(327047525) APPLICATION OF INTEGRATED SYLLABUS DESIGN IN GRAMMAR I(2).pdf

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DESIGNING INTEGRATED SYLLABUS OF GRAMMAR I

PREPARED FOR FOREIGN LANGUAGE LEARNERS

Abstract

This article discusses the new design of Grammar I syllabus, which is called integrated

syllabus. Commonly syllabus of Grammar is just focused on grammar itself but not integratedwith the real function of grammar. Learning Grammar without combining it with when and how

it is used in real context cannot help students much in developing their nglish s!ills. Therefore,

the teacher or lecturer needs to design a new syllabus by integrating some types of syllabus.Considering the students" need, the syllabuses that can be integrated in designing grammar

class are topical syllabus, s!ill based syllabus, tas! based syllabus, and structural syllabus.

Topical syllabus is providing the students with some information they need to be great teachers.They need to understand the related texts and write what they can catch from the texts. The

classroom activities are created based on the tas!s that the students should do in the class.#inally, the students will be engaging in classroom activities to learn grammar.

$ey words% integrated, syllabus, and grammar

I. Introduction

very lecturer must have preparation before coming to class as what the teachers

do. Their preparation in this case, is a clear syllabus prepared for a semester, so that they

can teach with clear direction. &y having the syllabus, they will reali'e their goals of

teaching and go there, not to the other direction. Therefore, syllabus will guide their

teaching and control their activities.

( syllabus contains at least four elements as goals and objectives of the subject,

the course contents, learning activities, and evaluation. They are designed and arranged

by the lecturer individually or team. )owever, a team of lecturers must be cooperative to

produce one syllabus for one subject. They discuss anything that needs discussion, so that

every lecturer can understand what the syllabus contains. (s the effect, it is expected the

students taught by different lecturers can gain the same treatment.

*aturally, a syllabus must be derived from the students" need. Thus, before

writing a syllabus, a lecturer or a team should analy'e the students" need and based on the

analysis, they will design the new one. This can be done through an evaluation to the

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their reason of ta!ing the class. The other examples are the reflection on the

teacher"s strengths as a teacher% what has been done best, giving lectures, leading

discussions, designing writing assignments, designing exams. (nother way is

listing the teacher"s differences with the students and starting with the list of the

learning goals, ma!ing a short list under each goal of the content materials that

will contribute to the hopes for what students will be able to ta!e away from the

course, and ma!ing a note beside each content topic regarding the plan to use it to

support the goal under which it is listed.

Grave% /000% ?02 states that there are many principles to this philosophy of

education. They are%

a. +ur education should promote growth of the whole person, not solely focus on

cognitive development.b. ducation is intensely personal in terms of needs and interests.

c. Learning@growth involves personal responsibility A that is the counterpoint to having

choice and guiding learning by personal goals and interests. The teacher must reflect,

plan, act, and assess.

d. 3e need to acuire capacities relevant to social living, to living in a socially desirable

and contributing manner.

e. 3e inherit a couple of duties or constraints that shape the course. This course is a

3riting mphasis course.In order to be successful in teaching, +"&rien, et al /006% >>2 uote Collins 15542

who reminds the teachers of the particular value of this communication teaching

principles on the theories behind a learning. It is called the centered class which includes

-even Brinciples for Good Bractice in ndergraduate ducation Chic!ering 8 Gamson,

15642 as follows.

a. Good Bractice ncourages -tudent 9 #aculty Contact

b. Good Bractice ncourages Cooperation among -tudents

c. Good Bractice ncourages (ctive Learning

d. Good Bractice Gives Brompt #eedbac!

e. Good Bractice mphasi'es Time on Tas!

f. Good Bractice Communicates )igh xpectations

g. Good Bractice Despects 7iverse Talents and 3ays of Learning

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3hen a lecturer designs a syllabus, she should consider the above principles.

ducation does not only focus on the !nowledge the students must gain. )e or she

must try to promote the students" growth to be a perfect human being by applying the

seven principles for good practice above. In addition, she also pays attention to the

students need and interest and serves them based on their interest and needs. The

learning growth also leads to the personality growth. Therefore, the teacher must

provide the situation that encourages the personality growth. The capacity needed to

acuire should be relevant to social living, so that they can live together in a society.

