Diskusi 5 EFL Curriculum and Materials Development

 Please discuss:

1. The function of a course outline
2. The components of a course outline
3. How to write each component of a course outline
4. Principles of organizing the content that a syllabus intends to cover
5. Kinds of syllabus in relation to the syllabus development
6. How to write a complete syllabus

Jawaban 1:

          Developing a course outline comes up with a design of the basic components to be taught which will be well-structured in order to generate a product. Here, a course author will purposively create significant learning experiences through course materials by aligning student outcomes with learning activities and meaningful assessments. This basically intends to assist the teacher and potential students to achieve the goal(s) finally.
          Before taking some views related to the current issues in this discussion, we need to differentiate between a course outline and a syllabus first. In this matter, the individual emphasis is on operational design in which a syllabus intends to provide a specification of topics (course contents) covered in a certain subject/ course in order with its a rationale and more clearly run down to its administration of teaching and assessment/ testing (Brown, 1995 and Richard, 2001). In the meantime, Soepriyatna (2017) specifies a course outline that composes basic components of the teaching set such as the learning goals & objectives, learning activities, supporting material, and assessments. In other words, the relation between these two items is that a syllabus functions as a course's manual and outlines the requirements for participation. Typically, it will include information about the course's policies, rules, compulsory materials, and a list of due dates. Nearly all the information teachers require regarding the structure and expectations of a course may be found in the syllabus.
          In this initial discussion, the function of a course outline is just to assist teachers in accomplishing goals and objectives, planning activities to be carried out, assessing the materials required, and creating assessments to determine whether goals have been met. In other words, this serves as the contract in which a teacher will present and apply an assessment of certain material, and the students follow its teaching, fulfill all related task assignments, and finally take its test in order to best represent the learning goal and its related objectives.
          Then as mentioned above, a course outline should at least consist of the basic teaching components such as the learning goals & objectives, learning activities, supporting material, and assessments. Regarding the ways of writing those basic components, Becker and Calhoon (1999) as cited in Soepriyatna (2017) that in formulating goals, the author is much concerned with broad, general statements of what the students need to learn in which this roadmap will be broken down clearly and concisely by determining specific learning objectives. More operationally, this shows immediate connections to the anticipated outcomes; what teachers anticipate students to be able to perform after the course. Then in formulating learning activities, the author needs to make it easier to read, and the topics to be covered will be presented in a columnar manner. Highlighted the deadlines for the assignments, tests, and teaching techniques, as well as the author's justification, are also needed for doing so. It must be noted as well that sources of the materials can be taken from books, or other relevant authentic materials for the course. Lastly, in dealing with the assignment, the author needs to make procedures of grading by using columns that provide a breakdown of the course grade and also make clearer policies related to late assignments and missing exams.
          The principles of organizing the content that a syllabus intends to cover must represent the aspect of providing direction, focus, and cohesion. Firstly, the content of a syllabus really guides the teachers and the students on what and how the course will be actuated through a series of learning activities with supporting materials and well-structured assessments so the goal(s) and objectives can come true. Secondly, it also guides the teacher and the students with all clear and concise achievements at the end of the course. Thirdly, there is a principal view that changing one of the basic components greatly affects the other ones. So, this process is dynamic while planning course content.
          Further, Soepriyatna (2017) reveals several syllabus frameworks to develop a syllabus. There are seven kinds of them, namely:
a. Grammatical syllabus
It is a form-based syllabus for its contents and the basis of planning a general course for beginning-level learners.
b. Functional syllabus
In contrast with developing the previous type of syllabus, this emphasizes the concept of communicative functions for the contents in each component.
c. Competency-based syllabus
The competencies of the students’ learning mastery in specific situations and activities are the main consideration to develop this kind of syllabus.
d. Topical/ content-based syllabus
The contents oriented to topics, themes, or the other contents of the unit is central point to develop the frameworks of this syllabus.
e. Situational syllabus
Particular various situations and the typical communicative act to use the language characterize the development of this syllabus for its contents.
f. Task-based syllabus
The types of learning tasks the students must complete are the main framework of developing this syllabus.
g. Text-based syllabus
This syllabus best works for the contents involving text and a sample of extended discourse in which the language used is based on the particular text for particular purposes.
          Last but not least, the ways of writing a complete syllabus can be in line with Udel’s (2012) idea as cited in Soepriyatna (2017), it comprises the title page, table of contents, instructor information, the goal of the course, course description, course and unit objectives, resources, course schedule, course requirements, evaluation, grading procedures, points of using the syllabus and studying the course, policies, and learning tools. Basically, when the syllabus author starts to break down those components in clear and concise explanations for each, the main fundamental references to design and to develop along with the time caused by the different needs of the students learning need to consider its main definitions (answers of what and how students learn), types, benefits, and drawbacks of each type of syllabus, stages of syllabus creation, an investigation of the connection between methodology and syllabus design, and several methods to syllabus design.

References:

Brown, D. 1995. Teaching by Principles-An Interactive Approach to Language Pedagogy. Prentice Hall.

Richards, J. 2001. Curriculum Development in Language Teaching. New York, Cambridge University Press.

Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 2:

Course outlines are important documents designed for several purposes that are useful to both students and instructors. course outlines also serve as a reference for colleagues, administrators, and accrediting bodies. This course outline also includes a lesson plan and learning objectives to be achieved as well as what skills students must have after the learning process.
1. The function of a course outline focus on the expected goals, design learning to be carried out, prepare materials according to student needs, and conduct assessments to determine whether the learning objectives have reached the target or not.
2. The components of a course outline. According to Becker dan Calhoon (1999), there are several components of a course outline to develop a syllabus:
a. Administrative information: To give the information regarding identification information.
b. Required reading texts, textbooks, or other material should be listed for quick reference
c. Course description overviews the course by describing the content as well as explaining how the course will be conducted.
d. Goals and objectives: this is very important aspect that becomes the guideline for the whole course development process.
e. Structure and sequence of class activities: This part is also related to assessment such as due dates, reading material for test or exam, and types of assessment.
f. Grading Procedures: This part provides information on how the students’ work will be graded and its related policies such as make-up test and late submission.
g. Other Course Policies: Use this part to describe policies related to the course

