is a linguistic and instrumental level language as a semiotic system and an object of learning. The third level is an affective level of interpersonal relationships and
conduct language as a means of expressing values and judgments about oneself and
others. The fourth level is a level of individual learning needs remedial learning based on error analysis. The last level is a general educational level of extra-
linguistic goals language learning within the school curriculum.
Those objectives are general and applicable to any teaching situation. Curriculum or instructional objectives for a particular subject would reflect specific
aspects of communicative competence according to the learners; proficiency level and communicative needs.
e. The syllabus
Robertson 1971: 564, as mentioned 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. It should be viewed in the context of an ongoing curriculum development process. A syllabus describes the objectives of a particular
subject, the situations in which the teaching-learning activities might take place, and the topics that might be taught.
Krahnke 1987: 10-12 formulates six types of syllabus. They are: 1 A Structural Syllabus
A structural formal syllabus is a syllabus in which the content of language teaching is a collection of the forms and structures, usually grammatical, of the
language being taught. Examples of structures include: nouns, verbs, adjectives, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
statements, questions, complex sentences, subordinate clauses, past tense, and so on Krahnke: 1987, 10.
2 A NotionalFunctional Syllabus A notionalfunctional syllabus is a syllabus in which the content of the
language teaching is a collection of the functions that are performed when language is used. Examples of functions include: informing, agreeing, apologizing, requesting,
and promising, and so on. Examples of notions include: size, age, color, comparison, time, and so on Krahnke: 1987, 10.
3 A Situational Syllabus A situational syllabus is a syllabus in which the content of language teaching is
a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a
specific setting. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples of situations include:
