CHAPTER I

INTRODUCTION

1.1 Background

Education is very important for human development,

as it can develop its potential and acquire the
knowledge and skills needed in everyday life. One of
the most important things in education is the preparation
of syllabuses and learning plans.
The syllabus and learning plan are two important
elements of the educational process. A syllabus is a
document detailing the subject matter to be taught, the
purpose of learning, and the assessment to be done.
Meanwhile, a study plan is a document containing
details about how the subject will be taught, when to be
taught, and by what method or strategy it will be
presented to students.
Developing good and effective syllabuses and
learning plans is essential in improving the quality of
education. A well-structured syllabus can help teachers
prepare and deliver the subject more organizedly. Thus,
students will be easier to understand and learn the
subject matter. On the other hand, learning plans help
teachers manage the time and resources available to
ensure that each learning topic can be delivered
effectively.
However, there are some challenges in developing
good and effective syllabuses and learning plans. One is
the lack of clear standards or guidance in developing
syllabus and learning plans. As a result, teachers often
develop their own syllabus and learning plans, which
may not meet the expected standards. Therefore, it is
important for educators and teachers to understand the
importance of developing good and effective syllabuses
and learning plans.
In this paper, further discussion will be given about
the importance of syllabus and learning plans in the
education process. In addition, it will also be explained
how to prepare a good and effective syllabus and
learning plan to achieve the set learning goals.

1.2 Problem formulation

1. How are the development of syllabus and effective

learning plans to improve the quality of learning in
schools?.
2. What are the elements that must be present in the
preparation of good and targeted syllabus and
learning plans?.
3. What are the factors affecting the successful
implementation of syllabus and learning plans in
schools?.
4. How can evaluations be conducted on the
effectiveness of syllabus and learning plans that
 have been implemented in schools?.
5. What are the obstacles faced in implementing
syllabus and school learning plans, and how do I
overcome them.

1.3 Objectives

1. To learn how to develop effective syllabus and

learning plans to improve the quality of learning in
schools.
2. To know the elements that must be present in the
preparation of good and targeted syllabus and
learning plans.
3. To find out the factors affecting the successful
implementation of syllabus and learning plans in
schools.
4. To find out what evaluations can be made on the
effectiveness of syllabus and learning plans that
have been implemented in schools.
5. To learn about the challenges faced in
implementing syllabus and learning plans in
schools, and how to overcome them.

1.4 Benefits

1. As a guide for teachers in planning learning. With

this paper, teachers can develop systematic and
structured learning plans, making learning more
effective and efficient.
2. Ease the supervision and evaluation of learning. By
having clear and structured learning syllabus and plans,
the school can conduct learning supervision and
evaluation more easily and effectively.
3. Ease the preparation of teaching materials. With a
syllabus and a structured learning plan, teachers can
organize teaching materials more easily and effectively.
This will improve the quality of teaching materials and
can help students to learn better.
4. Increase teaching efficiency. With a syllabus and a
structured learning plan, teachers can maximize
learning time more efficiently, allowing students to
obtain more optimal learning outcomes in a shorter
time.
5. Ensure compliance with the curriculum with
educational standards. The syllabus and learning plan
can ensure that the curriculum taught conforms to
applicable educational standards. This will ensure that
students receive quality and relevant education.

1.5 Methods

Methods used in data collection to create this paper

are library study methods, and informal (narative)
methods in presenting analysis results.
 CHAPTER II
DISCUSSION

2.1 Syllabus

2.1.1 Definition of syllabus

A syllabus is defined as a long-term study plan for a
particular course or subject that includes competency
standards, basic competencies, subject matter or
learning materials, learning activities to the source or
teaching materials used. The syllabus is also interpreted
as a way or method of compiling learning and material.
Simply put, the syllabus is interpreted as a container
that contains concepts of what is learned, how to select,
compose, and teach them. According to Candlin (1984),
"syllabus or curriculum is concerned with making
general statements about language learning, learning
goals, experience, evaluation, and the role and
relationships of teachers and learners." The syllabus that
is composed appropriately and well will make it easier
for lecturers and students to achieve the learning goals
set in the implemented curriculum.

2.1.2 Syllabus Function

1. As a guideline for the development of more

learning continued, in the preparation of lesson
plan, management of activities learning, provision,
learning resources, and development a grading
system.
2. Provides an overview of the points of the program
to be accomplished in a subject.
3. As a measure of performing an assessment of a
success a learning program.
4. Written documentation (written document) as an
accountability a learning program.