3. How to write each component of a course outline: teachers must understand the characteristics of students and then formulate learning objectives. After that, arrange the activities to be carried out and look for complete teaching materials and determine the learning method. the last step is to plan an assessment to test students' knowledge and skills after the learning process.
4. Principles of organizing the content that a syllabus intends to cover
The syllabus can be much more than a contractual document, serving as an expression of our personal teaching philosophy, a way to motivate our students, and a reflection of our expertise in course design. In fact, there are a multitude of purposes for syllabi in university coursework (O’Brien, Millis & Cohen, 2008). A well-written syllabus has benefits for both faculty and students, and can:
• Provide a way to reach out to students before the course starts
• Establish a positive tone for the course
• Define student and instructor responsibilities
• Help students assess their readiness for the course
• Situate the course in a broader context for learning
• Communicate the ways technology will be used in the course
• Enable students to see the scope of learning as well as its ordered sequence
• Engage the instructor in setting clear student learning outcomes, which helps clarify the purpose of the curriculum to students

5. Kinds of syllabus in relation to the syllabus development
There are different types of Syllabus Framework to choose from. The framework used depends on the type of course it is for, learning beliefs of the instructor and trends, theories and common practices.
• Situational Syllabus: it’s design according the situation because language is found in different contexts or situations
• Grammatical Syllabus: to develop the knowledge and skill from simpler to more complex grammatical structure
• Functional Syllabus: to develop learner communicative competence
• Competency-Based Syllabus: The preparation of this syllabus is based on the needs of students and develops their abilities to achieve competence predetermined learning.
• Task-Based Syllabus: constructed with varieties of task that the students need to perform with the language
• Text-Based Syllabus: with a text-based syllabus design, the learning process is more effective. Because the genre approach is concerned with teaching students how language varies systematically.

6. How to write a complete syllabus
All students benefit from an organized, well-written and complete syllabus. So we have to arrange it in detail starting from communicate clearly the plans and required teaching materials including assignments and learning outcomes, also explain our teaching philosophy. Determine the activities to be carried out along with the time, also consider student evaluation methods, such as exams, assignments and presentations, learning objectives. Ensure sufficient time between assignments for students to receive feedback before the next assignment is due. Consider the time it will take your students to complete and return assignments.
Review the syllabus every year to find out the progress by discussing with colleagues to make it work well.

References:
Acert and Laura Baecher.Principles and practicesin syllabus design. https://acert.hunter.cuny.edu/blog/syllabus-design/2015/07/30/ , accessed on October 17, 2022
Feez Suzan. Text-based Syllabus Design. TESOL in Context Volume 9 No. I July 1999, p.11-14.
O’Brien, J. G., Millis, B. J., & Cohen, M. W. (2008). The course syllabus: A learning-centered approach. San Francisco, CA: Jossey-Bass.
https://www.ulethbridge.ca/teachingcentre/constructing-course-outline-or-syllabus, accessed on October 17, 222
https://www.wikihow.com/Write-a-Syllabus, accessed on October 18, 2022
Nick malekos.2022.How to create a course outline. https://www.learnworlds.com/online-course-outlines/ , accessed on October 17, 2022
https://prezi.com/pg3t3zwzklch/week-2-types-of-syllabus/ , accessed on October 19, 2022

Jawaban 3:

1. Course Outlines are important resources that help students understand the course and The Course Outline defines course objectives and learning outcomes, course requirements, textbooks, and assessment dates and criteria (University of Newcastle Australia, https://askuon.newcastle.edu.au/app/answers/detail/a_id/2038/~/what-is-a-course-outline%3f ). A course outline works as a guide for students and teachers (University of Lethbridge, https://www.ulethbridge.ca/teachingcentre/constructing-course-outline-or-syllabus) The course outline is intended to assist teachers in planning their lessons which can be seen as an action plan based on the information contained in the school curriculum for a particular course, and the course outline describes the course objectives, learning objectives or outcomes, and the amount and sequence of material to be covered (Richards, 2017). The function of the course outline according to Soepriyatna (2019) is as a guide for teachers in achieving goals and objectives, designing activities to be carried out, evaluating materials needed, and developing assessments to measure whether the goals are achieved. Finally, the course outline will function as the basis for syllabus writing (Soepriyatna, 2019).

2. According to Becker and Calhoon in Soperiyatna (2019), there are several components of course outlines as follows:
- Administrative information. It includes course name and number, semester, etc
- Required text, readings, or materials. It includes lists of reading materials, books, or other resources that are needed for the course.
- Course descriptions. What is this course about? Focus on student perspectives: Why do they want to take this course? What can they expect from taking it? What questions will they learn to answer?
- Goals and Objectives. List what students should be able to do, know, or feel by the end of your course. What will they learn during the course? It will probably be more than just content. It is also a good idea to map how the Desired Learning Outcomes of the course are mapped to course assessments and course learning activities.
- Structure and sequences of class activities. It contains topics to be covered, dates, and readings to be done in a column format so that they are easy to read and refer to. It also includes the assignment due date or test date in this class activity schedule, as well as the teaching methods and reasons we teach that way.
- Grading procedures. It uses columns, provides details of course grades, and describes policies such as for late assignments or missed exams.
- Other course policies. If attendance and participation are not part of your course grades, consider outlining your expectations of them in a separate section. It is also a logical place to discuss issues such as academic dishonesty.
- Any institution-required elements. Some institutions and faculties may require instructors to include standardized statements in their course outlines about issues such as academic dishonesty or classroom conduct.

3. How to write each component of a course outline according to Soepriyatna (2019) as follows:
- Administrative information. This part is regarding the identification information. So, write down the course name, course code, semester, lecturer’s name, contact number, email address, and office hours.
- Required text, reading, and materials. This part is about quick reference. Write this list using a particular referencing system such as APA style.
- Course descriptions. Write down the course description describing the content as well as explaining the course will be conducted.
- Goals and objectives. Write this part about formulating goals and objectives.
- Structure and sequence of class activities. Write this part about the topics and sub-topics together with the assignment and their due dates. We can write this one in the table (course schedules)
- Grading procedures. This part of the component is about the information on how students’ work will be late graded and its related policies such as make-up tests and late submission.
- Other course policies. This part is about the description of policies related to the course such as attendance, being late, and others.

4. Principles of organizing the content that a syllabus intends to cover
Soepriyatna (2019) stated that in developing a syllabus, there are some principles of organizing the content that a syllabus intends to cover. Breen in Soepriyatna (2019) expresses these principles as questions:
- What knowledge and capabilities should be focused upon?
A syllabus may give priority to linguistic or broader communicative knowledge and focus upon one or all four skills (reading, speaking, writing, and listening) or more broadly, problem-solving or negotiation capabilities.
- What should be selected as appropriate content?
Given a linguistic focus, which particular structures and vocabulary should be covered, or given a communicative focus, which particular uses of language or types of tasks should be selected?
- How should the content be subdivided so that it can be dealt with in manageable units?
What is selected content may be broken down to contributory parts for ease of teaching and learning in real time.
- How should the content be sequenced along a path of development?
A syllabus may adopt and capabilities, or it may be cyclic where earlier knowledge and capabilities are revisited and refined at later points.

