Teaching by providing for teaching English, and English for early childhood or

elementary school students. It is hoped that students will acquire English competency of
professional teachers and can provide materials or number of subjects with the use of English
as the language of instruction. This is in line with the needs of elementary school students in
which they received a number of subjects including English.
Teaching design is set in the discussion English syllabus design is based on current
theories communicative competence in English Language Teaching involving four areas of
competence: grammatical competence, sociolinguistic competence, discourse competence,
and strategic competence. This design develop proposals syllabus to look for more effective
ways

to

improve

communication

skills

of

students

and

to

replace

structural

competence in the former with a communicative syllabus competency.

The following figure shows the evolution of the linguistic theories. Language Curriculum.
Based on these concepts, a language curriculum is an overall language program which
includes teaching objectives, specification of contents, learning activities that aim to achieve
the objectives, ways to measure learning achievements, and evaluation of each aspect of the
curriculum. A language curriculum design can be seen as a kind of writing activity and as
such it can usefully be studied as a process. Curriculum Models. In language teaching, there
are three common models of curriculum. The firstis the content model. The second is the
objective model. The third is the proces model. Procedure for Developing a Curriculum.
Curriculum development refers to a series of curriculum activities that will provide a
framework that helps teachers to carry out teaching activities. The framework will also help
the students to learn as effectively as possible in a given situation. Theories for a curriculum
development process may vary from one to another depending on the views and beliefs of the
curriculum designers.
Applying the theory of communicative competence language teaching reveals some
significant the problem. This includes) 'educational background, qualifications, and
experience of lecturers; b) adaptation and input from students; C) the cost of the project or
financial support; d) physical education facilities or support; and e) academic English
language classroom environment. Regarding the gap between The current theory of
communicative competence and field implementation, transition models may be required
namely the transition from the old to the new version.
Transition model in the form of the design of a the proposed syllabus that combines
structural linguistics new perspective of communicative competence. This means transition
model is not entirely based communicative competence. The proposed syllabus design model,

named competence task-based syllabus is a strategy to reduce the transition of students of

structural based on communicative competence-based language teaching. This design
identifies four areas of competence and ten types of tasks. Competencies are: a) the
grammatical competence, b) sociolinguistic competence, c) discourse competence, and d)
strategic competence.
A communicative approach in designing a syllabus is a broad way to language
teaching that focuses on communication as the organizing principle for teaching rather than a
focus on the mastery of the grammatical system of the language. The communicative
approach appears to have become synonymous with progressive and innovative language
teaching. The communicative approach is a continuous process of expression, interpretation,
and negotiation of meaning. ln addition, it is a dynamic rather than a static concept.
Concerned with the communicative approach as the integration between communication and
culture, where members of the community will behave and interpret the behavior of others
according to the knowledge of the communicative system they have available to them. This
knowledge includes, but is not limited to, the formal possibilities of the linguistic code. So,
an adequate theory of communicative competence must be sufficiently general to account for
all forms of communication.
Competency-Based Syllabus, in which students competencies are required for the
course as well as competencies to be developed during the course are outlined and explained,
resulted in increased student performance. The Competency-Based Syllabus is taken into
consideration to be an appropriate approach to specifying the objectives of a syllabus or
curriculum of English Language Teaching (ELT) in Indonesian universities although it is
quite late as this approach has been used long in other countries such as the United States and
Australia.
Based on the literature study, the principles underlying Communicative Language
Teaching (CLT) are relevant to the Competency Based Syllabus. They are: Learners learn a
language through using it to communicate; Authentic and meaningful communication should
be the goalofclassroom activities; Fluency is an important cliinvnsion ofcommunication;
Communication involves tln- integration of differentlanguage skills; Learning is a process of
review construction and involvestrial and error.
This syllabus uses tasks as the unit of analysis rather than structure, notion, or
function commonly used in the earlier syllabus types such as the Structural or NotionalFunctional Syllabus. Grammatical competence consists of five tasks. They are: a] spelling
letters/letters and numbers, and say English voice [phonologicalcompetence); b)