2.1.3 Types of Syllabus

1. A structural (or formal) syllabus.

It is one in which the content of language teaching is a

collection of the forms and structures, usually
grammatical, of the language being taught. Examples of
structure include: nouns, verbs, adjectives, statements,
questions, complex sentences, subordinate clauses, past
tense, and so on, although formal syllabi may include
other aspects of language form such as pronunciation or
morphology.

2. A notional/functional syllabus.

It is one in which the content of language teaching is a

collection of the functions that are performed when
language is used, or of the notions that language is used
to express. Examples of functions include: informing,
agreeing, apologizing, requesting, promising, and so on.
Examples of notions include size, age, color,
comparison, time, and so on.

3. A situational syllabus.

It is one in which the content of language teaching is a

collection of real or imaginary situations in which
language occurs or is used. A situation usually involves
several participants who are engaged in some activity in
a specific setting. Examples of situations include: seeing
then dentist, complaining to the landlord, buying a book
at the bookstore, meeting a new student, asking
directions in a new town, and so on.

4. A skill-based syllabus.

It is one in which the content of language teaching is a

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

5. A task-based syllabus.
It is similar to content-based syllabus in that both
the teaching is not organized around linguistic
features of the language being learned but
according to some other organizing principle.

6. A content-based syllabus.
It is not really a language teaching syllabus at all.
In content-based language teaching, the primary
purpose of the instruction is to teach some content
or information using the language that the students
are also learning.
2.1.4 Competency-Based Syllabus

Competency-based Syllabus is aimed to increase the

student's performance during the instruction. In which
students competencies are required for the course as
well as competencies to be developed during the course
are outlined and explained. The implementation of
competency-based syllabus as an approach to specifying
the objectives of a syllabus or curriculum of the English
Language Teaching (ELT) is quite late compared to the
countries such as United States and Australia which
implemented it since 1970s. Competence resembles
performance in a way of specifying objectives.
However, competence is higher in terms of generality.
Both competence and performance-based objectives
should comprise of these three elements: performance
or task, condition, and criterion. So, in order to get the
objectives specified, there presence of methodology
about how to teach Competency-Based materials in the
syllabus. Shortly, there are at least two things for
teachers of English to conceive what to teach (syllabus)
and how to teach' (methodology). The schema below
explains the components of language teaching
methodology.

Observed → Teaching → Practices → Instructional

design → Features → Theories of Language and
Learning

The components in the diagram cover: syllabus design,

teaching methodologies, teachers, learners and
procedure or classroom activities. The student's
competencies are the reflection of classroom activities.
Some people might argue that classroom activities are
artificial. However, it is still believed that the theory of
transfer still works in a sense that what the students
learn in the classroom can be transferred to the real
world beyond the classroom.
 Based on the literature study, the principles
underlying Communicative Language Teaching CLT are
relevant to the Competency-Based Syllabus. They are:

1. Learners learn a language through using it to

communicate;

2. Authentic and meaningful communication should be

the goal of classroom activities;

3. Fluency is an important dimension of

communication;

4. Communication involves the integration of different

language skills;

5. Learning is a process of creative construction and

involves trial and error.

2.1.5 Theme Based Syllabus

Theme-based learning is a method of education that

makes perfect sense. At the same time, it’s obviously
very different to how you and I learned, so it’s natural to
compare one with the other to make sense of it.

Essentially, theme-based learning treats learning very

differently from traditional subject-based learning.

Firstly, theme-based learning considers the application

of academic skills as a necessity.

Secondly, in theme-based learning, education should

have real-world application in the way that the learning
takes place.

Lastly, theme-based learning treats factual knowledge as

interconnected and complex.

2.1.6 Project Based Learning

Project Based Learning is a learning method that can be

applied at all levels of education. In this learning
method educators play a role as a facilitator. Project
Based Learning aims to find solutions problems, in
addition to that students learn the concept of how to
solve problems and develop critical thinking skills. In
learning the concept and critical thinking skills students
work together in their groups to study real problems.
Learning with Applying this learning method is
expected to make students become more active and
creative, by learning from what they see from
environment.