5. Kinds of the syllabus in relation to the syllabus development.
According to Soepriyatna (2019) there are several kinds of the syllabus in relation to the syllabus development as follows:
- Grammatical syllabus, is organized based on grammatical items or content.
- Functional syllabus, is organized based on communicative functions such as requesting, complaining, suggesting, and other communicative functions.
- Competency-based syllabus. It is organized based on the specification competencies learners are expected to master in relation to a specific situation, and activities (covered about skills, knowledge, and attitudes)
- Topical/content-based syllabus. It is organized based on the topic themes, or other contents of the unit rather than grammar, function, or competencies.
- Situational syllabus. It is organized based on the language needed in particular situations such as at the restaurant, at the hotel, etc.
- Task-based syllabus. It is organized based on the tasks that learners need to complete in the target language.
- Text-based syllabus. It is organized based on the texts and a sample of extended discourse.

6. How to write a complete syllabus.
Udel in Soepriyatna (2019) stated that to write a complete syllabus must contain some items as follows:
- Title Page. In this part, write the name of the course, course code, semester, institution logo, name of institution, etc.
- Table of Contents. It describes what is in the syllabus as a document.
- Instructor Information. It describes the lecturer, and how to contact the lecturer.
- Goal of the Course. It elicits why the course exists and should exist and why the students should learn it.
- Course description. It explains why the course is important and encourages students’ interest and motivation.
- Course and Unit Objectives. It formulates specific objectives and is as measurable as possible.
- Resources. Write down all resources in the form of references.
- Course Schedule. Make it on a table, it contains topics, assignments, due dates, and exams.
- Evaluation. Write down all assignments for successful completion of the course.
- Grading Procedures. Give a detailed explanation of the breakdown of grades by requirements should be stated.
- How to use the syllabus. It gives information about how the students use this syllabus.
- How to study for this course. Inform the students how to study.
- Policies. Inform the policies about participation, being late, and others.
- Learning tools. Inform the list teaching aids that will be used.

References:

Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.

https://askuon.newcastle.edu.au/app/answers/detail/a_id/2038/~/what-is-a-course-outline%3f The University of Newcastle Australia

Richards, J. C. 2017. Curriculum Development in Language Teaching Second Edition. Cambridge: Cambridge University Press

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses/course-design/creating-course-outlines University of Waterloo

https://www.ulethbridge.ca/teachingcentre/constructing-course-outline-or-syllabus University of Letbridge

Jawaban 4:

The function of a course outline

·       Both students and instructors can benefit from a course outline. It is a crucial component of any course design. There are several goals for the course overview. The goal of Writing Course or Program Outlines is to help you create a concise, well-defined, meaningful course outline that explains your goals and objectives to your students while also outlining what is required of them.

·       A syllabus is a tool for planning. Its creation directs the course's growth by the instructor. By creating a syllabus, teachers can specify the objectives of the course, the learning goals of the students, the creation and alignment of the assessment plans, and the timetable for the course.

·       Students can also use a course overview or syllabus as a reference. You are letting students know about the readings they will be doing by establishing course objectives and learning objectives. The schedule also outlines the deadlines for the expectations that are placed on the students.

·       A course overview is also useful for coworkers, supervisors, and accreditation organizations as a reference. It enables others to see your instructional practices and your expectations for your students. In some circumstances, people may consult your course outline to assess the competencies that students ought to possess after taking your course.

The components of a course outline and How to write each component of a course outline

·       Contact Information
The front page of the syllabus contains contact information so that students can reach the professor or teaching assistant (TA) if they have questions regarding the course. The information listed should include, but is not limited to: the instructor's name, office address and telephone number, e-mail address, fax number, office hours, staff assistant contact information and teaching assistant contact information

·       Course Description
Provide the course description for students so that there is an immediate clear picture of the course intent. Write a broad overview of the course that captures the nature of the course, but avoids specific details. Using active tense pulls the student into the present.

·       Course Objectives
Incorporate the course objectives into the syllabus immediately following the course description so that students begin to get a sense of “belonging” because they see that the objectives will meet their needs in their program of study. Also, by placing detailed objectives in the syllabus, which is generally given to students on the first day of the course, students will be able to read the objectives, and immediately ask questions about the objectives for the course.

·       Course Timetable
The syllabus's main component, the course outline, needs to be carefully considered, organized, and improved over time. Each class date, the subject that will be covered each day, and the reading assignment that must be finished before to class in order to effectively prepare for the session should be included, at the very least, in the course overview. The course outline gives students a sneak peek at the subject matter for each lesson. This will enable them to start the course's scholarly discussions off properly prepared.

·       Course Requirements
Students enter a new course with an immediate need to know the course requirements. Course requirements include the title of the assignments and the number of points each assignment is worth.

·       Course Evaluation
The brief explanation of the particular criteria the teachers will use to grade each assignment is included in the course evaluation. The course evaluation also emphasizes the task's deadline and reiterates the potential grade for that work. Include a sentence informing students that a formal mechanism is available for them to use if they have questions about their grade.

·       Grading Scale
Students have the right to know how many points are needed to obtain a certain grade in the course. The grading scale, most often, is a university-wide standard grading scale, or professors may be at liberty to develop their own scale.

·       Textbook
The syllabus indicates the complete citation of the text that will be used for the course. If the book can be found on the World Wide Web at a reduced cost, share that information with students. Also, if there is more than one location in which students can purchase the text; indicate the location(s) that carry it.

·       Additional Readings
Other readings may be assigned throughout the course and therefore should be listed in the syllabus with full citations in case students want to locate them prior to the date that the topic is presented.

Principles of organizing the content that a syllabus intends to cover according to Breen (2001)

·       Prioritized skills and expertise.
One or all of the four skills—reading, speaking, writing, and listening—or, more broadly, problem-solving or negotiating skills—might be prioritized in a syllabus along with linguistic or more general communicative knowledge.

·       Selected appropriate content
In terms of a linguistic focus, a syllabus should pick the specific language-focused structures and terminology to be studied, and which specific language-focused tasks or tasks should be chosen.

·       Diving the content
For the purpose of making teaching and learning in the actual world easier, the content that is chosen can be divided into contributory or constituent pieces.