understanding of the main words and words are functional [lexical competence); c)
understand the rules of noun phrases and construct and presents a text description that
describes the object by using the object phrases; d) understand the rules of word and sentence
formation or structural skills: tenses, active and passive voice, direct and direct speech, rate
comparison, gerund and infinitive, affixes and its derivatives, conditional sentences,
relative/adjective clause, causative, use desires, etc.; and e) build sentences types: simple,
compound, and complex sentences; and build tenses: statement, interrogative, imperative,
demand, and exclamation sentences (structural competence). It sociolinguistic competence
consists of three tasks. They are: a] understand English 'language teaching for elementary
school students including strategies like singing a song, simple play movie/drama, play
games/play for fun; create an attractive media, etc. based socio-cultural context; b) able to
teach using English as the language bilingual instruction in the social context of SD school
level; and c) produce appropriate utterances between introduction. Discourse competence has
one task: combining grammatical forms and meanings to achieve a text in a variety of genre
in the form of different types of texts: poetry, procedures, descriptions, reports, news,
narration, telling, parody, discussions, exhibitions, argumentatives, reports, letters,
announcements, etc. strategic competence consists of one the task: to use the contents of the
relevant language as language function/expression in English clearly organized and coherent
manner in accordance with the genre and communicative situation; selecting relevant content
and express their using appropriate ofvoice tone, body language, and gestures. As discussed
in chapter four, various tasks performed by students presented different degrees complexity
depending on the type of oftask demands. Identification the complexity of the task of
showing the student needs to have Sufficient language skills to complete a specific task.
Sufficient mastery of the language will result in communication and grammatical aspects of
the problem as seen in some of the tasks performance. Visual aids sometimes has significant
support affect students in completing the task. Ability describe the object, for example, is
even more evident in the setting where visual support, which represent objects described, is
not available.
The syllabus should reflect the real needs of students in English language teaching
and learning. The design should be based on Current theories Teaching English and based
Empirical findings. So, it will meet the needs of the students. It Practice the language
addressed by developing a form of language or Use of language, or in other words, should
focus on 'active' English.

Comparison between structural design and communicative one shows that there is a
discrepancy between both. The difference is very clear in the content syllabus, where the first
is based on the temporary structural both communicative oriented. These findings are
important because they clearly point to the need for education effort to create a close
relationship between what offered in the design and what is needed by the students in their
future work. The education gap, Elfen, would justify the argument for designing the proposed
syllabus that can be offered to departments in order to prepare students to acquire the
necessary the language skills needed in their work as professional future primary school
teachers. Reason for developing the syllabus. Based on a needs analysis, it shows that
students need competencies and tasks in the teaching and learning process English. Design
ofthe syllabus should not be based on a 'passive England, but must be based on
communicative competence as orientation organizing principle. It is necessary to appoint
here that the design contains only teaching syllabus item competencies and tasks in the form
of transition models. The proposed teaching design is derived from the analysis. Current
theories of teaching English, students needs, and teaching observation and learning. It
implementation may not present much of a problem for lecturers because they can take
advantage of their experience with some additional components. However, the design of the
proposed teaching, syllabus-based competence, will require a different. Approach in its
implementation because it consists of a task as syllabus items and completion of tasks require
a number of structural and communicative competence items that support task. Syllabus
competency-based assignments will certainly requires a change in approach and attitude
toward teaching and learning and the role borne by the student. Based on the above
conclusions, the design of this teaching suggests the following proposals: a. CompetencyBased Task syllabus recommended for adopted in teaching English subjects, because has a
strong pedagogical justification as described in previously. In adopting the proposed design,
integrated grammatical competence conducted in each task. So, grammatical items must be
selected in such a way that only the relevant aspects of the required for certain tasks
argitaught. This view points the need to teach the relevant items in a particular structural task.
Similarly, the item must also be selected vocabulary based on their relevance. then
communicative competence should be the foundation of every task that design can promote
active
communication
or
English
communicative.
b. There are three prerequisites that must be met before adopt the proposed design. First, the
implementation of Syllabus of Competency-Based Task requires faculty and students to have
sufficient knowledge and understanding of the competence-task based language teaching. If
they are not familiar with it. The training program primarily for faculty must designed. This
program should include, among others, case, the theory underlying current English language
teaching, the concept of competency-based task language teaching, assessment and
sequencing tasks, teaching engineering, teaching media, materials design, and assessment or
evaluation. Second, the department must support programs for implementation The proposed
syllabus requires some physical support such as visual aids, audio-visual or multimedia, a
comfortable classroom setting, etc. where tasks can performed optimally. The third is the time
allotment. Rationing sufficient time should be proportional available.