#inally, the lecturer decides some duties of the students in the course.

'. Sta"!s o# D!si"nin" Syabus

&efore designing a syllabus the main thing that the teacher or lecturer must do is

analy'ing the students" need. The students who study at nglish 7epartment at -T$IB

are going to be teachers. They have different needs from the students who study at

(ndalas niversity. &arton /01


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reach their instructors. (n alternative is to include in the syllabus a student information page

that students can complete and return during the next class which can be uploaded to the

course management system. Including a letter to the students in the syllabus can enhance the

personal nature of the course, can help relieve student discomfort, and can set a conversational

tone. The teaching philosophy statement as a way of helping students become acuainted with

the teacher@lecturer as a professional is also included. +"&rien, et al /006% >>2.

The next section of the syllabus is about the purpose of the course. It should focus on

why the course exists, how it fits into the larger curriculum, and for whom it was designed.

This section of the syllabus gives the teacher@lecturer an opportunity to discuss how the course

meshes with others in the program and with the university"s overall mission. This is intended

to introduce the goals and discuss them in depth and pursue them together.+"&rien( etal,

/006%?12

#urthermore, the description of a course is also included in the syllabus. It is said

that astrong course description in the syllabus can generate students" interest by providing a

stimulating overview of the course, including its content, value, and the philosophical

assumptions behind it. The lecturer will also want the description to reflect his@her values and

attitudes. This section of the syllabus provides students with an explanation of how the course

will be conducted e.g., through lectures, small (+"&rien( etal, /006%?12).

)aving described the course, then the course objectives are described about what students

should be able to do at the end of the semester. They usually appear either as a succinct

statement or as an outline they are ideally described with action verbs. Clear objectives can

foster a sense of partnership and an awareness that you and your students are wor!ing toward

the same goals. +bjectives provide both a focus and a motivation for learning (+"&rien( etal

/006%?>2. Then they list some basic uestions as the guide to formulate and

communicate objectives or goals%

a. 3hat are the student learning outcomes of the course in relation to the overall major

or minor degree program or professional accreditation standardsE

b. 3hat do you want your students to learnE 3hat are your course objectivesE

c. )ow will you determine that students have accomplished what you set out to help

them learnE #inally, they give some examples as follows.

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After the course, the student should:

a. 7evelop the ability to read, thin!, converse, and write critically about various literary wor!s

from diverse culturesF analy'e different examples of the psychological novelF and engage in

effective verbal and written discourse about literature and other art and media forms

b. (ppreciate the relationship of literature to life

c. (cuire critical s!ills essential to the understanding of ideas and principles central to

humanistic liberal learning, which are outgrowths of the study of important literature

d. Continue to demonstrate appropriate s!ills of effective research, reading, writing, oral

communication, individual and collaborative reflective practice, and implementation of

technology for higher order learning and for mature understanding of diverse +"&rien,

et al /006% ?;2

The teacher or the lecturer can follow the stages conveyed above. &ut she or he

also can create the syllabus of his or her own. If the school where he or she wor!s

has had the fixed format with some certain stages, she or can use it or integrate with

his own.

). *inds o# Syabus D!si"n and Int!"rat!d Syabus

Dahimpour /0102 uoted -tern, 156>% 42 who explains there are three important

views in the scope of syllabus design. The first trend is represented by Candlin and

&reen, which is called HLancast!r Sc+oo, It is not a choice between structure and

functional syllabus. The syllabus is regarded as open and negotiable. The second

direction represented by 3iddowson and &rumfit, is called HLondon Sc+oo".They put

forward what they would consider an alternative and more realistic approach in -tern,

156>%62. 3iddowson believes that a syllabus must be based on concepts of language,

language learning, and language use. alden proposes that the learner may have an

input to ma!e curriculum called Toronto Sc+oo. #or her, the syllabus is primarily a

teacher"s statement about objectives and content. It is not concerned with uestion of

the learner:s role in syllabus development. )e accepts the need for a syllabus as

unuestioned.