2.1.7 Character Based Syllabus

The character values-based syllabus is a learning guide

used by teachers in the process of teaching and learning
in the classroom, this syllabus does sound normal some
people but this syllabus has the advantage that it
contains values the characters contained in this syllabus
and in this syllabus are the highest character values seen
in the component indicators and learning activities
because the indicators are divided two namely cognitive
and affective indicators and the learning activities
included values what character will be instilled with
such learning activities. Therefore that is, with the
existence of a character values-based syllabus, it is
hoped that the syllabus can be being a guide for teachers
can instill character values.

2.1.8 Syllabus Evaluation

Evaluation is an important aspect, which is useful

for measuring and assessing how far the learning
objectives have been achieved or to what extent there is
student learning progress, and how the level of success
is in accordance with these learning objectives.

Evaluation is an assessment that is carried out broadly

on all aspects of education, both learning, programs,
and institutions. Assessment is part of evaluation
activities that focus on learning dimensions which also
contain the terms test and measurement.

Assessment is one component in the learning process,

which includes:

(1) Learning Objectives.

(2) Learning Methods.

(3) Assessment of Learning Outcomes

After a learning process has been carried out, it is

necessary to carry out an evaluation to determine the
extent of students' knowledge and abilities about the
material that has been taught. Evaluation is carried out
on all aspects of education which contain the terms test
and measurement. Evaluation includes several things,
namely, learning objectives, learning methods, and
assessment of learning outcomes.

2.1.9 Principles of Silabus Development

In developing the syllabus, there are several principles

to consider:

1. Scientifically, all material contained in the syllabus

must be scientifically responsible. The material in
the syllabus that will serve as the student's learning
guide must match and meet scientific truth.
2. Relevant, scope, depth, difficulty level and order
of material presentation in the syllabus must match
the level of physical, intellectual, social, emotional
and spiritual development of the participants.
3. Systematically, the components in the syllabus
must be functionally interconnected in achieving
competence. The syllabus is essentially a system,
therefore in its composition it must be done
systematically.
4. Consistent, in the syllabus there must be a
consistent relationship between basic
competencies, indicators, subject matter, learning
experience, learning resources, and a grading
system.
5. Adequate, the scope of indicators, subject matter,
learning experience, learning resources, and
grading systems is sufficient to support the
 achievement of basic competencies that eventually
reach competency standards.
6. Actual and Contextual, scope of indicators,
learning experiences, learning resources, and the
development of cutting-edge science, technology,
and art in real life, and events.
7. Flexible, overall syllabus components can be It
accommodates the diversity of students, educators,
and the dynamics of changes occurring in schools
and community demands.
8. Comprehensive, syllabus components cover the
entire domain of competence (cognitive, affective,
psychomotor).

2.1.10 How to develop syllabus

In developing syllabus, must pay attention to the

attention and characteristics of standard materials used
as study materials. Here are the steps in developing the
syllabus:
1. Fill in the identity column.
2. Specifies the time allocation required for the
meeting to be established.
3. Determine the competency standards and basic
competencies, as well as indicators to be used in
the prepared Silabus.
4. Formulate learning objectives based on
competency standards and basic competencies, as
well as predetermined indicators.
 5. Identify standard materials by subject
matter/learning contained in the Silabus.
6. Specifies the learning method to use.
7. Formulating learning steps consisting of start, core,
and end activities.
8. Specifies the learning resource to use.
9. Set up assessment criteria, observation sheets,
sample problems, and scoring techniques.

2.1.11 Factors influencing the success of syllabus

implementation

1. Teacher competence : To achieve success in the

implementation of the syllabus, teacher
competence is very important and very influential.
Teachers must master learning materials, as well as
the ability to manage classes and communicate
with students.
2. Availability of support facilities : Not only
relying on the competence of teachers, in achieving
the successful implementation of syllabus, support
facilities must also participate in it. Some facilities
that can support such success include sufficient
classrooms, libraries, laboratories, and adequate
information technology.
3. Student quality : Students' ability and motivation
in learning also affect the successful
implementation of syllabus and study plans.
 Students who have better abilities and are more
motivated tend to achieve better learning outcomes.
4. Parents' participation : Parents' participation in
supporting school learning can help improve the
successful implementation of syllabuses and
learning plans.
5. Policies and regulations : Policies and regulations
implemented by the government or educational
institutions can also affect the successful
implementation of syllabuses and learning plans.

