SITUATIONAL SYLLABUS

CONTENT

Definition of Situational Syllabus

Theoretical assumption

Components

The Process of Situational Syllabus

The Product of Situational Syllabus

Advantage

Disadvantage

Conclusion

?Syllabus

A situational syllabus is often defined as one in which thecontents are organized according tosituations in which certain language islikely to be employed

(Richards, et al, 1985:260; Ur, 2000:178; Schulz, 2005).

DEFINITIONS

THEORITICAL ASSUMPTION

Language is always used in context, never in isolation and the choiceof linguistic forms are restricted by social situations.

(Dr. Andrew Finch, EFL Syllabus Design ,2008)

The situational syllabus is based on the communication situations. Itselects, organizes, and presents language items according tosituations. For instance :

at the airportAt the bank In the classroom

COMPONENTS

(Situational Syllabus)

AIMS to prepare learners for future situations where they might use the language

OBJECTIVES to learn grammar, build vocabulary and develop four basic skills in particular situations

NON-LANGUAGE

OUTCOMES

other reasons instead of knowledge

1. Affective Cultivation

e.g.: confidence, high motivation and interest

2. Learning Strategy

e.g.: cultural understanding, thinking skill and interpersonal skill

LEARNING

CONTENTS

Knowledge

a collection of real or imaginary situations, which are always chosen according to the following factors

Communicative needs

Language items involved

The learners’ interest

Cultural differences

Topic

those the students can talk about in a certain situation

Language items

vocabulary or structure related to the communication in a situation

Skill : speaking, writing, listening

IMPLEMENTATION

taking part in the activities, through

o choral imitation,

o Elicitation (role play)

o substitution drilling and

o question-answer drilling,

hence, students grasp the basic principles to communicate in a situation

EVALUATIONOral or written test and performance

(mastering some vocabulary and structures, students get to communicate in different situations)

The Process of Situational Syllabus Design

Analyzing and matchingthe situation with the daily life of students

Listing situation

Creating in conversation based on the situation

professional

Teacher

Appendix

Dr. Andrew Finch, 2008, “EFL Syllabus Design.”

Product in syllabus design is mainly concerned with

what students are expected to learn; or in other words,

the objectives of the syllabus.

The main priority in product of situational syllabus is

communicative competence

The Product of Situational Syllabus

ADVANTAGES

Motivating learnersLearner-centered not subject-centered.

It takes account of the learner and his needs

Concrete contexts: learners learn language structures within thosecontexts thus making it easier to visualize and then remember

Wilkins (1976)

Advantage 2

Improving communicative

competence

Language teaching begins with

the spoken language, and

material is taught orally before

it is presented in written forms

Advantage 3

Enhancing inductive ability

Though the conversation (dialogue) students are expected to understand the application of structure and vocabulary indirectly in a conversation.

Disadvantage 1

Syllabus can not include all the situations in the real life

A situational syllabus will be limited for students whose needs were not

encompassed by the situations in the syllabus

Physical situational setting doesn’t necessarily predict the language

forms that will be used

Wilkins (1976)

Disadvantage 2

Artificial dialogues can not be used in natural languageLanguage as practiced in the classroom and language

as spoken in the real world can be quite different

Grammar items and structures are not arranged in a systematic way

The sequencing of situations was generally random, making it impossible to grade the structures without

falsifying the situations

CONCLUSION

“useful as a situational syllabusmay be in certain circumstances……

it does not offer a general solution to problems of syllabus design.”(Wilkins)

Appendix

AIMS OBJECTIVESNON-LANGUAGE

OUTCOMELEARNING CONTENT IMPLEMENTATION EVALUATION

The students

will learn how

to practice

conversation

in the

classroom

The students will

be able to

practice simple

conversation in

the classroom

Affective

Cultivation

e.g.: confidence, high

motivation and

interest

Learning Strategy

e.g.: cultural

understanding,

thinking skill

and

interpersonal

skill

A. Conversation

IN THE CLASSROOM

Asti : Good morning, Zaki.

Zaki : Good morning, Asti.

Asti : Any homework today?

Zaki : I don't know for sure. Just ask Madya.

Asti :Madya, is there any homework?

Madya: We have Math homework.

Zaki : Have you finished it, Madya?

Madya: Not yet.

Asti : Let's do it together.

B. Expressions:

Good morning

Any homework today?

I don’t know for sure

We have Math homework

Have you finished it?

Let’s do it together

Imitation,

(teacher read aloud

the conversation)

Elicitation,

(teachers allow

students to do role

play with mate)

Question-answer

drilling

( teachers can take role

to ask question or

student are allowed to

ask answer-question

with their partners

Oral Test

Written Test

Performance

Process of designing

Dr. Andrew Finch, 2008, “EFL Syllabus Design.”

Conclusion 2

In closing, it is a great importance to note that

“no single type of syllabus is appropriate for all teaching settings”

This is due to the fact that

We can choose a syllabus to implementmust be based on all present investigation and valuable

insights to create a language program and course.