THE DEFINITION OF APPROACH, SYLLABUS, TECHNIQUES AND

EXERCISES

This paper is used to fulfill the task of English Coursebook Development

Lecturer: Mrs. Anis Azimah, M.Pd

Created by Group 01:

1. Riana Dwi Eva Ningrum ( 126203212147)
2. Faradilana Natasya ( 126203212158)
3. Novita Dewi Fitriani ( 126203212162)
4. M. Zazan Yusuf ( 126203212164)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER’S SCIENCE
STATE ISLAMIC UNIVERSITY OF SAYYID ALI RAHMATULLAH
TULUNGAGUNG
2023

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 PREFACE

In the Name of Allah, The Most Gracious, The Most Merciful. First of all the writer’s
thanks to Allah SWT, because of His blessing and grace, we were able to finish this paper
entitled The definition of approach, syllabus, techniques and exercises. Second, we thank to
the Prophet Muhammad SAW, for guiding mankind to the right path.

In connection with the completion of this paper, the writer’s would like to thanks:

1. Prof Dr Matfukhin, M.Ag, as Chancellor of the State Islamic University Sayyid Ali
Rahmatullah Tulungagung.
2. Prof Dr Hj Binti Maunah, M.Pd.I as the Dean of the Faculty of Tarbiyah and Teacher
Training of the State Islamic Sayyid Ali Rahmatullah Tulungagung.
3. Dr. Ema Iftanti, S.S. M.Pd as Head of Study Program of English Language Education
at the Department of Language Education, Faculty of Tarbiyah and Teacher Training,
State Islamic Sayyid Ali Rahmatullah Tulungagung.
4. Anis Azimah, M.Pd as lecturer in English Coursebook Development courses who has
given direction and guidance so that the writer;s can complete this paper.
5. The writer’s parents, who always pray for and support the Writer’s so that this paper
can be finished on.
6. 5-D English Tadris friends who have helped provide information and support so that
this paper can be completed properly.

We hope that this paper can be useful for readers. We realize that there are still many
shortcomings in this paper. Therefore, we hope for constructive criticism and suggestions
from the readers for the perfection of this paper.

Tulungagung, August 30, 2023

The writer’s

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 TABLE OF CONTENT

PREFACE............................................................................................................................................... 2
TABLE OF CONTENT......................................................................................................................... 3
CHAPTER I............................................................................................................................................4
INTRODUCTION............................................................................................................................. 4
A. Background of The Paper.......................................................................................................4
B. Formulation of The Problem.................................................................................................. 4
C. Purpose of The Paper............................................................................................................. 4
CHAPTER II.......................................................................................................................................... 5
THEORY AND DISCUSSION......................................................................................................... 5
A.What is the definition of approach?........................................................................................ 5
B. What is the definition of syllabus?......................................................................................... 6
C. What is the definition of techniques?..................................................................................... 7
D. What is the definition of exercises?....................................................................................... 8
CHAPTER III........................................................................................................................................ 9
CLOSING..........................................................................................................................................9
A. Conclusions............................................................................................................................ 9
B. Suggestion.............................................................................................................................. 9
REFERENCES.....................................................................................................................................10

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 CHAPTER I

INTRODUCTION

A. Background of The Paper

In the world of education and learning, there are several concepts that
underpin the teaching process. In this paper, we will explore key concepts such as
approach, syllabus, technique and practice. Each of these concepts has an important
role to play in designing and delivering effective and meaningful learning.
In this paper, we will delve deeper into the definition and role of each concept:
approach, syllabus, technique and practice. With a deeper understanding of these
concepts, educators can be more effective in planning and implementing learning that
positively impacts student development.

B. Formulation of The Problem

1. What is the definition of approach?

2. What is the definition of syllabus?
3. What is the definition of techniques?
4. What is the definition of exercises?

C. Purpose of The Paper

1. To know the definition of approach

2. To know the definition of syllabus
3. To know the definition of techniques
4. To know the definition of exercises

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 CHAPTER II

THEORY AND DISCUSSION

A.What is the definition of approach?

Approach is a way of looking at teaching and learning. Underpinning this approach

to language teaching is a theoretical view of what language is, and how it can be learned.
This is consistent with (Richards and Rodgers, 1986) that approach refers to general
assumptions about what language is and about how language learning occurs. An
approaches gives rise to methods, ways of teaching somethings, which use classroom
activities or techniques to help learners learn.