$rahn!e 1564% 102 in Dahimpour /0102 has proposed six types of syllabi as

follows%

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a. ( structura syabus is that the content of language teaching is a collection of the

forms and structures, usually grammatical elements such as verbs, nouns, past tense

and so on.

b. ( notiona-#unctiona syabus is the notions that language is used to express. #or

example, informing, agreeing, apologi'ing, reuesting, promising and so on

c. ( situationa syabus is that the content of language teaching is a collection of real

or imaginary situations in which language occurs or is used. #or example. -eeing

the dentist, as!ing directions in a new town, buying a boo! in a boo!shop

d. ( si/bas!d syabus is one in which the content of the language teaching is a

collection of specific abilities that may play a part in using language.

e. ( cont!nt0bas!d syabus is not really a language teaching syllabus at all. In

content9based language teaching, the primary purpose of the instruction is to teach

some content or information using the language that the students are also learning.

(n example of content9based language teaching is a science class taught in the

language the students need or want to learn.

f. ( tas/bas!d syabus is that the content of the teaching is a series of complex and

purposeful tas!s that the students want or need to perform with the language they

are learning. Tas!9based approaches syllabi, which create a favourable condition

and facilitate language development, is the main focus of this paper and are

discussed in more detail as follows%

Dahimpour /0102 then states there are three !inds of proposals for tas!9based

teaching syllabuses. They are the procedural syllabus by Brabhu, 1564%>;2, the

process syllabus by &reen, 156>% 4;F &reen 8 Candlin, 1560% 502 and tas!9based

language teaching by Long8 Croo!es, 155/2. Dichards /001%1?/91;>2 adds other

!inds of syllabus. They are called competency based syllabus, topic based syllabus,

and text based syllabus. Competency based syllabus is one which is based on a

specification of the competencies learners are expected to master in relation to

specific situation and activities. The syllabus is divided into topic and cross topic

area. #or example, the competency Hreport basic household problem" is found in the

topic Hhousing". Then, topic based syllabus is similar with the content based

syllabus described above. #inally, te text based syllabus is a type of integrated

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syllabus because it combines elements of different types of syllabus. This syllabus

is applied with a five part circle as building the context for the text, modeling and

deconstructing the text, joint construction of the text, independent construction of

the text, and lin!ing related text.

Callan and 3iddowson retrieved at > p.m, 1< =anuary, /01


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study of the classes of words, their inflections, and their functions and relations in the

sentence and a study of what is to be preferred and what avoided

+xford dictionary defines grammar as the whole system and structure of a

language or of languages in general, usually ta!en as consisting of syntax and

morphology including inflections2 and sometimes also phonology and semantics.

3hile, Cambridge dictionary defines grammar as the study or use of the rules about

how words change their form and combine with other words to ma!e sentences.

#rom several definitions above, the writer can draw conclusion that

grammar is the whole system of a language which consists of some words phrases,

and their combination into sentences. The system allows the learners understand the

meaning easily. It studies how words change their forms and combine with other

words to ma!e sentences.

&. S!1u!nc! o# Gra$$ar

The distribution of content of the course must be arranged as well as possible.

The arrangement may influence the students" desire to learn nglish. If they feel

frustrated in learning from the ealier, they may not be interested in learning nglish

in the future. Therefore, the distribution is very important in maintaining the

students" continuity in learning.

Dichard /001%1?0912 lists some criteria of seuencing the content. They are

from simple to complex, chronology based on the seuence of events which occur in

the real world, need the order of importance to the students" lives, prereuisite

learning, whole to part or part to whole, spiral seuencing, which involves the

recycling of items to ensure that learners have repeated opportunities to learn.