·       Organizing content to follow a development path
A syllabus may follow a step-by-step progression from simpler to more complicated knowledge and skills, or it may be circular, revisiting and improving earlier knowledge and skills at later places.

Kinds of syllabus in relation to the syllabus development

·       A structural (or formal) syllabus 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 structures 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.

·       A notional/functional syllabus is one in which the content of the 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.

·       A situational syllabus 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. The language occurring in the situation involves a number of functions, combined into a plausible segment of discourse. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations.

·       A skill-based syllabus is one in which the content of the 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.

·       A task-based syllabus and a content-based syllabus are similar in that in both the teaching is not organized around linguistic features of the language being learned but according to some other organizing principle. In task-based instruction, the content of the teaching is a series of complex and purposeful tasks that the Students want or need to Perform with the language they are learning.

·       A content-based syllabus is not really a language teaching syllabus at all.
When teaching a language using a content-based approach, the main goal of the lesson is to impart knowledge in the language that the pupils are also learning. In addition to learning the subject matter being taught, the pupils are also learning the language. Language learning happens incidentally to the learning of the principal subject matter. The organization of the material and language teaching is the opposite of one another. While task-based language instruction is focused on communication and cognitive processes, content-based language instruction is concerned with information. A science lesson given in the language the students need or want to learn, maybe with linguistic modifications to make the science more understandable, is an illustration of content-based language education.

How to write a complete syllabus
Generally speaking, while creating or writing a complete syllabus, the information should be presented in a way that makes it simple for people who are unfamiliar with the course to understand (ie, those who have not taken the course). Students should be able to understand the requirements and the structure of the course from the syllabus by reading it carefully. The ideal course syllabus should spark interest and encourage students to assume responsibility for learning the course materials. 1,2,5 To guarantee consistency and a connection to the academic program, the syllabus' contents should be in accordance with other college publications like the course catalog and policy documents.

Reference:
Developing an effective course syllabus
JL Hess, MS Whittington - Nacta Journal, 2003 - JSTOR

Syllabus Development and Programming. Australian Language Levels Guidelines. Book 2.

Approaches to Syllabus Design for Foreign Language Teaching. Language in Education: Theory and Practice, N6. 67.

The Syllabus as a Tool for Student-Centered Learning
January 2001The Journal of general education 50(1):56-74

MPBI5204 – EFL Curriculum And Materials Development, Soepriyatna

https://www.ulethbridge.ca/teachingcentre/constructing-course-outline-or-syllabus

Jawaban 5:

1. The function of a course outline
A course outline is a document that benefits students and instructors. It is an essential piece when designing any course. The course outline has a few purposes. A syllabus is a planning tool. Writing it guides the instructor’s development of the course. Through the development of a syllabus, instructors can set course goals, develop student learning objectives, create and align assessment plans, as well as establish a schedule for the course. A course outline can be a guidelines for the students and the teacher can learn the material well structured. The schedule also tells students what expectations are had of them and provides a timeline of these expectations.

2. The components of a course outline
a) Title Table
b) Table of content
c) Instruction information
d) Goal of the course
e) Course description
f) Course and Unit Objectives
g) Resources
h) Course Schedule
i) Course Requirements
j) Evaluation
k) Grading Procedures
l) How to Use the Syllabus
m) How to study for this course
n) Policies
o) Listening tools

3. How to write each component of a course outline
When creating your course outline there are some essential parts that you need to include:
a) Course Description from the Academic Calendar
It is a good idea to take a look at this description because this may be the description your students are using to determine if they wish to take your course or not.

b) Course goals
What are the big ideas that you are going to cover in your course? What are the essential understandings that students will take away with them after the course has finished? It is important to define these course goals, as they will help you determine what you expect from your students, and what your students can expect from the course.

c) Student Learning Objectives/ Outcomes
Designing outcomes is essential to designing your course and is a valuable element to have in your syllabus. The outcomes are usually statements that are verb oriented and directed at the students
d) Assessment Overview
he assessment overview is a grading guide that allows students to see what weightings can apply to the different assessment elements of a course. An example of an assessment overview as : Quizzes: 40%, Participation: 20%, Team Assignment: 10%, Final Exam: 30%.
e) Assessment plan
Assessment plans are built in line with student learning objectives. Student learning objectives state what students will learn while your assessment plan states how you, as an instructor, will gather evidence for achievement of the objectives.
f) Reading List
It is a good idea to put the readings for the course within the syllabus. What you include may simply be a reference to a textbook, or it may be many references to online readings. Listed readings will allow students to read more reading text or articles for gaining their knowledge regarding with the objectives of the lesson given.

4. Principles of organizing the content that a syllabus intends to cover
a) What knowledge and capabilities should be focused upon?
b) How should be selected as appropriate content?
c) How should the content be subdivided so that it can be dealt with in manageable units?
d) How should the content be sequenced along a path of development
5. Kinds of syllabus in relation to the syllabus development
1) grammatical syllabus
2) The Functional Syllabus
3) Competency -based syllabus
4) Topical/content-based syllabus
5) Situational syllabus
6) Task-Based Syllabus
7) Text Based Syllabus

6. How to write a complete syllabus
The syllabus gives students a first impression about what to expect from your course and fosters their curiosity and interest. A comprehensive syllabus helps you to structure and articulate your course expectations in support of student learning. An effective course syllabus fulfills several important. In particular, it:
• sets the tone for the course
• communicates what, when, and how students will learn
• clarifies for students what they need to do in order to be successful
• communicates expectations in terms of student responsibilities
• avoids misunderstandings about course policies.

References:
Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

https://www.ulethbridge.ca/teachingcentre/constructing-course-outline-or-syllabus

https://teaching.berkeley.edu/sites/default/files/syllabus_components.pdf

https://ctl.wiley.com/components-syllabus-online-campus-courses

Jawaban 6:

1. The function of a course outline
Answer: The function of a course line is to support the learning process and document the curriculum implemented in the classroom or learning course. This task is to determine learning requirements and other elements, such as learning resources, learning activities and evaluation methods. This includes important information regarding the overall description of the lesson, how the teacher or lecturer expects the learning outcomes of the students and how the students perform in the class. It also aims to be procedures and guidelines for learning and assessment criteria that can be used by teachers as a basis. It will generally have a more basic component when compared to the syllabus and will generally be given to the instructor, otherwise the syllabus should be given to the responsible teacher and it will provide not only an outline, but important indicators that should be implemented in the classroom.

