SYLLABUS DESIGN for TEACHING ENGLISH (Part II)

Part II: Competence-Based Syllabus Design

(By Wachyu Sundayana Jurusan Pend.Bhs. Inggris, FPBS UPI)

Steps of competence-based Syllabus Design

a. Read and identify the given content standard , eg, for Grade VII, Smt 1 or 2. Look at competence standard and basic competencies for listening, speaking, reading, and writing as the main competencies. Then, identify instructional contents in terms of various texts such interpersonal, transactional, descriptive, recount types of texts. Then, analyze the mandated texts into teachable and gradable teaching materials. Use your analysis as the basis for formulating indicators by considering the following:

1) Learning domains (cognitive, psychomotor, and affective domains). Look at the verbs used for each domain and level

2) Read and analyze the given texts both dialogue and monologue (taken from Standard English Textbook for SMP ). Do the following:

a) identify grammatical elements found in the written texts you have read ( e.g. Phonemes, words, phrase, or sentence ) including tenses used. Then, formulate indicators for linguistic competencies based on these grammatical elements. Use map of instructional content based on your text analysis. Look at the example below (for recount text type)

b) identify grammatical elements found in spoken (dialogue or monologue) (e.g. phonemes, words, phrase, or sentence ) including tenses used. Then, formulate indicators or linguistic competencies based on these grammatical elements
c) Identify ideational meanings found in the written texts and interpersonal or transactional meanings found in spoken texts. Then, formulate indicators based on what you find in the spoken texts, e.g. cultural elements (for socio- cultural competence)

d. Write basic competencies you take from the national standard into the given form of syllabus (matrix is suggested; look at the given example) Then, write your indicators based your analysis of the texts (learning task analysis)

3) Write suggested core material on the next column, eg. ‘topic chosen’; text types (transactional or interpersonal); ‘major grammatical elements found in the texts, eg. ‘noun phrase’, ‘simple present tense’, etc.

4) Formulate learning experiences provided to help Ss attain the given indicators on the next column

5) Decide evaluation tools, types, instrument, etc. on the given column

6) Write the learning resources used, eg. English Textbook, teaching media used, eg. Flashcards, pictures etc.

Format: Formulasi Standar Kompetensi, Kompetensi Dasar ke dalam Indikator

Standar Kompetensi (lihat Standar Isi dan SKL)	Kompetensi Dasar (lihat Standar Isi dan SKL)	Materi Pokok(lihat uraian indikator)	Indikator (Kembangkan berdasarkan analisis Teks/bahan ajar)

Appendix :The Form of Syllabus:

Sekolah                                  : …………………

Kelas  /  Semester               : …………………

Mata Pelajaran                    : …………………

Standar Kompetensi          : …………………

Kompetensi Dasar	Materi Pokok	Indikator	Pengalaman Belajar	Evaluasi	Alokasi Waktu	Sumber & Media