3hatever the seuence will be chosen depends on what !ind of syllabus design is

applied. #or example, in situational syllabus which is applied in teaching reading or

writing, the seuence can be chronology of the events. Therefore the students are

as!ed to arrange the events in the text chronologically or they may be as!ed to

describe some events.

&earger /0012 in ( -ystematic (pproach to Grammar Instruction tells his

experience in teaching grammar, by as!ing the students to write about interesting

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topics, and write using the standard conventions of nglish usage and grammar that

ma!e the writing meaningful. It"s a simple9sounding goal, but li!e most language arts

teachers, and he helped his students write better after two years.

#rom the experience above, the researcher did not teach from the simple to the

complex one. &ut, it seems that he focused on the s!ill needed by the students. This

seuence had got successful in motivating the students in practicing the correct

grammar.

III. 2oncusion and Su""!stion

)aving discussed some literatures about types of syllabuses, the writer can draw

some conclusion as follows.

( lecturer as the agent of change should change from year to year, including the

change related to the preparation of her or his teaching. -he or he must evaluate what has

been applied before, and find the previous problem they has ever met in teaching, and

then attempt to see! the alternative solution for it.

+ne main point that can be evaluated is the syllabus that had been applied

previously. They can evaluate it on going or at the end of the process, especially after

reali'ing the students" achievement. They can compare what has been planned and what

has been done, and find the gap between them. Joreover, she or he should revise the

previous syllabus.

(s mentioned before, in teaching grammar most lecturers applied structural syllabus,

including the writer and her team. )aving analy'ed some literatures about types of

syllabuses, the writer can revise her syllabus, by integrating some types of syllabus, in

this case, topical syllabus, s!ill based syllabus, tas! based syllabus, and structural

syllabus. Topical syllabus is aimed at providing the students with some information they

need to be great teachers. They are expected to find and understand the related texts and

write what they can catch from the texts. The classroom activities are created based on

the tas!s that the students should do in the class. The students will be engaging in

classroom activities to learn grammar. Therefore, learning grammar will also lead the

students to acuire the !nowledge they need to be great teachers while training their

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reading and writing s!ills. Then, the application of the syllabus can be seen as the

following appendix.

R!#!r!nc!

&arton, Geoff. Twelve Things That reat English Teachers !o" retrieved at < p.m, 1 3C-9/010

#ei!e, Gina Jichelle . /011. rammar :e;uencing n Basic Esl. +nline ThesisJontana% Jontana -tate niversity.

Grave, $athleen. /000.!esigning 2anguage ourse% ( Guide for Teachers. Canada %

)einle 8 )einle

Merriam-Webster. The G. & C. Massachusetts Me!!ia" Co"#an$ of %#!ingfiel .

Mifflin College. '%$llaus )e*elo#"ent+.Cengage Learning. retrieved at > p.m, 1< =anuary,

/01


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The Centre for teaching and learning.!esigning ourse. -tandford niversity. 3inter,.

*ewsletter. ol. 1

este! oah. Webster's Dictionary.

3ilcox., $aren Jarie. /00>.!efining grammar< a critical primer. ( thesis Jontana %

Jontana -tate niversity

.

APPENDI3

SUB4E2T 5 Gra$$ar I

INSTRU2TOR 5 DRA YELFI6A( MPD

7P NUMBER 5 89:&;)"$ai.co$

OFFI2E 7OURS 5 Monday 0 to Saturday( & ?.$/ < ?.$

2OURSE DES2RIPTION5

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The main purpose is to develop the students" grammar about part of speech, phrase, and simple

sentences in simple present tense, past tense, present perfect, future, present continuous, past

continuous, future continuous, and modality. The purposes of learning this subject are to help thestudents develop reading and writing s!ills. It is also aimed at providing students with some

!nowledge and experiences to be great teachers, for example, being patient, hard wor!ers, text

maniacs, loving individualism, creative and unpredictable, ris! ta!er, loving the process ofteaching, getting nervous on the date of the test result, and more important than they reali'e. The

class will be engaged to read, write, and discuss through individual and group discussion and

assignments. &ased on the subject, the class will be trained to identify and produce the correctgrammar by active reading, writing, and discussing. This course also trains te student to practice

reading, writing, spea!ing, and listening while being aware of the grammar they use. The

students are also trained to identify and correct the errors that they have made.