2. The components of a course outline
Answer: A course outline differs in its components, which may depend on the place of the course or country context, for example, but most a course outlines include eight components classified as follows:
Course description linked to academic calendar
Student learning goals or outcomes
Course objectives
Assessment plan
Assessment overview
Reading list
Schedule of activities

3. How to write each component of a course outline
Answer:
Course description is linked to the academic calendar: The course or university calendar can be different each year, so the course description is updated every year. This will allow the teacher or lecturer to know the course content.
Student learning objectives or outcomes: This section becomes the most important element in the course outline, especially when it comes to knowing that learning is based on and directed at students. It will generally contain, "Students will be able," according to the subject of study.
Course Objectives: It contains the big ideas covered in the course and the understanding that students should have after the course is over.
Assessment plan: This is written along with the learning objectives, about what students will learn and how the assessment structure of each lesson and test is given, for example essays that will be assessed using rubrics.
Assessment overview: This contains an assessment guide and the weight given to an assignment or test or can be for the entire course of study, for example, quizzes: 50%, team assignment: 10%, participation: 5, and final exam: 15%.
Reading list: This contains reference books used in learning and how students can take quotes in the book to understand or implement in an assignment.
Schedule of activities: This is a plan of what activities can be given in each lesson.

4. Principles of organizing the content that a syllabus intends to cover
Answer:
In organizing the content that a syllabus intends to cover, the teacher or lecturer can implement the principles so that the design of the syllabus can be appropriate and can be in accordance with the course being taught. Similar to the content and implementation of the course outline or syllabus, the principles of the syllabus also vary. However, some important parts are covered as follows:
Course learning materials are given in an external context so as to be able to teach all types of students.
Helping students to identify and improve their readiness for learning.
Determine the responsibilities of teachers or lecturers and students.
Give a positive tone to the syllabus created.
Reach out to students before learning actually begins.

5. Kinds of syllabus in relation to the syllabus development
Answer:
In its development, there are six types of syllabi operating worldwide, which are classified as follows:
Content-based syllabus
Task-based syllabus
Skill-based syllabus.
Situational syllabus.
Functional/notional syllabus.
Structural syllabus.

6. How to write a complete syllabus
Answer:
A syllabus is required to be both documentation and accountability. This is required to include everything in the course, for what type of credit and at what level. It contains information useful in evaluating programs, courses, and instructors that can be used in accreditation procedures, articulations, course equivalency transfers, or regular campus courses. In the context of being a learning tool, the syllabus can include the following:
Instructions on how to learn.
Estimated student workload.
Learning resources (guidance, counseling).
The relevance of the material to the interests of the material to students (the reasons students study the material in the syllabus).
Philosophy regarding course content, learning and teaching.
The conceptual structure of the course or class setting and why it is the way it is.
Information about teachers/lecturers.

Jawaban 7:

A course outline lets students know what the course is about, why the course is taught, where it is going, and what will be required for them to be successful in the course (Altman & Cashin, 2003).
According to Becker and Calhoon (1999), The components of a course outline are:
Administrative information, Required texts, readings, or materials, Course description, Goals and Objectiives, Structure and Sequence of class activities, Grading procedures, Other course policies, Any institution required elements.
To meet the requirements, syllabus designers including lecturers who develop their own syllabuses, should apply principles to the organization of the content which they intend the syllabus to cover. Breen (2001) expresses these principles as questions:
1. What knowledge and capabilities should be focused upon?
What should be selected as appropriate content?
3. How should the content be subdivided so that it can be dealt with in manageable units?
4. How should the content be sequenced along a path of development?
According to Richards and Burns (2009) there are several frameworks in developing a syllabus, they are:
1. Grammatical syllabus
2. Functional syllabus
3. Competency-based syllabus
4. Topical/Content-based syllabus
5. Situational syllabus
6. Task-based syllabus
7. Text-based syllabus

According to Udel (2012), well-written syllabus may have the following:
1. Title page
2. Table of contents
3. Instructor information
4. Goal of the course
5. Course description
6. Course and Unit Objectives
7. Resources
8. Course Schedule
9. Course Requirements
10. Evaluation
11. Grading procedures
12. How to use the syllabus
13. How to study for this course
14. Policies
15. Learning tools
Thank you

Soepriyatna. 2019. EFL Curriculum and Materials Developments. Tangerang Selatan. Universitas Terbuka.

Jawaban 8:

A course outline is a document to inform and assist teachers in reaching goals and objectives by helping them plan activities, analyze the materials they will require, and create assessments that will determine whether or not object objectives have been met. (Soepriyatna, 2019).
Becker and Calhoon (Soepriyatna, 2019) suggest the elements of the course outline as follows:
a. Administrative information.
It consists of information about the course name, the semester number, the teacher or lecture’s name, phone number, etc.
a. Required texts, reading, or materials
This part tells us about a list of books or references that should be read or used along the course. The reference suggested using APA 6th edition.
1. Course description
The course description provides an overview of the course by outlining both its content and its methodology(Soepriyatna, 2019).
1. Goals and Objectives
The most crucial elements of the course plan are the goals and objectives. It becomes the blueprint for the entire process of creating the course.
1. Structure and sequences of class activities
Topics and subtopics are listed along with the assignment and their respective due dates at this point. This section also covered assessment-related topics like deadlines, reading lists for tests and exams, and assessment formats.
1. Grading Procedure
This section explains the grading criteria for the student's work as well as any relevant regulations, like make-up exams and late submissions.
1. Other course policies
If participation and attendance are not factors in your course grade, you might want to consider describing your expectations for them in a separate section. it makes sense to debate topics like academic dishonesty here as well.
1. Any institution required elements
Faculty or departments at some institutions may demand that teachers provide a standard statement in their course descriptions that describes an issue like academic dishonesty or classroom behavior.

Breen in (Soepriyatna, 2019) explains the principles of organizing the content:
1. Language or more general communicative knowledge may be prioritized in a syllabus, along with one or all the four skills of reading, speaking, writing, and listening, or more widely problem-solving or negotiation skills.
a. Choose between a communicative focus, where specific language uses or task kinds should be chosen, and a linguistic focus, where specific vocabulary and structural elements should be taught.
b. Which content was chosen to make it easier to teach and learn in real-time by dividing it into contributory or constituent parts?
c. 4. A syllabus may follow a linear path from less complicated to more complex knowledge and abilities, or it may be cyclical, revisiting and refining earlier knowledge and abilities at a later time.
According to Richard burns (Soepriyatna, 2019) there are several types of frameworks in developing syllabi these types are different from each other because of their natures.
They are situational syllabus grammatical syllabus functional syllabus competency-based syllabus thematic syllabus, task base syllabus, and texts-based syllabus.
1. A situational syllabus is structured around the language required in specific contexts, such as at a restaurant, airport, hotel, etc.
2. A grammatical syllabus is structured around grammatical concepts or elements.
3. Functional syllabus: This syllabus arranged content according to communicative functions like requesting, complaining, recommending, and other related ones.
4. A competency-based syllabus organizes its content according to the capabilities that students are required to master in respect to particular situations and activities.
5. Task-based syllabus
It is a framework that arranged the content based on the task that the learners need to complete in the target language.
1. Text-based syllabus
It is a syllabus framework that organizes its content around texts and samples of extended discourse.

