CURRICULUM AND

TEXTBOOK ANALYSIS
Assalamualaikum w.w
 Our Team

Muhamad Arfinda 1700004020

Nuring Raras 170000402
Salsaabila Kaamalia 170000402
M. Hanif Nooralam 1700004024
Where, what and how: Other Bases to
Syllabus Design
First Topic
 “
Situational Syllabuses

Referred to Hornby's so-called 'situational method, in which classroom situations

were used to demonstrate the meaning of a new language item.
The other use of the rerm 'situational' matches the layperson's view of situation, that
is, refers to the contexts in which language and behaviour occur in the real world',
outside the classroom.
Basically, in considering the various aspects of a situation, we are concerned with:
the setting (Where?)
the participants (Who?)
relevant objects within the setting (What?)

Thus, to take an example, we might have the following:

Setting at a bank
Participants bank clerk, customer
Relevant travellers' cheques, passport,
Objects bank forms, currency
Second Topic
 Topic - based syllabus : selection and grading

White (1988) identifies four types of content base in syllabus design. These are :
Form (with structural focus )
Function ( with notional/functional basis)
Situation (with contextual focus)
Topic (with an information focus )

Malan and du Toit (1991:41-

The situational takes “real-word” situational as an organizing principle in
42)selecting
gradeandaffective
grading whatlevels fromThat factors that come into play are :
is to be taught.
the Participants
Setting
lowest Communicative
order to the goalhighest.
The lowest level is reception
and
indicates the learner's
willingness to receive new
Topic based syllabus take information content as the main principle for selecting
and organizing the syllabus content. Topic can be of great value in keeping
learners interest and maintaining or increase their motivation.

Grading refers to the way in which the content is organized in the

syllabus or coursebook, involving the ordering of items and the speed
with which the students progress through the course.
Malan and du Toit (1991:41-42) grade affective levels from the
lowest order to the highest. The lowest level is reception and
indicates the learner's willingness to receive new information.
The next level is response. It indicates an active decision by
the learner to react intellectually, affectively or actively to
input. The third level is valuation, during which the learner
awards a degree of importance to the learning content - he
exercises certain priorities and accepts responsibility for his
learning.
Third Topic
 Skill Based Syllabus

Skill Based Syllabus is one of design Syllabus Process. It is concerned with the selection,
sequencing and justification of the content of the curriculum. Skill means an ability to do an
activity or jobYOUR
well. TITLE YOUR TITLE YOUR TITLE
There are four mode understanding the Write
language :
your Write your
 Reading description description
 Writing here here
 Speaking
 Listening
YOUR TITLE
Write your Write your
description description
here here
Characteristics of a Skill-based Syllabus (Raillery,
1988)
 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.
 The content of the skill-based language teaching is a
collection of specific abilities that may play a part in
using language.
 The primary objective of a skill-based instruction is to
teach a specific language skill, such as listening for gist,
using proper intonation contours, reading for the main
idea, or using cohesive devices in writing.
 These specific skills are immersed with specific linguistic
competencies, such as pronunciation, vocabulary,
grammar, and discourse
 The skills-based approach drew its theoretical roots from
behavioral psychology and structural linguistics.
 Advocates of the skill-based approach view language as a
collection of separate skills. Each skill is divided into
subskills (micro and macro skills).
 These subskills are gradually taught in a predetermined
sequence through direct explanation, modeling and repetition.
 The mastery of these skills are constantly measured using
discrete point tests before learning a new one.
POSITIVE CHARACTERISTICS OF SKILL-
BASED SYLLABUS:
1. Skill-based content is most useful when
learners need to master specific types of
language uses.
2. It is possible to predict at least what material
that students really need.
3. Relevance on student-felt needs or wants
NEGATIVE CHARACTERISTICS OF SKILL-BASED
SYLLABUS:
1. Up till now, there is a theoretical question about this kind
of syllabus. That is about the whether the degree to which
ability to perform specific in language is dependent
overall language proficiency or not.
2. Besides that, there are different opinions about this
syllabus related to the relationship between skill
instruction ad general language proficiency. One side
believes that skill based syllabus will be helpful because
someone learns language specifically. But other side said
that this syllabus will limit some one’s general language
proficiency.
Fourth Topic
 Language and Cognitive Skills

Munby (1978) has provided an extensive, though non-graded, taxonomy of language skills,
which can form a useful starting point for such a specification.

Each skill is stated in terms of a verb:

understanding terminating
expressing maintaining
interpreting initiating
extracting initiating
recognizing planning
indicating expanding
56,790,500
Write here your big numbers
Thanks!
Assalamualaikum w.w