CHAPTER 4

THE SYLLABUS

Name of Group:
Miftahul Jannah
Nur Fadli
Siti Kona’ah
 The
The
Organizational
Organizational
Syllabus
Syllabus

The The
Evaluation Materials
Syllabus Syllabus

The
Syllabus

The The
Learner Teacher
Syllabus Syllabus

The
Classrom
Syllabus
Why Should We have a Syllabus?

To make the material manageable.

To give moral support to the teacher and learner.
To give a cosmetic role.
Returning to our analogy of learning as a journey.
A syllabus is an implicit statement of views on the
nature of language learning.
A syllabus provides a set of criteria for materials
selection and or writing.
Uniformity is a necessary condition of any
institutionalized activity, such as education.
In that teaching is intended to lead a learner to a
particular state of knowledge.
 Structural/
situational
Syllabus Functional/
Topic Functional/
Topic notional
Syllabus notional
Syllabus Syllabus
Syllabus

Criteria which
Skills and Are Needed in Skills
strategies
Syllabus Organizing Syllabus
Syllabus

Discourse/
Situational
skills
Syllabus
Syllabus Functional/
task-based
Syllabus
 Skills-
Centered
Approach

Language- The Role of Learning-

Syllabus in
Centered Course Design Centered
Approach Approaches Approach

The Post
Hoc
Approach
 CONCLUSION

ESP is well known for its learner-centered

and content-based approach. This aims to meet
learner-specific needs in the utilization of
English for their specific field of study. Thus,
the ideal ESP teachers must not only be skillful
in English language, but also acquire the
knowledge of a specific profession in order to
provide an effective ESP course for the learners.
This paper has highlighted some of the issues
involved in ESP curriculum development.
A syllabus helps think systematically and
coherently about how and what is being taught.
It can be argued that syllabuses should specify
content (what is to be taught). Or it can be
argued that they should specify method (how
language is to be taught).
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