Ltle Syllabus Ppt Smt 2 presented by Al Furqon 06122501011

PRESENTED BY:

LTLE:Syllabus

AL FURQON06122501011

1

1.SYLLABUS: DEFINITIONS & FUNCTIONS

1.1 DefinitionsSyllabus refers to the selection and grading of content. (Nunan:1988)

According to Minister Regulation No.41, 2007 about standard process, syllabus is as a reference in developing a lesson plan. It contains subject identity, competency standard, basic competency, teaching material, teaching activity, indicator, scoring, time allocation, and learning source. (BIMTEK KTSP:2009)

2

Cont...It is developed based on Content Standard, Graduation Competency Standard and School Based Curriculum. (BIMTEK KTSP:2009).

On its application, syllabus development can be done by the teacher independently or in group of work e.g. MGMP at school or several schools and education department. (BIMTEK KTSP:2009).

For Senior High School/Vocational School is arranged under the supervision of National Education Department of Province. (BIMTEK KTSP:2009).

3

Cont...1.2 FunctionsAs a guide for both teacher and learner by providing some goals to be accomplished/to be attained. (www. http://iteslj.org/Articles/Rabbini-Syllabus.html)

To specify what is to be taught and in what order. (Prabhu, 1984)

4

2.SYLLABUS TYPES

Syllabus types can be divided into two super ordinate classes namely: product oriented syllabus and process-oriented syllabus (Nunan:1988).

5

2.1 Product Oriented Syllabusfocuses on things learnt at the endof the learning process (outcomes) rather than the process itself.2.1.1 Grammatical Syllabus2.1.2 Functional Syllabus2.1.3 Analytic Syllabus

6

2.1.1 Grammatical SyllabusOrganized along grammatical lines.Focus on outcomes or the product.Learner expected to master each structural step while increasing grammar.

Uses structured, sequenced practice drills.

7

Cont...

2.1.2 Notional/Functional SyllabusFocus is on the communicative purpose and the conceptual meaning of language.

Calls for needs analysis to establish objectives.

Functions such as inviting, requesting, agreeing, apologizing are taught.

Notions such as age, color, size, comparison, time, etc.

8

Cont...

2.1.3 Analytic SyllabusThe aim is the communicative structures with different degrees of difficulty.

More experiential rather than linguistic content.

9

Cont...

2.2 Process-Oriented Syllabusfocuses on the skills and processes involved in learning language.

2.2.1 Procedural Syllabus2.2.2 Task-based Syllabus2.2.3 Content Syllabus

10

Cont...2.2.1 Procedural SyllabusStructure can be best learned when attention is concentrated on meaning.

Focus is on the learner.Tasks and activities are designed but not the linguistic content.

Learner focuses on trying to solve the meaning behind the text.

11

Cont...2.2.2 Task-Based Syllabus Using specific task to achieve a purpose.

Language is developed through interaction and practice.

Task must be relevant to the real world.

12

Cont...2.2.3 Content-based SyllabusGoal is to teach specific information and content using the language that learners are learning.

Subject matter is primary, and language learning happens concurrently.

For example, in a chemistry class, linguistic adjustments are made to make the chemistry more understandable.

13

3.WHY IS A SYLLABUS REQUIRED ?

According to Parkes andHarris(2002):As a contract.As a permanent record.As a learning tool.

14

According to RichardsFocusSelectSubdivideSequence

4.CRITERIA OF ORGANIZING SYLLABUS

15

5.CONCLUSIONEven though there are a number of types of syllabi, it is uncommon for one type of syllabus to be utilized fully in actual teaching settings.

16