The course syllabus should be written well and recorded neatly. The well-written syllabus may have the following components: Title page, table of contents, instructor information, the goal of the course, descriptions of course and unit objectives, resources, course schedule, course requirements, evaluation, grading procedures, how to use the syllabus, how to study for this course, policies and learning tools. The well-written syllabus will maximize its beneficial functions.

REFERENCE
Soepriyatna. (2019). EFL Curriculum and Materials Development. Universitas Terbuka.

Jawaban 9:

I want to discuss aspects of a course outline and syllabus development which are compiled from the function of a course outline to how to write a complete syllabus.

It is said that some important concepts of the course outline guide teachers in achieving goals and objectives, designing teaching-learning, evaluating material needed and developing assessments to measure if objectives are achieved, so it is well stated that a course outline is a guide for teachers to achieve plans and a map to a course plan and achievement. To accomplish the program, they are components of a course outline that needs to consider, such as administrative information, required texts, readings or materials, course description, goals and objectives, structures and sequence of class activities, grading procedures and other course policies. Each component is written based on the sequencing mentioned above. It is started with the administration information, including the information identified, such as course name, course code, semester, lecturer's name, HP number, email address, and office hours. Next, Required reading texts, textbooks, or other material should be listed for quick reference. Write the list using a particular referencing system; APA 6th edition is recommended. Then, the course description stands for overviewing the course by describing the content and explaining how the course will be conducted after that is formulating goals and objectives, which are very important aspects that become the guideline for the course development process.​ Next, the structure and sequence of class activities​ which, in this stage, topics and sub-topics are listed together with the assignments and their due dates. This part is also related to assessments such as due dates, reading material for tests or exams, and types of assessment. ​Then, the grading procedure in this part provides information on how the student's work will be graded and its related policies, such as make-up tests and late submissions.​ Finally, the last one is other course policies​ that describe the course's policies.

Regarding syllabus development, it is known that a course syllabus is designed to help students follow the course better since there are some prominent principles which stand for its existence which are providing all the information students need to know about the course, organizing all its learning content, classroom policies, student expectations and evaluation, informing every meeting and lessons in sections of the course syllabus, giving students an idea what the course will be about and giving students an insight of the lecturer's values of learning and teaching. ​There are seven kinds of syllabi which can be applied depending on the type of course, what it is for, what learning beliefs of the instructor and trends and theories and common practices.​
1. Situational Syllabus focuses on situational aspects, for instance, basic survival purposes in a different country.​
2. Grammatical Syllabus, used for Beginner Level courses as it focuses on fundamental grammar structures.
3. Functional Syllabus,​ which focuses on conversation. An example would be learning to make requests, demands, suggestions, questions, and so forth.​
4. Competency-Based Syllabus, ​focusing on specific skills that learners need to master for certain situations.​
5. Thematic Syllabus, a content-based syllabus that uses specific topics which enable students to explore real-life situations​
6. Task-Based Syllabus focuses on tasks students need to complete. The target language is embedded in the task-based activity. ​and finally,
7. Text-Based Syllabus​often uses excerpts, books, articles or any type of text as the main analysis material source. This can also be based on certain situations.​ So to the final, to write a complete syllabus, one must consider the four main elements of a syllabus: Goals and Objectives, Content, Methodology and evaluation. Second, ideas for a syllabus must be organized appropriately.​ Third, choose a syllabus framework which has seven kinds to choose from. And finally, provide all specific course details to ease student navigation throughout the course outline,​ which are: 
1. Title Page, Table of Contents, Instructor Information​
2. Course Goal and Course Description​
3. Objectives of Course and Units​
4. Resources​
5. Course Schedule and Course Requirements​
6. Evaluation Method & Grading System​
7. Syllabus Instructions​
8. Studying Instructions​
9. Course Policies​
10 Learning Tools​

All in all, developing a course outline and syllabus needs some thorough consideration which can be broken down based on the functions, components and how to establish each. The choice of each kind has to consider lists and needs and ease the navigation throughout the course.

Reference:
Soepriyatna. (2019). EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.

Jawaban 10:

1. The function of a course outline
By the end of Initiation, you are expected to be able to develop a course outline and a course syllabus.

2. The components of a course outline
a. Goals and Objectives
b. Administrative information
c. Course description
d. Other course policies
e. Required text reading, or materials
f. Grading procedures
3. How to write each component of a course outline
a. Achieving goals and objectives
b. Designing teaching learning
c. Evaluating materials needed
d. Developing assessment to measure if objectives are achieved

4. Principles of organizing the content that a syllabus intends to cover
Knowledge Focus: The focus can be about something broad such as writing, speaking, reading and listening or something as specific as linguistics.
Appropriate Content: Age, skill level and individual backgrounds should be considered when creating syllabus content
Content Subdivision: Break down subtopics into several parts so that it is easier for students to grasp the concept.
Content Sequence: Generally starts with a simple content building up to larger and more complex ones towards the end.

5. Kinds of syllabus in relation to the syllabus development
1. Situational Syllabus
2. Grammatical Syllabus
3. Functional Syllabus
4. Competency-Based Syllabus
5. Thematic Syllabus
6. Task-Based Syllabus
7. Text-Based Syllabus
6. How to write a complete syllabus
1. Title Page, Table of Contents, Instructor Information
2. Course Goal and Course Description
3. Objectives of Course and Units
4. Resources
5. Course Schedule and Course Requirements
6. Evaluation Method & Grading System
7. Syllabus Instructions
8. Studying Instructions
9. Course Policies
10. Learning Tools

Soepriyatna. Buku Materi Pokok MPBI5204: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 11:

1. The function of a course outline
A course outline has function as a tool for teachers and students managing the teaching and learning process. A course outline is a guidance for teachers to achieve goals & objectives, design activities to conduct in every meeting, evaluate materials needed, and develop assessment to measure if the objectives are achieved, Soepriyatna (2019).