OB4E2TI@ES5

-tudents should be able to%

1. Tell some information they find in the text orally/. Identify the grammatical point they are studying in the text.

. #ind the errors they have made themselves and the errors their friends have made5. Correct their errors and their friends" errors

;. 3rite the final assignment describing the ideal teacher they are going to be

4. Dead the sentences critically, especially being aware of the grammatical mista!es

TE3TS5 any texs containing the information about the teacher"s need to be great teachers

Bsychology, Culture, Deligion2

Gra$$atica 2ont!nts53ord% nounverb

adjective

adverb

Bhrase % noun phrase

verb phrase

adjective phrase %adverbial phrase %

-entence % -imple Bresent *ominal, erbal2Bositive form

*egative form

es@no uestion3h9uestion

-imple Bast Tense % Bositive form

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*egative form


#uture Tense% Bositive form*egative form

es@no uestion

3h9uestion

Bresent Continuous % Bositive form

*egative form


#uture Continuous%

Bositive form*egative form


(djective degree

(dverb degreeJodal auxiliary

LEARNING A2TI@ITIES

NO INSIDE OUTSIDE Port

#oio-#inaassi"$!nt

1 introducing the course Deading the text given, and writethe points

/ Learning noun and thecharacteristics, finding the noun

in their text, finding the idea in

the text

#inding the other text about attitudeof a good teacher, underlining noun

and writing some important points

1 B#2

< 7iscussing the message they cangain and chec!ing their

grammar, correcting the errorstogether samples2

-elf or peer correction of theirgrammar, especially, the usage of

noun in their summary

> Chec!ing and discussing

samples of their correction,

discussing a new text to findnew information. Learning verb

first, second, and third verbs2

from the text, differentiating

#inding a new text about teacher"s

good practice in the classroom,

write some points of information

/B#2

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noun and verb from the position,

form, and the function

? Learning adjective, positive,

comparative, and superlative,finding the grammatical point in

the text, finding their errors intheir summary samples2

Correct their errors in their

summary individually or peer

;/; Learning adverb, through the

text given, finding theinformation and adverb, prove

the position of adverb in the text,

write some point in their own

sentences individually, discusstheir wor! in pair, to find and

correct the error, discuss in class

samples2


good practice in the classroom,write some points of information

< B#2

6 7iscussing noun, verb, adjective,and adverb, performing somesamples of their summary

Correcting errors of their wor!individually and hand it as mid tas!

5 Jid test #inding a new text about teacher"s

good performance, write somepoints of information

> B#2

10911

Learning noun phrase, adjectivephrase, verb phrase, and

adverbial phrases, underlining

them found in their text, practicewriting using phrase, discussing

some samples

Correct their errors

1/ Bresenting some samples of

error correction, learning Bresent

tense and past tense


good practice in their society, write

some points of information,

? B#2

1< +resenting some samples,

discuss and correct the errors

together, learning Bresent perfectand future, finding the tense in

the text

Correct their errors and underline

the new tense, present perfect and

future

1> Learning new text given, Bresent

continuous Bast continuous and

prove them on the text, discusssome points

3rite the point by using their own

sentences by applying the new

tenses

1? Lerning new tense through a

dialogue #uture continuous2,underlining the tense, ma!ing

the other sentences

Telling what !ind of teacher they

are going to be, the reason, andhow to achieve it

#(

1; overview Devise their wor! as final

assignment

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(327047525) APPLICATION OF INTEGRATED SYLLABUS DESIGN IN GRAMMAR I(2).pdf