The approach can be considered as our starting point or point of view in the learning
process. The main variables in learning activities are teachers and students. There will be
no learning activities if these two variables do not exist. Based on this, the approach in
learning is generally divided into two, namely the learning approach (teacher centered
apporoaches) and (student centered apporoaches). This is in accordance with what was
stated by Kellen, Roy in his book entitled Effective Strategic teaching (1998) which
suggests that there are two approaches in learning activities, namely:

a. Teacher-oriented learning approach (teacher centered apporoaches)

The teacher-oriented learning approach is learning that places students as objects in

learning and learning activities are classical. In this approach the teacher positions
himself as an all-knowing person and as the only source of learning.

b. Student-oriented learning approach (student centered apporoaches)

The student-oriented learning approach is a learning approach that places students

as learning objects and learning activities are modern. The learning approach is
student-oriented, its management, and management are determined by the student. In
this approach, students have open opportunities to do creativity and develop their
potential through activities directly according to their interests and desires. by deriving
discovery and inquiry learning strategies as well as inductive learning strategies.

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B. What is the definition of syllabus?

Etymologically syllabus means a "label" or "table of contents”. The American

Heritage Dictionary, defines syllabus as outline of a course of study. The primary
purpose of a syllabus is to communicate to the students what the course is about, why the
course is taught, where it is going, and what will be required of the students for them to
complete the course with a passing grade.1

Syllabus guides the teacher to plan out classroom activities and not overburden
students with too many concepts. For example, a syllabus is what a tutor hands out to his
students on the first day of the classroom. The syllabus is essential for both the teacher
and the student because it helps students prepare and organize the study material in a way
that facilitates learning at a reasonable pace.2 In addition, it is explained that syllabus
should contain an outline, and a schedule of topics, and many more items of information
as in the following:

1. Basic Information.

- course title/number/section, days and times taught, location of class

- semester and year course is being taught
- Teacher’s name and office number, office location, email, home phone
number (if the teacher choose to include it)
- office hours
- Web site address or group email address

2. Course or Section Description

- goals/objectives/relevance of course

3. Course or Section Texts/Materials

- required or recommended (title(s), author(s), edition(s))

- where texts can be purchased
- course pack information
- other necessary equipment or materials (e.g., graphing calculator)

4. Course Schedule/Weekly Calendar

- Dates of all assignments and exam

- dates when readings are due
- holidays and special events (e.g., field trips, guest lectures)

1
Howard B. Atman, “Writing A Syllabus” (Kansas State University: 1992), p. 01
2
Teachmint, “Syllabus Meaning”, in https://www.teachmint.com/glossary/s/syllabus-meaning/ ,
accessed August, 28 2023

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 5. Course or Section Policies

- attendance/tardy
- class participation (if you choose to formally evaluate)
- late/missing assignment
- academic dishonesty
- explicit grading criteria
- expectations of scholarship
- accommodations

6. Other Handouts or Information Relevant to the Particular Course

- Availability of outside help (e.g., tutoring services, language labs,

Sweetland Writing Center)
- unique class procedures and structures that require more detail (e.g.,
cooperative learning, case study method, class journals)3

C. What is the definition of techniques?

Technique: A technique is a single activity or device that is derived from a procedure.

It is a specific tool or approach used to facilitate language learning. Different methods may
employ various techniques

A technique is a method or way of doing something that requires skill, thought, or

physical movements. It involves the ability to apply procedures or methods to achieve a
desired result

1. Techniques can be developed through training and practice

2. They can involve technical details, such as in writing or dancing, or basic physical
movements

3. Techniques can be specific to a particular field or activity

4. They require skill and thought to be effectively applied

5. Techniques can be used to accomplish a desired aim or goal

6. They can be used to improve performance, enhance skills, or solve problems

7. Techniques can be individual and unique to each person, depending on their

preferences and abilities

3
Jennifer Sinor and Matt Kaplan, “Creating Your Syllabus” (University of Michigan: 2012) p. 28

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 In the context of education, techniques refer to specific methods, approaches, or
strategies that educators use to facilitate the teaching and learning process. These techniques
are designed to enhance the understanding, retention, and application of knowledge among
students. They provide educators with practical tools to engage learners, convey information
effectively, and foster a conducive learning environment4.

