very crucial for teachers because syllabus is a plan of work as well as guideline and content for class content. For students, syllabus can be “a route map” of the
course. The effect may be similar to that of using a published textbook for the course rather than a series of hand out that is the students can see that there is a
plan and how the individual lesson fit together Hutchinson and Waters, 1994: 81
a. Types of syllabus
Krahnke 1987 stated that there are six types of syllabus. The types of the syllabus are clarified as follows:
1. A Structural or Formal syllabus.
A structural or 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 language structures: nouns, verbs, adjectives, statement, questions, subordinate clauses, complex sentences, past
tenses, and so on. They may include other aspects of language from such pronunciation and morphology.
2. A Notional functional syllabus
A Notional functional syllabus is a syllabus in which the content of language teaching is a collection of function as those are performed when language is used,
or of the notions that language is used to express. Examples of functions include informing, agreeing, apologizing, requesting, promising, and so on. Examples of
notions include size, age, color, comparison, and so on.
3. A Situational syllabus.
A situational syllabus is a syllabus in which the content of language teaching is a collection of real or imaginary situation in which language occurs or
used. A situation usually involves several participants who are engaged in some activities in a specific setting. The primary of a situational language teaching
syllabus is to teach the language that occurs in the situations. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book
at the bookstore, meeting a new student, asking direction in a new town, and so on.
4. A Skill-Based Syllabus.
A skill-Based syllabus is a syllabus in which the content of language teaching is a collection of specific abilities that may play a part in using language.
Skills are things that people must be competent in language, relatively independently of the situation of setting in which the language use can occur. The
primary purpose of skill-based introduction is to learn the specific language skills. A possible secondary purpose is to develop more general competence in language
learning incidentally only information that may be available while applying the language skills. Skill-based syllabus group teaches linguistic competencies
pronunciation, vocabulary, grammar, socio linguistics, and discourse together into generalized types of behavior, such as listening to spoken language for the
main idea, writing the well-performed paragraph, giving effective oral presentations, reading texts for main ideas or supporting details, and so on.
5. A Task-Based Syllabus
A Task-Based syllabus is a syllabus in which the content of language teaching is a series of complex and purposeful tasks that the students want or need
to perform with the language they are learning. Task-based teaching has the goal of teaching students to draw on a variety of language forms, functions, and skills,
often in as individual and predictable way in completing the tasks. Tasks then can be used for language learning are generally tasks that the learners actually have to
perform in any case. Examples are applying for a job, taking with a social worker, getting housing information over the telephone, completing bureaucratic forms,
collecting information about preschool to decide which to send a child to, preparing a paper for another course, reading a textbook for another course, and so
on.
6. Content-Based Syllabus
