SUMMARY

GROUP 1(TBI-D)

Kholifatul Azizah (204180102)

Muhammad Fajar (204180111)
Nevada Shofi (204180119)

CURRICULUM, SYLLABUS AND KIND OF SYLLABUS

A. Curriculum
A set or system of plans and arrangements regarding the content and learning
materials that are guided in teaching and learning activities etymologically, curriculum is
a curriculum lesson plan originating from Latin, which is currere which has many
meanings, namely running, fast, progressing quickly, undergoing and trying.
Curriculum understanding according to the expert
 kerr, jf (1968) is all learning that is designed and implemented individually or in
groups both at school and outside of school
 inlow (1966) a comprehensive effort specifically designed by the school to guide
the results of learning that have been determined
a. Curriculum function

curriculum as a tool in education has a variety of functions in education that are

very instrumental in the use of curriculum functions as follows:

1. curriculum adjustment: function functions as an adjustment is the ability to adjust to

changes in the environment because the environment is dynamic
2. differentiation function: The curriculum functions as a differentiator is a tool that
provides services from various differences in each student that must be valued and served
3. preparatory function: curriculum functions as preparation which implies that the
curriculum as an educational tool is able to prepare students for further education
4. selection function: the curriculum functions as an election providing opportunities for
students to determine the choice of learning programs according to their interests or
talents
5. diagnostic function: implies that the curriculum is an educational tool that is able to direct
and understand students' potentials and weaknesses in themselves. if you understand the
 potential and know its weaknesses, it is expected that students can develop their potential
and improve their weaknesses
b. Material and component of curriculum
 material (component):objective component: curriculum is a learning system that is used
to achieve goals because the success of the learning system is measured by the number
of objectives achieved. according to Ministry of Education Regulation No.22 of 2007 at
the education unit level is divided into primary and secondary levels, the purpose of
primary and secondary education is to lay the foundation of intelligence, knowledge,
personality, noble character and independent life skills as well as following further
education while the aim of secondary education
 teaching material component: is something that is given to students for teaching and
learning materials in order to achieve the objectives with criteria: appropriate and
meaningful for student development, reflect social reality, contain scientific knowledge
that can be tested
 Strategy component: refers to the approach and methods and equipment used in the
teaching and learning process
 evaluation component: is examining the level of achievement of a curriculum goal in the
process and learning outcomes of students who have an important role in providing
decisions of evaluation results in developing curriculum models so as to know the level
of success of a student in achieving his goals

B. Definition of sylabus

For teaching foreign language is important to know the different educational

tools that are essential in the teacher`s planning, for that reason,we must define the term
“syllabus” : a syllabus is a plan of what is to be achieved through our teaching and our
students’ learning’ (Breen,1984, p 54). At the sametime, other authors define syllabus “as
a statement of what is to be learnt” (Hutchinson and waters, 1987, p 80); in this sense)
candling (1984, cited in mohammad, 2008, p 1) suggests a different perpective implying
that syllabuses are “social conntruction, produced interdependently in classroom by
teachers and learners…’

Finally, the syllabus is a framework where the teachers and student can find what
to teach, how to teach, what to learn and how to learn, based on objectives, where
content, structure, methodology, activities, material and resources are organized.

For now, brief definitions of the six types of syllabi to be examined are as
follows:
1. A structural (or formal) syllabus is one 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, statements,
questions, complex sentences, subordinate clauses, past tense, and so on, although
formal syllabi may include other aspects of language form such as pronunciation
or morphology.
2. A notional / functional syllabus is one in which the content of the language
teaching is a collection of the functions that 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, time, and so on.
3. A situational syllabus is one in which the content of language teaching is a
collection of real or imaginary situations in which language occurs or is used.
Exampels of situations include: seeing the dentist, complaining to the landlord,
buying a book at the booksthre, meeting a new student, asking directions in a new
town, and so on.
4. . A skill-based syllabus is one in which the content of the language teaching is a
collection of specific abilities that may play a part in using language. Skills are
things that people must be able to do to be competent in a language, relatively
independently of the situation or setting in which the language use can occur.
5. A task-based instruction the content of the teaching is a series of complex and
purposeful tasks that the Students want need to Perform with the language they
are learning. The tasks are defined as activities with a purpose other than language
learning, but, as in a content-based syllabus, the performance of the tasks is
approached in a way that is intended to develop second language ability.
6. A content-based syllabus is not _really _a language teaching syllabus at all. In
content-based language teaching, the primary purpose of the instruction is to teach
some content or information using the language that the students are also learning.
An example of content-based language teaching is a science class taught in the
language the students need or want to learn, possibly with linguistic adjustments
to make the science more comprehensible.