notion includes age, size, color, comparison, time, and so on.
3 A Skill-based Syllabus – the content of language teaching is a collection of specific abilities that may play a part in suing language. Skills are things
that people must be able to do in order to be competent in the language. The purpose of this syllabus is to learn the specific language skill and to
develop more general competence in the language, only incidentally any information while applying the language skills. Skill-based syllabus
include: linguistic competencies pronunciation, grammar, vocabulary, sociolinguistic and discourse together into generalized types of behaviors,
such as writing well-formed paragraph, listen to spoken language to catch the main idea, giving effective oral presentation, reading text for the main
ideas, and so on. 4 A Situational Syllabus – the content of language teaching is a collection of
real or imaginary situation in which language occur is used. A situation usually involves several participants who are engage in some activity in a
specific setting. The purpose of this syllabus is to teach the language that
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occurs in the situation. The examples of situation are seeing the dentist, asking direction in a new place, complaining the service, and so on.
5 A Task-based Syllabus – the content of language teaching is a collection of series of complex and purposeful tasks that the students need or want to
perform with the language they are learning. The goal of this syllabus is teaching the students to draw on resources to complete some pieces of
work. Task that can be used for language learning is task that they have to perform in some cases. The examples of the tasks are applying for a job,
talking with social workers, reading a textbook for another course, and so on.
6 A Content-based Syllabus – this is not really a language teaching syllabus at all. The purpose of the instruction is to teach some content or
information using the language that the students are also learning. It is more concerned on the information. The example of content-based
language learning is a math class taught in the language that the students need or want to learn.
A set of supplementary integrated English materials for the seventh grade students was designed based on national curriculum that applies in the
school. The writer will use three kinds of syllabus. Those are functional, structural, and a skill based syllabus. Functional syllabus is concerned on the
function when the language is being used. The use of real life situation like greeting, apologizing, and asking and giving information will help the
students’ mastery easily. The syllabus brings the students to use language to
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express their feeling in everyday situation. Moreover, structural syllabus helps the students to achieve the target language. Since the designed materials
are integrated materials, the use of skill based syllabus is really important. Skills are things that people must be able to do in order to be competent in the
language.
e. Types of Learning and Teaching Activities