1.1.12 Obstacles encountered in implementing

syllabus

In implementing the syllabus does not always work

smoothly, there are several obstacles to overcome. Some
of the obstacles faced in implementing syllabus and
school study plans include:
1. Time constraints: Teachers often complain about
time constraints to complete all the materials in the
syllabus and study plans. Meanwhile, students also
have activities outside of school, so the time they
have to study is limited.
2. Lack of facilities: Some schools do not have
adequate facilities such as sufficient classroom,
libraries, laboratories, and computers.
3. Differences in students' abilities: Each student
has different abilities, so some students take longer
to understand the subject.
4. Lack of availability of textbooks: Many students
 have difficulty obtaining textbooks that fit the
existing syllabus and study plans.
5. Student motivation problems: Some students
may lose their motivation to study due to various
factors such as personal problems, social pressure,
or lack of interest in a particular subject.

2.2 Lesson plan

2.2.1 Definition of lesson plan

A lesson plan is the process of thinking through and writing
down a plan for teaching of and learning within, a lesson that will
be teaching to specific group of students in a specific place and
specific time

2.2.2 Component of lesson plan

A successful lesson plan addresses and integrates these three
key components:

1. Objectives for student learning

2. Teaching/learning activities
3. Strategies to check student understanding
4. Specifying concrete objectives for student learning will
help you determine the kinds of teaching and learning
activities you will use in class, while those activities will
define how they/you will check whether the learning
objectives have been accomplished

2.2.3 Function of lesson plan

Function of lesson plan is to help the teachers to be more
prepared to provide the learning process

2.2.4 Process to make lesson plan

 There is a few process to make a lesson plan
1. Pay attention to the individual differences of students such
as gender, initial ability of students,interest, motivation to
learn, talent potential.
2. Encourage active participation of students: the learning
process is designed to be centered on students
3. To push their motivation,creativity, and inspiration
4. Develop reading and writing
5. This development process aims to increase students'
interest in reading and writing

2,2.5 Determine learning objectives

To create a learning atmosphere and learning process so that
students can develop their abilities and their potential to have the
spiritual power of religion, intelligence,and morals

2.2.6 Preparation of learning indicator

To test the effectiveness of a learning focus that is
commonly carried out in the form of statistical tests such as
different tests by looking at the significance of their effectiveness.
But it can also be done by paying attention to the quality of the
learning carried out. An application of learning that focuses on
models, methods, approaches, strategies, tricks, techniques and
media, can be studied on the effectiveness of using one of these
forms of learning habituation. There are five indicators of
effective learning, namely:
(1) managing the implementation of learning,
(2) communicative processes,
(3) student responses;
(4) learning activities,
(5) learning outcomes.

The five indicators of effective learning are interrelated and

mutually supportive. Learning is said to be effective if all the
indicators referred to reach the minimum good category.

2.2.7 Learning strategies

 To be able to convey lessons effectively and efficiently,
teachers need to be familiar with various types of learning
strategies so they can choose which strategy is most appropriate
for teaching a particular field of study. Successively, you will
study the concept of learning strategies, including the
understanding of approaches, strategies, methods, learning
techniques, and underlying theories, as well as various types of
approaches in learning strategies. In order to achieve learning
objectives, each teacher is required to understand the correct
learning strategy that will be implemented. In this regard, a
teacher needs to think about the learning strategy that will be
used. Selection of appropriate learning strategies have an impact
on the level of mastery or student achievement.You are expected
to be able to explain the concept of learning strategies and their
types. In more detail, you are expected to be able to:

1. Explain the differences between learning approaches,

strategies, methods and techniques.
2. Indentify the theories that underlie learning strategies.
3. Identify various types of learning based on a particular
approach.