2. The components of a course outline
According to Backer & Calhoon (1999) as sited by Soepriyatna (2019), there are 8 important components of a course outline:
1. Administrative information
2. Required text, readings, or materials
3. Course description
4. Goals and objectives
5. Structure and sequence of class activities
6. Grading procedures
7. Course Policies
8. Any institution required elements

3. How to write each component of a course outline
In developing components of a course outline, there are important things to be considered when writing:
1. Considering the 4 main elements of syllabus, which are aims (goals & objectives), content, methodology, and evaluation, Breen (2001) as sited by Soepriyatna (2019).
2. Should apply the principles to the organization of the content which the syllabus covers in an appropriate manner.
3. Choose the syllabus framework.

4. Principles of organizing the content that a syllabus intends to cover
Referring to Breen (2001) as sited by Soepriyatna (2019), there are 4 principles of organizing the syllabus:
1. The knowledge & capabilities that the course is focusing
2. The appropriate content for the teaching & learning process
3. The management of the content that will be delivered to students in several subdivisions
4. The sequence of the content to be delivered to students step by step

5. Kinds of syllabus in relation to the syllabus development
According to Richards and Burns as sited by Soepriyatna (2019), there are several types of frameworks in developing syllabus:
1. Situational syllabus: focuses on situational aspects
2. Grammatical syllabus: focuses on fundamental grammar structures
3. Functional syllabus: focuses around conversation
4. Competency – based syllabus: focuses on specific skills the students need to master
5. Thematic syllabus: a content-based syllabus that uses specific topics to explore real life situations
6. Task-based syllabus: focuses on tasks students need to complete
7. Text-based syllabus: uses excerpts, books, articles, or any type of texts as main analysis source.

6. How to write a complete syllabus
According to Udel (2012) as sited by Soepriyatna (2019), a well written syllabus should have this information:
1. Title page
2. Table of content
3. Instructor information
4. Course goal
5. Course Description
6. Course & Unit Objectives
7. Resources
8. Course Schedule
9. Course Requirements
10. Evaluation
11. Grading Procedures
12. How to Use the Syllabus
13. How to Study the Course
14. Policies
15. Learning Tools

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.

Jawaban 12:

A syllabus is a document that outlines everything that will be covered in a class.In dealing to the syllabus design,the teacher play fundamental role and take the biggest portion in it. According to Klein (1999), teachers have the actual power to make or break the decisions promoted at any level. Regardless of all decision-making, their choices will ultimately determine the curriculum.

So we can ensure,syllabus is a valuable tool in the learning process,as well as its function.What is the syllabus function?Below are the function of the syllabus:

A.Syllabus as a contract
As a contract, the syllabus—Makes it clear what the rules are
• Outlines what is expected to happen during the semester
• Outlines the responsibilities of students and the instructor
• Describes appropriate procedures and course policies

B.Syllabus as a permanent record
As a permanent record, the syllabus —Performs accountability and documentation duties.
• Contains information that can be used to evaluate instructors, courses, and programs.
• Documents what a course covered, at what level, and for what type of credit (useful in course equivalency transfer situations, accreditation procedures, and articulation)
• The information needed for a syllabus to be useful as a permanent record
C.Syllabus as a tool for learning
Syllabus as a learning tool—Helps students become more effective learners in the course.
• Inform students of the instructor’s beliefs about teaching, learning, and the content area
• Focuses on students and what they need to be effective learners
• Places the course in context (how it fits in the curriculum, how it relates to students’
lives)
• Content required for a syllabus that serves as a learning tool for students

2.The components of the syllabus:
• Need analysis
• Goals
• Objective
• Instuctional objective and media.
• Teaching learning activities
• Assessment
3.How to write the components of the syllabus

a) Need analysis should be write based on the student’s capacity,ability,needs,aptitude,motivation and the social’s orientation
b) Goals are general statements about what you hope students will gain from the course.so it writes general sentence which cover all of the objective of the course.
c) Course objectives, also known as outcomes, describe the course's specific goals as they relate to student performance.So it should write in Specific, measurable, and clear way.
d) In determining learning materials, there are several things that must be considered. These are:Potential students, relevance to regional characteristics,the level of physical, intellectual, emotional, social, and spiritual development of students.
e) Make learning activities as interesting as possible so that they can motivate students to continue learning.
f) The teacher should specify the worth of each graded item in the course so that students understand how to prioritize their efforts in class.

4.The principles in organizing the syllabus:
• Determine, to the greatest extent possible, the desired outcomes for the students in the instructional program. That is, define what the students should be able to do as a result of the instruction as precisely and realistically as possible.
• Rank the syllabus types presented here in terms of their likelihood of producing the desired results. If the outcomes are complex, several rankings may be required.
• Evaluate available resources in expertise (for teaching, needs analysis, material selection and production, and so on), materials, and teacher training.
• Rank the syllabuses in relation to the available resources. Determine which syllabus types would be easiest to implement given the available resources.


5.Kinds of the syllabus
a. Structural/grammatical (formal) syllabus
The goals of this syllabus are to teach learners about the language system and to ensure that they understand the grammar and vocabulary of the language.
b. Functional syllabus
Language teaching content is a collection of the functions that are performed when language is used, or of the notions that language is used to express.
c. Situational syllabus
The strategy is focused on students who are in charge of their own education. Learners are viewed as engaged individuals who construct their own learning.
d.Topic based syllabus
In this syllabus the activities and the task related to particur topic.
e.Competence based syllabus
It defines what a learner should be able to do after learning process.
f.Task based syllabus and text based syllabus
Both of the syllabus share some features on providing students with the opportunity to use language in real life situation.
6.How to write a complete syllabus
• Type the title of the course at the top of the document.Including the semester, year, and section number of the course.
• office phone number or the phone number or the email address
• Note what kind of assignments students will complete (i.e. quizzes, discussion boards, or lab assignments).
• Include a short course description at the top
• Outline the objectives for the course
• Just include a list of the required courses
• Provide students with the name, author, year, and International Standard Book Number ("ISBN") of the textbooks, novels, or coursebooks students will need.
• No need to list materials required by every class, such as notebooks, paper, or pens if you’re teaching a high school or college class.
• A good rule of thumb is to include any materials not common to other classes, such as a scientific calculator, software, or drafting tools.
• Mention how the course is taught (through lectures, labs, or online video lectures).
• Put how long the course will be conduct and how it will conduct(group/individual)

Reference:
https://www.weber.edu/WSUImages/tlf/TLF%202012/Purposes%20of%20a%20Syllabus.pdf
https://www.researchgate.net/publication/364321441_THE_PERCEPTIONS_OF_INDONESIAN_SECONDARY_EFL_TEACHERS_CONCERNING_THEIR_ROLES_IN_SYLLABUS_DESIGN
https://sheuban.wordpress.com/2009/06/28/underlying-principles-of-syllabus-design-in-english-language-teaching/

Jawaban 13:

1. The function of a course outline
Outline is a writing plan that contains the outlines of an essay that will be worked on and is a series of ideas that are arranged in a systematic, logical, structured, and orderly manner. Course outlines are made as a guide for students in participating in all activities learning this course. In this Course Outline, competencies, learning objectives, teaching staff, evaluation methods, bibliography and class schedules. In the lecture schedule, the topics and sub-topics that students must learn every day are detailed week, so that students are expected to be able to prepare themselves so that good learning outcomes can be achieved every student can achieve.

