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5 Sharing Personal Experience
In this task the students narrate, describe, explore, and explain attitudes, opinions, and reactions.
6 Creative Tasks
This task is the combination of previous task such as listing, ordering and sorting, comparing, etc.
4. Syllabus
The teacher needs a syllabus as a guideline to help in teaching-learning activities in order to achieve success in learning process. According to
Hutchinson and Waters 1987: 80 a syllabus is a document which says what will or at least what should be learnt. Nunan 2004: 27 says that syllabus is a basis
plan courses of various kinds. He also presents two kinds of syllabus which are:
a. Product-Oriented Syllabus
Product-Oriented Syllabus focuses on the knowledge and skills which learners should gain as a result of instruction Nunan, 2004: 27. There several
syllabuses belong to Product-Oriented Syllabus as follow:
1 Grammatical Syllabuses
Here, syllabus input is selected and graded according to grammatical notions of simplicity and complexity. Grammatical syllabuses introduced one item at a
time and required mastery of that item before moving on to the text. It seems to be the language consists of a finite set of rules which can be combined in various
ways to make meaning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2 Functional-Notional Syllabuses
In general, function may be defined as the communicative purposes for which we use language. And notion is the conceptual meanings objects, entities, state
of affairs, logical relationship, and so on expressed through language.
3 Analytic Syllabuses
In Nunan’s book, Wilkins 1975: 13 says that analytic syllabuses are organized in terms of the purposes for which people are learning language and
the kinds of language performance that are necessary to meet those purposes.
4 Synthetic Syllabuses
In synthetic syllabus, the different parts of language are taught separately and step by step so that acquisition is a process of gradual accumulation of parts until
the whole structure of language has been built.
b. Process-Oriented Syllabuses
Based on Nunan 2004: 40 process-oriented syllabuses emphasize the students’ experience in learning activities. He also explains about three kinds of
process-oriented syllabus which are:
1 Procedural Syllabuses
This syllabus is organized around tasks, rather than in terms of grammar and vocabulary. Moreover, the syllabus consists of the specification of the tasks and
activities that the students will engage in class.
2 Task-Based Syllabuses
Task-based syllabus is similar to procedural syllabus that is organized around tasks. Richard, Platt, and Weber 1985: 289, in Nunan’s book 2004: 45,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19 present that a task is an activity or action which is carried out as the result of
processing or understanding language. The task can be real-world tasks and pedagogic tasks that the students are required to carry out in the classroom.
5. Movies