Overall, techniques are practical methods or approaches that are used to achieve
specific outcomes and require skill and practice to master.

D. What is the definition of exercises?

Exercise is an activity of repetition in the learning process that aims to motivate

students to better understand the learning materials in order to obtain better results.5 This
activity is held to train students' abilities, this activity is sometimes also called assessment.
Exercises in an educational context are activities designed to assist students in
applying and practicing their understanding of the material being taught. Writing
assignments, speaking exercises, quizzes, or small-scale projects that encourage participants
to engage in uninterrupted conversation with the subject matter are examples of exercises.
Exercises help students understand how the instructor uses the material and give them the
time they need to grasp the concepts that have been learnt.

4
Jerry Webster, The 49 Techniques from Teach Like a Champion updated on May 09, 2019
5
Stephanie Kolcun, What are Practice questions and how do I add them to my course?, 2020, P. 15

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 CHAPTER III

CLOSING

A. Conclusions
The conclusion we get from this paper is that approach is the general
framework that guides the teaching and learning process, syllabus is the lesson plan
that details the content and objectives of the course, technique is the specific method
used in teaching, and practice is the activity to reinforce students' understanding and
skills. All these elements are interrelated and contribute to an effective learning
experience in the classroom.

B. Suggestion

Thus, we can convey about the material Knowing the Definition of Approach,
Syllabus, Techniques and Exercises as the discussion of this paper, of course the
shortcomings and weaknesses due to the limited knowledge of the lack of references
or references that we get from this paper. The author hopes that dear readers will give
us constructive suggestions for the perfection of this paper. If there is something
wrong in writing our words, we apologize, hopefully this paper can be useful for all of
us.

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 REFERENCES

bdullah. (2017). PENDEKATAN DAN MODEL PEMBELAJARAN YANG

MENGAKTIFKAN SISWA. Edureligia, 46 - 48.

Zidan. (2019). APPROACH VS METHOD. Diambil kembali dari

https://muhzulzidan.com/approach-vs-method/#:~:text=Approach%20adalah%
20cara%20kita%20melihat,dan%20bagaimana%20cara%20kita%20mempelaj
arinya.

b Altman, Howard. “Writing a syllabus”. Center for Faculty Evaluation &

Development, Kansas State University, 1992.

Gannon, Kevin. "How to create a syllabus." The chronicle of higher education (2018):
2019-08.

Howard, Ben. “.” . - YouTube, 2 October 2022,

https://poslinguistica.paginas.ufsc.br/files/2019/01/XAVI
ER-2007-Language-tasks-and%20exercises.pdf. Accessed 30 August 2023

Ishak.S.Pd., M. (2011). APPROCHES and Methods in Language Teaching. surabaya:

PMN Publisher Surabaya. Diambil kembali dari
http://repositori.iain-bone.ac.id/691/1/Approaches%20and%20Methods%20in
%20Language%20Teaching.pdf

Jerry Webster, The 49 Techniques from Teach Like a Champion

https://www.thoughtco.com/techniques-from-teach-like-a-c

hampion-3111081 updated on May 09, 2019

RHALMI, M. (2018, NOVEMBER 4). MY ENGLISH PAGES. Diambil kembali dari

Discover The Difference Between Approach, Method, Procedure, And
Technique:
https://www.myenglishpages.com/blog/approach-method-procedure-and-techn
ique/

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RHALMI, MOHAMMED. “Discover The Difference Between Approach, method,
procedure, and technique.” My English Pages, 4 November 2018,
https://www.myenglishpages.com/blog/approach-method-procedure-and-techn
ique/ . Accessed 30 August 2023.Sinor, Jennifer, and Matt Kaplan. "Creating
your syllabus." Center for Research on Learning and Teaching. University of
Michigan. Retrieved September 28 (2012).

Stephanie Kolcun," What are Practice questions and how do I add them to my
course?",
https://help.echo-ntn.org/hc/en-us/articles/115010622688-What-are-Practice-q
uestions-and-how-do-I-add-them-to-my-course-#:~:text=Practice%20question
s%20are%20gradable%2C%20question,each%20question%20at%20a%20tim
e, 2020 Accessed 30 August 2023

Teachmint. “Syllabus Meaning - Definition and Syllabus Meaning.”

https://www.teachmint.com/glossary/s/syllabus-meaning/ . Accessed 30
August 2023.

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