2.2.8 Determining learning materials

Determining learning materials requires
consideration of various factors, such as the learning
goals, the target audience, the subject matter, and the
available resources. Here are some steps that can help in
the process:
1. Identify the learning objectives: Before selecting
learning materials, it is important to clearly define
the learning goals. This will help in determining
what type of material is needed and what topics
should be covered.
2. Assess the target audience: Consider the
 demographics of the learners such as their age,
background, education level, and learning styles.
This will help in determining the appropriate level
of difficulty and the type of material that will
engage them.
3. Research available materials: Look for materials
that align with the learning objectives and are
appropriate for the target audience. This could
include textbooks, videos, online resources, and
interactive tools.
4. Evaluate the quality of the materials: Determine
if the materials are accurate, up-to-date, and
relevant to the learning objectives. Also, consider if
they are engaging and interactive enough to hold
the learners' attention.
5. Determine the format of the materials: Consider
the medium through which the material will be
delivered, such as print, digital, or multimedia.
Also, consider the accessibility and usability of the
materials for learners.
6. Consider the cost and availability: Determine if
the materials are affordable and accessible to the
learners. Also, consider if they are available in the
required language or format.
7. Review and revise the materials: Once the
materials are selected, review and revise them to
ensure they align with the learning objectives and
are appropriate for the target audience. Make
necessary changes to improve the quality and
effectiveness of the materials.
Overall, the selection of learning materials is a complex
process that requires careful consideration of various
factors to ensure that the materials are effective in
achieving the learning goals and engaging the learners.

2.2.9 Learning assessment

Learning assessment is the process of gathering and
analyzing information about a learner's knowledge,
skills, and abilities. It is used to evaluate a learner's
progress, identify areas of strength and weakness, and
inform instructional decisions. Assessment can take
many forms, including written tests, oral exams,
projects, portfolios, and observations.
Assessment can be used for formative purposes,
meaning that it is used to provide ongoing feedback to
learners during the learning process. This feedback can
help learners identify areas where they need to improve
and make adjustments to their learning strategies.
Assessment can also be used for summative purposes,
meaning that it is used to evaluate learners’ performance
at the end of a course or program.
Effective assessment practices are essential to
ensuring that learners are making progress and
achieving learning outcomes. Assessment should be
aligned with the learning objectives of a course or
program, and should be designed to measure the
knowledge and skills that learners are expected to
acquire. Assessment should also be fair, reliable, and
valid, meaning that it accurately measures what it is
intended to measure.
2.2.10 The implementation of lesson plans

The implementation of lesson plans involves the

process of carrying out the activities and objectives
outlined in the plan in a classroom or learning
environment. Here are some steps to follow to
effectively implement lesson plans:

1. Review the lesson plan: Before starting the lesson,

review the lesson plan and familiarize yourself
with the activities, objectives, and materials
needed.
2. Prepare materials and resources: Ensure that all
materials and resources needed for the lesson are
ready and available. This may include textbooks,
handouts, audiovisual aids, and technology.
3. Set up the classroom: Set up the classroom in a
way that supports the activities planned. This may
involve rearranging desks, setting up equipment,
and ensuring that the space is clean and organized.
4. Introduce the lesson: Introduce the lesson to the
students, explaining the objectives and what they
will be learning.
5. Conduct activities: Lead the activities and
exercises outlined in the lesson plan. Be sure to
give clear instructions and provide feedback as
needed.
6. Monitor student progress: Monitor student
progress throughout the lesson, making
adjustments as needed to ensure that all students
are engaged and understanding the material.
 7. Assess student learning: At the end of the lesson,
assess student learning to determine if the
objectives were met. This may involve quizzes,
tests, or other assessments.
8. Reflect on the lesson: Reflect on the lesson and
consider what worked well and what could be
improved for future lessons. Make notes of any
changes that could be made to the lesson plan for
next time.

By following these steps, you can effectively

implement lesson plans and create a productive and
engaging learning experience for your students.

2.2.11 Supporting Factors for the implementation of

learning plans

Implementing a successful learning plan requires a

range of supporting factors that contribute to its
effectiveness. Here are some important factors that
support the implementation of learning plans:

1. Clear learning objectives: Clear learning

objectives are crucial to the success of a learning
plan. Learning objectives define the goals of the
lesson and provide a roadmap for teachers and
students to follow.
2. Appropriate instructional materials:
Instructional materials, such as textbooks,
handouts, and audiovisual aids, must be
appropriate for the lesson and aligned with the
learning objectives.
3. Adequate resources: Adequate resources, such as
 technology, laboratory equipment, and classroom
space, are essential to the implementation of a
learning plan.
4. Teacher training and support: Teachers must be
trained in the lesson plan and provided with
support to ensure that they are prepared to deliver
the lesson effectively.
5. Student engagement: Student engagement is
critical to the success of a learning plan. Teachers
should create a learning environment that is
engaging and interactive to keep students
motivated and interested.
6. Flexibility and adaptation: Teachers must be
flexible and adaptable in their approach to teaching
to accommodate the needs and abilities of their
students.
7. Assessment and feedback: Assessment and
feedback are essential components of any learning
plan. Teachers should assess student learning
regularly and provide feedback to help students
improve.
8. Collaboration and teamwork: Collaboration and
teamwork among teachers, students, and other
stakeholders can enhance the effectiveness of a
learning plan.

