THE SYLLABUS

Makalah ini disusun guna memenuhi mata kuliah: English for Specific Purposes

Dosen pengampu: Royani Afriani M.Pd

Disusun oleh:

1. Mega Islamiani (1808103146)

2. Azzahra Dinda Shabilla (1808103090)
3. Syifa Fauziah (1808103195)
4. Akira Juno Bigrow A. (1808103177)

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

TADRIS BAHASA INGGRIS
IAIN SYEKH NURJATI CIREBON
 CHAPTER 1

INTRODUCTION

1.1 Background of Paper

According to Tom Hutchinson & Alan Waters Lancaster (1986), “English for Specific
Purposes is teaching which has specified objectives”. English Language world got a long well
enough without it for many years, so why has ESP became such an important part of English
Language Teaching? In ESP students hope by learning ESP can serve as a guide to all present
and future and inhabitant of ESP, revealing both the challenges and pleasures to be enjoyed there
and the pitfalls to be avoided. The writer make this book in order we will not only explain our
reason for writing it but will also be able to presents a plan of the itinerary we shall follow, the
ESP is related to learning central approach because in development ESP has paid scant attention
to the questions of how people learn, focusing instead on the question of what people learn.
Besides, ESP divided into several focuses there are ESP for Science and Technology (EST)
divided into two English Academic Purposes (EAP) English for Occupational Purposes (EAP).
In English Academic Purposes (EAP) there is English for Medical Studies, and English for
Occupational Purposes (EAP) there is English for Technicians. English for Business and
Economics (EBE) divided into two are EAP there is English for Economics and EOP English for
Secretaries. In English for Social Sciences (ESS) divided into two EAP there is English for
Psychology and EOP (English for Teaching). However, in ESP will discuss into several chapters
such as the origin ESP, The Development of ESP, ESP: Approach not Product, Language
Description, Theories of Learning, Needs Analysis, Approaches to Course Design, The Syllabus,
Materials Evaluation, Materials Design, Methodology, Evaluation and Orientation

1.2 Formulation of Problems

1. What the meaning of Syllabus?
2. Why we should have Syllabus?
3. What kind of criteria that can organized as a Syllabus?

1.3 Purpose of Paper

1. To know the meaning of syllabus in detail ways
2. To know what sould we have in syllabus
3. To know kind of criteria that can organized as a syllabus
 CHAPTER II

DISCUSSIONS
2.1 What do we mean by a syllabus?

A syllabus is a contract between the Department-for which you act as proxy-and your
students. The Department makes decisions about how to best educate students in its discipline
and subdisciplines. A curriculum is designed by the Department and qualified instructors are
hired to teach that curriculum using their best judgement about the specific content to be
included in individual courses and best pedagogical approaches for each course. Each course
syllabus constitutes an agreement between the instructor and her students as to course content,
requirements, course policies including grading, and the course calendar.

Each instructor enjoys academic freedom with regard to the design of the courses they
teach. Attending academic freedom are certain rights as well as responsibilities. You have the
right to design and teach courses as you see fit and the responsibility to design and teach those
courses according to their titles and catalog descriptions as well as the most current knowledge
and best pedagogical practices associated with your field or discipline. To the best of your
ability, you should design your courses in ways that are responsive to your students’ abilities,
prior knowledge, and preparation.

2.2 Why should we have a syllabus?

If the instructor uses a syllabus as a communication mechanism to share assignments and

grading information with students, that information may not be sufficient if the department wants
to conduct curriculum reviews for program development purposes. The departments would need
the syllabus to include items such as course goals, objectives and outcomes.

In view of the amount of work that goes into syllabus design and the considerable weight
of authority that syllabuses have, we might usefully consider whether they are necessary. This
will reveal that just as there are acknowledge and hidden syllabuses, there are also acknowledged
and hidden reasons for having syllabus. This list of roles that a syllabus is an important in
teaching/ learning process:
 • language is a complex entity. It cannot be learnt in one go. We have to have some
way of breaking down complex into manageable units.
• In addition to its practical benefits, a syllabus also gives moral support to the
teacher and learner, in that it makes the language learning task appear manageable.
• A syllabus, particularly an ESP syllabus, also has a cosmetic role. The syllabus
shows that some though and planning has gone into the development of course . this
aspect is obviously of particular importance when there are commercial sponsor involved.

