THE SHAPE OF SYLLABUS Autosaved 
CURRICULUM AND MATERIAL DEVELOPMENT
THE SHAPE OF SYLLABUS
GROUP 3
ANISA PURWANINGSIH 201212500650
ERNA YULIANTI 2012125006
FITRIA MARLINA 2012125006
HAZILAH 201212500703
MALSI MAHDINAR 201212500685
MULYANTI 201212500625
THE SHAPE OF SYLLABUS
The basic dilemma which course planners must reconcile is that language is infinite, but a syllabus must be finite. Moreover, this finite or selected content requires some kind of organization, or format in a shape which is best suited to the particular project’s objectives. In this section, five possible types are briefly discussed and illustrated.
1. The Modular Format
Well suited to courses which integrate thematic or situational language content with a skills orientation regarding the course outcomes, a modular format is often used for a syllabus designed for a program in which the objective is maximum flexibility in the materials to be used. Since it often turns out to be bulky, modular organization is better suited to the space in a file cabinet than between a two covers of a textbook. This is the example of modular format syllabus:
2. The Linear Format
The format traditionally adopted for discrete element content, particularly grammar or sructures, is the linier shape. When designers utilize it, issues of sequencing and grading are of paramount importance. Linguistic and pedagogical principles determine the order in which items will be presented. Once the sequence has been determined, internal grading of each unit and among units follows from it, resulting in an organization which must be maintained in its original format. In other words, teachers cannot change the order of units or skip some without upsetting the careful grading which has been embedded in the sequence.
However, a strict linear shape does not work well when the categories of language content are notional or functional since there is no inherent sequence or order in them which seems best (Johnson 1982). Many text books use linear
THE SHAPE OF SYLLABUS
GROUP 3
ANISA PURWANINGSIH 201212500650
ERNA YULIANTI 2012125006
FITRIA MARLINA 2012125006
HAZILAH 201212500703
MALSI MAHDINAR 201212500685
MULYANTI 201212500625
THE SHAPE OF SYLLABUS
The basic dilemma which course planners must reconcile is that language is infinite, but a syllabus must be finite. Moreover, this finite or selected content requires some kind of organization, or format in a shape which is best suited to the particular project’s objectives. In this section, five possible types are briefly discussed and illustrated.
1. The Modular Format
Well suited to courses which integrate thematic or situational language content with a skills orientation regarding the course outcomes, a modular format is often used for a syllabus designed for a program in which the objective is maximum flexibility in the materials to be used. Since it often turns out to be bulky, modular organization is better suited to the space in a file cabinet than between a two covers of a textbook. This is the example of modular format syllabus:
2. The Linear Format
The format traditionally adopted for discrete element content, particularly grammar or sructures, is the linier shape. When designers utilize it, issues of sequencing and grading are of paramount importance. Linguistic and pedagogical principles determine the order in which items will be presented. Once the sequence has been determined, internal grading of each unit and among units follows from it, resulting in an organization which must be maintained in its original format. In other words, teachers cannot change the order of units or skip some without upsetting the careful grading which has been embedded in the sequence.
However, a strict linear shape does not work well when the categories of language content are notional or functional since there is no inherent sequence or order in them which seems best (Johnson 1982). Many text books use linear