Name :Ulfa Maghfirah

Nim :140203242

Types of Syllabus
There some types of syllabus:

1. Grammatical (structural/formal) syllabus

Grammatical (structural/formal) syllabus is a syllabus that organized around structure

items or focus on grammatical form. Usually, this syllabus used as the basis for planning general
course, particularly for beginning-level-learners.

Advantages:

a. It can be use in developing basis communicative skill.

b. It makes the grammatical/structure easier to learn.
c. Time available.

Disadvantages:

a. represent only a partial dimension of language proficiency

b. Do not reflect the acquisition sequence seen in naturalistic second language acquisition
c. Focus on the sentence rather than on longer units of discourse
d. Focus on form rather than meaning
e. Do not address communicative skills

2. Functional syllabus:
Functional syllabus is a syllabus that organized around the communicative function.

The advantages of functional function:

a. Reflect a more comprehensive view of language than grammar syllabus and focus on the
use of the language rather than linguistic form.
b. It can readily be linked to other types of syllabus content (e.g. topics, grammar.
vocabulary).
c. Provide a convenient framework for the design of teaching materials, particularly in the
domains of listening and speaking.

The disadvantages:
a. There are no clear criteria for selecting or grading functions.
b. It Represents a simplistic view of communicative competence and fail to address the
processes of communication
 c. It often leads to a phrase-book approach to teaching that concentrate on teaching
expressions and idioms used for different functions.
d. Students learning from a functional course may have considerable gaps in their
grammatical competence.

3. Situational syllabus.
Situational syllabus is a syllabus that organized around the different language use in different
situation. This kind of syllabus relate to the real life of the language user.

The advantage of this syllabus is it conveys language in context and teaching language of
immediate practical use.

The disadvantages:

a. Little is known about the language used in different situations, so selection of teaching
items is typically based on intuition.
b. Language used in specific situations may not transfer to other situations
c. Situational syllabus often lead to a phrase-book approach
d. Grammar is dealt with incidentally, so a situational syllabus may result in gaps in a
student’s grammatical knowledge.

4. Skill-based syllabus
Skill-based syllabus is a syllabus that organized around the skill that using in target language,
such as listening, reading, speaking, or writing.
The advantages:
a. Focus on behavior or performance
b. Teach skills that can transfer to many other situations
c. Identify teachable and learnable units

The weaknesses of skill-based syllabus:

a. There is no serious basis for determining skills
b. Focus on discrete aspects of performance rather than on developing more global and
integrated communicative abilities

5. Topical syllabus
Topical syllabus is a syllabus that organized around the topic or theme. This syllabus usually
used to recognize the vocabulary that can be identified.
The advantages:
a. Facilitate comprehension
b. Content makes linguistic form more meaningful
c. Content serves as the best basis for teaching the skill areas
d. They address students’ needs
e. They motivate learners
f. They allow for integration of the four skills
 g. They allow for use of authentic materials

6. Task-based syllabus.
Task-based syllabus is a syllabus that organized around activity. Such as, ask student to
complete a task.
The advantages:
a. Tasks are activities that drive the second language acquisition process
b. Grammar teaching is not central with this approach because learners will acquire
grammar as a by-product of carrying our tasks
c. Tasks are motivating for learners and engage them in meaningful communication.