• Returning to our analogy of learning as a journey, the syllabus can be seen as a

statement of projected routes, so that teacher and learner not only have an idea of where
they are, but how they might get there.
• A syllabus is an implicit statement of views on the nature of language and
learning. A syllabus , then, tells the teacher and the student not only what is to be learnt,
but, implicitly, why it is to be learnt.
• A syllabus provide a set of criteria for material selection and / or writing.
• Uniformity is a necessary condition of any institutionalized activity, such as
education. A syllabus is one way which standardization is achieved (or at least attempted)
• In that teaching is intended to lead a learner to a particular state of knowledge,
there need to be criteria against which success or failure in reaching that state will be
assessed. A syllabus, therefore, provides a visible basic for testing.

But therein also lie dangers:

• We should be aware of why we want a syllabus and what we will use it for.
• A syllabus is a model- a statement of an ideal. A syllabus is not, therefore, a
statement of what will be learnt. It is important to remember that a syllabus can only
constitute an approximate statement of what will be though. A syllabus can never be
more than a statement of teaching ideal.
• Syllabus cannot express the intangible factors that are so crucial to learning :
emotion, personality, subjective views, motivation.
• Syllabus cannot take account of individual differences. Just as they are a
statement of the ideal in language terms, they also implicitly define the ideal learner.
 The role of the syllabus is a mind boggling one, however is plainly fulfills a great deal of
necessities. We need urgently to know about the various jobs that the prospectus plays, so it very
well may be utilized all the more suitably. Specifically we have to perceive its arrangement
nature and consequently, its impediments as a marker of learning.

2.3 On what criteria can a syllabus be organized?

There are eight criteria which are needed in organizing syllabus:
a. Topic Syllabus

Topic-based syllabus is based on topics which are selected from the students’ specialist studies
and the language analyzed based on appropriate syntax (Jordan, 1997). It is suggested that one
objective of the ESP course may be to teach this specialist content (Robinson, 1991). Ex: health,
engine.

b. Structural / situational syllabus

The focus of a structural syllabus is on aspects of grammar (e.g., verb, tenses, sentence patterns,
articles, nouns, etc.) and then the gradation of these aspects for teaching, supposedly from the
simple to the complex, and based on frequency and usefulness of these aspects (Jordan, 1997,
Robinson, 1991).

c. Functional / notional syllabus

Jordan (1997) points out, entails conceptual meanings: notions (e.g., time, space, and quantity)
expressed through language (logical relationship) and the communicative purposes (i.e.,
functions) for which we use language (e.g., greetings, requests, apologies, description,
comparisons, cause and effects, etc.). As this approach focuses on communication, the processes
of communication (e.g., problem-solving, obtaining information, interacting with people) are
often used in the teaching/learning and therefore, it is often referred to as the communicative
approach (Jordan, 1997). Ex: request, apology.

d. Skills syllabus

Skill-based syllabus is organized around the different underlying abilities that are involved in
using a language for purposes of such as listening, speaking, reading, writing, (Thakur, 2013). As
Robinson (1991) suggests, a course in writing business letters, or in oral skills for business
people, or in academic reading can be examples of this syllabus. As Jordan suggests, reading
may be classified into a number of microskills (e.g., skimming, scanning, reading for
information, ideas, opinions, etc. Ex: negotiating, being interviewed, interviewing.

e. Situational syllabus

According to Taghizadeh (201) a situational syllabus is a collection of real or imaginary

situations in which language occurs or is used. The primary purpose of a situational language
teaching syllabus is to teach the language that occurs in the situations such as in a business
setting, seeing the dentist, complaining to the landlord, buying a book at the book store, meeting
a new student, and so on. Ex: situation in the classroom, post office, front office in a hotel, etc.

f. Functional / task-based syllabus

A task-based syllabus is a series of complex and purposeful tasks that the students want or need
to perform with the language they are learning such as applying for a job, talking with a social
worker, getting housing information over the telephone, and so on (Dincay, 2010)

g. Discourse / skills syllabus

Discourse /skills syllabus emphasizes the discourse which are related with the context of its use.

h. Skills and strategies syllabus

Skills and strategies syllabus concerns to the strategies which can be used to teach and assess
students’ competence and comprehension.

2.4 The Role of Syillabus of Course Design Approaches

According to Hutchinson and waters (1987) there are 4 course design approaches, those are:
 a. Language-Centered Approach

b. Skills-Centered Approach
The syllabus provides opportunities for the learners to employ and evaluate the skills ads
strategies considered necessary in the target situation.
 c. Learning-Centered Approach
The syllabus and the material evolve together being to inform the other.

d. The Post Hoc Approach

 REFERENCES

Hutchinson , T., and A. Waters, English for Specific Purposes: The Syllabus, Cambridge:
Cambridge University Press, 1987.