By ensuring that these supporting factors are in place,

teachers can implement effective learning plans that
help students achieve their learning objectives and reach
their full potential.
2. 2.12 Obstacles in the Implementation of Lesson
Plans

Despite the best efforts of teachers and educators,

there are several obstacles that can hinder the
implementation of lesson plans. Here are some common
obstacles that can affect the implementation of lesson
plans:

1. Time constraints: Time constraints can limit the

amount of time that teachers have to implement a
lesson plan. Teachers may feel rushed and may not
have enough time to cover all the material.
2. Limited resources: Limited resources, such as
classroom space, instructional materials, and
technology, can make it difficult to implement a
lesson plan effectively.
3. Lack of teacher training: Teachers may not have
the necessary training or experience to implement a
lesson plan effectively. This can lead to confusion
and frustration for both the teacher and the
students.
4. Student behavior: Student behavior can be a
significant obstacle to the implementation of lesson
plans. Disruptive behavior can derail a lesson and
make it difficult for teachers to maintain control of
the classroom.
5. Learning styles: Students have different learning
styles, and it can be challenging to design a lesson
plan that meets the needs of all students.
6. Lack of student engagement: If students are not
engaged in the learning process, they may be less
 motivated to participate in the lesson, which can
affect the implementation of the lesson plan.
7. Changes in the curriculum: Changes in the
curriculum can require teachers to adapt their
lesson plans, which can be time-consuming and
challenging.
8. Assessment challenges: Assessment challenges,
such as grading difficulties and the need for
accommodations for students with disabilities, can
affect the implementation of lesson plans.

By being aware of these obstacles, teachers can take

steps to address them and improve the implementation
of lesson plans, leading to better learning outcomes

CHAPTER III

CLOSING

3.1 Conclusion

The syllabus can be defined as official documents

detailing the learning materials, methods, learning
objectives, and evaluations to be used during the
learning process. Silabus is the foundation for teachers
to develop effective and efficient learning plans. A
learning plan refers to a plan made by a teacher to
execute the learning process according to the
established syllabus. Learning plans include steps or
strategies used to facilitate student learning, as well as
evaluation methods to measure student progress during
the learning process.

It was also concluded in this paper that the

development of syllabus and learning plans should be
carried out carefully and carefully. The development of
effective syllabuses and learning plans requires a strong
understanding of students' needs and learning goals to
be achieved. In addition, continuous evaluation should
be conducted to ensure that effective learning occurs
and meets the set goals.

In conclusion, syllabuses and learning plans are

important tools in effective learning processes. These
two documents help teachers to plan and manage
learning well, and ensure that students get the optimal
learning outcomes. Therefore, effective development of
syllabuses and learning plans is essential to achieving
the desired learning objectives.

3.2 Suggestions

To support the continuity of the learning process,

each teacher must have a reference in the learning to be
conveyed to the students so that in the submission of
material taught to achieve an accurate learning process.

4.1 Types of Syllabus

1. A structural (or formal) syllabus.

It is one in which the content of language teaching is a

collection of the forms and structures, usually
grammatical, of the language being taught. Examples of
structure include: nouns, verbs, adjectives, statements,
questions, complex sentences, subordinate clauses, past
tense, and so on, although formal syllabi may include
other aspects of language form such as pronunciation or
morphology.

2. A notional/functional syllabus.

It is one in which the content of language teaching is a

collection of the functions that are performed when
language is used, or of the notions that language is used
to express. Examples of functions include: informing,
agreeing, apologizing, requesting, promising, and so on.
Examples of notions include size, age, color,
comparison, time, and so on.

3. A situational syllabus.

It is one in which the content of language teaching is a

collection of real or imaginary situations in which
language occurs or is used. A situation usually involves
several participants who are engaged in some activity in
a specific setting. Examples of situations include: seeing
then dentist, complaining to the landlord, buying a book
at the bookstore, meeting a new student, asking
directions in a new town, and so on.

4. A skill-based syllabus.

It is one in which the content of language teaching is a

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

5. A task-based syllabus.

It is similar to content-based syllabus in that both the

teaching is not organized around linguistic features of
the language being learned but according to some other
organizing principle.
6. A content-based syllabus.

It is not really a language teaching syllabus at all. In

content-based language teaching, the primary purpose
of the instruction is to teach some content or
information using the language that the students are also
learning.

Competency-Based Syllabus

Competency-based Syllabus is aimed to increase the

student's performance during the instruction. In which
students competencies are required for the course as
well as competencies to be developed during the course
are outlined and explained. The implementation of
competency-based syllabus as an approach to specifying
the objectives of a syllabus or curriculum of the English
Language Teaching (ELT) is quite late compared to the
countries such as United States and Australia which
implemented it since 1970s. Competence resembles
performance in a way of specifying objectives.
However, competence is higher in terms of generality.
Both competence and performance-based objectives
should comprise of these three elements: performance
or task, condition, and criterion. So, in order to get the
objectives specified, there presence of methodology
about how to teach Competency-Based materials in the
syllabus. Shortly, there are at least two things for
teachers of English to conceive what to teach (syllabus)
and how to teach' (methodology). The schema below
explains the components of language teaching
methodology.

Observed → Teaching → Practices → Instructional

design → Features → Theories of Language and
Learning

The components in the diagram cover: syllabus design,

teaching methodologies, teachers, learners and
procedure or classroom activities. The student's
competencies are the reflection of classroom activities.
Some people might argue that classroom activities are
artificial. However, it is still believed that the theory of
transfer still works in a sense that what the students
learn in the classroom can be transferred to the real
world beyond the classroom.

Based on the literature study, the principles

underlying Communicative Language Teaching CLT are
relevant to the Competency-Based Syllabus. They are:

1. Learners learn a language through using it to

communicate;

2. Authentic and meaningful communication should be

the goal of classroom activities;

3. Fluency is an important dimension of

communication;

4. Communication involves the integration of different

language skills;

5. Learning is a process of creative construction and

involves trial and error.

Theme Based Syllabus

Theme-based learning is a method of education that

makes perfect sense. At the same time, it’s obviously
very different to how you and I learned, so it’s natural to
compare one with the other to make sense of it.

Essentially, theme-based learning treats learning very

differently from traditional subject-based learning.

Firstly, theme-based learning considers the application

of academic skills as a necessity.

Secondly, in theme-based learning, education should

have real-world application in the way that the learning
takes place.

Lastly, theme-based learning treats factual knowledge as

interconnected and complex.

Project Based Learning

Project Based Learning is a learning method that can be

applied at all levels of education. In this learning
method educators play a role as a facilitator. Project
Based Learning aims to find solutions problems, in
addition to that students learn the concept of how to
solve problems and develop critical thinking skills. In
learning the concept and critical thinking skills students
work together in their groups to study real problems.
Learning with Applying this learning method is
expected to make students become more active and
creative, by learning from what they see from
environment.

Character Based Syllabus

The character values-based syllabus is a learning guide

used by teachers in the process of teaching and learning
in the classroom, this syllabus does sound normal some
people but this syllabus has the advantage that it
contains values the characters contained in this syllabus
and in this syllabus are the highest character values seen
in the component indicators and learning activities
because the indicators are divided two namely cognitive
and affective indicators and the learning activities
included values what character will be instilled with
such learning activities. Therefore that is, with the
existence of a character values-based syllabus, it is
hoped that the syllabus can be being a guide for teachers
can instill character values.

V. Syllabus Evaluation and Revision

Evaluation

Evaluation is an important aspect, which is useful for

measuring and assessing how far the learning objectives
have been achieved or to what extent there is student
learning progress, and how the level of success is in
accordance with these learning objectives.

Evaluation is an assessment that is carried out broadly

on all aspects of education, both learning, programs,
and institutions. Assessment is part of evaluation
activities that focus on learning dimensions which also
contain the terms test and measurement.

Assessment is one component in the learning process,

which includes:

(1) Learning Objectives.

(2) Learning Methods.

(3) Assessment of Learning Outcomes

After a learning process has been carried out, it is
necessary to carry out an evaluation to determine the
extent of students' knowledge and abilities about the
material that has been taught. Evaluation is carried out
on all aspects of education which contain the terms test
and measurement. Evaluation includes several things,
namely, learning objectives, learning methods, and
assessment of learning outcomes.