2. The components of a course outline
a) Learning Objectives
Learning objectives must reflect the essentials of learning and must be able to be tested with various forms of assessment as a form of demonstration of understanding.
The learning objectives determine the learning activities, the resources used, the suitability for the diversity of students, and the assessment methods used.
Learning objectives can take many forms: knowledge in the form of facts and information, as well as procedural, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies.
b) Meaningful Understanding
Meaningful understanding is information about the benefits that students will get after participating in the learning process. These benefits can later be applied by students in life daily.
c) Lighter Question
Trigger questions are made by teachers to foster curiosity and critical thinking skills in students. The lighter questions guide students to gain meaningful understanding according to the learning objectives.
For example, in learning to write short stories, the teacher can encourage lighter questions as follows.
a. What makes a short story interesting to read?
b. If you were asked to come up with a different ending, what would you suggest?
d) Learning Activities
The sequence of core learning activities in the form of concrete steps of learning activities, including alternative/alternative learning options and steps to adapt to student learning needs.
The steps of learning activities are written sequentially according to the planned time duration, covering three stages, namely introduction, core, and closing based on active learning methods.
e) Assessment
Assessment is used to measure learning achievement at the end of the activity. Achievement criteria must be clearly defined in accordance with the learning objectives set.
Assessment type:
a. Assessment before learning (diagnostics)
b. Assessment during the learning process (formative)
c. Assessment at the end of the learning process (summative)

3. How to write each component of a course outline
If all the selected components are ready, then which step should we take first? This is our function to create an outline . We need to arrange step by step so that our initial goal in writing does not get lost or widen in the middle of the road. This outline breaks down each topic or problem into more focused and measurable topics. Remember, an outline is not necessarily the same as a table of contents, or a chapter-by-chapter description. Outline is a small note that can be changed at any time with the aim of reaching the perfect stage.

4. Principles of organizing the content that a syllabus intends to cover
Ten steps in preparing a practical language teaching syllabus: 1) Determine, to the extent possible, what out-comes are desired for the students in the instructional program. That is, as exactly and realistically as .possible, define what the students should be able to do as a result of the instruction. 2) Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Several rankings may be necessary if outcomes are complex. 3) Evaluate available resources in expertise (for teaching, needs analysis, materials choice and production, etc.), in materials, and in training for teachers. 4) Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement given available resources. 5) Compare the lists made under Nos. 2 and 4. Making as few adjustments to the earlier list as possible, produce a new ranking based on the resources constraints. 6) Repeat the process, taking into account the constraints contributed 39 by teacher and student factors described earlier. 7) Determine a final ranking, taking into account all the information produced by the earlier steps. 8) Designated one or two syllabus types as dominant and one or two as secondary 9) Review the question of combination or integration of syllabus type and determine how combination will be achieved and in what proportion. 10)Translate decisions into actual teaching units.

5. Kinds of syllabus in relation to the syllabus development
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 24 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. The language occurring in the situation involves a number of functions, combined into a plausible segment of discourse.
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. While situational syllabi group functions together into specific settings of language use, skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar, sociolinguistic, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, taking language tests, reading texts for main ideas or supporting details, and so on
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. In taskbased instruction the content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning.
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. The students are simultaneously language students and students of whatever content is being taught. The subject matter is primary, and language learning occurs incidentally to the content learning.

6. How to write a complete syllabus
The preparation of the syllabus begins by analyzing:
1)What materials should be taught to students (teaching materials)
2) How to teach the material (method)
3) What goals do you want to achieve from teaching the material?
4) How do students learn so that learning objectives are achieved
5) How to measure whether the Learning objectives has been reached (assessment)
The keyword of the syllabus lies in the learning objectives. Learning objectives are indicators that are written in full

Jawaban 14:

The function of a course outline
1. Serves as the foundation for course planning and development, providing basic course information and structure.
2. Serves as the basis for transfer articulation agreements with individual CSU and UC campuses. They are the basis for evaluating the transferability of courses and their equivalence to courses offered at four-year schools.
3. Meets accreditation requirements.
4. Plays a critical role in Program Review, the process for allocating resources and keeping
our curriculum relevant and current.

Components of a Syllabus

A syllabus has several functions. The first function is to invite students to your course—to inform them of the objectives of the course and to provide a sense of what the course will be like. The second function is to provide a kind of contract between instructors and students —to document expectations for assignments and grade allocations. The third function is to provide a guiding reference—a resource to which students and instructional staff can refer for logistical information such as the schedule for the course and office hours, as well as rationale for the pedagogy and course content.

Generally, a syllabus should include the following information:

Learning Objectives. What students will gain or take away from your course. Why these objectives are the most important skills/knowledge for the course (helpful if objectives are included for each topic/session).
Goal/Rationale. How the course relates to primary concepts and principles of the discipline (where it fits into the overall intellectual area). Type of knowledge and abilities that will be emphasized. How and why the course is organized in a particular sequence.
Basic Information. Course name and number, meeting time and place, instructor name, contact information, office hours, instructional support staff information.
Course Content. Schedule, outline, meeting dates and holidays, major topics and sub-topics preferably with rationale for inclusion.
Student Responsibilities. Particulars and rationale for homework, projects, quizzes, exams, reading requirements, participation, due dates, etc. Policies on lateness, missed work, extra credit, etc.
Grading Method. Clear, explicit statement of assessment process and measurements.
Materials and Access. Required texts and readings, course packs. How to get materials including relevant instructional technologies. Additional resources such as study groups, etc.
Teaching Philosophy. Pedagogical approach including rationale for why students will benefit from it.

THE COURSE OUTLINE:
1. BASIC COURSE INFORMATION:
COURSE ID:
Discipline plus course number (e.g. ENGL 100). Contact the Instruction Office for the course number. Course numbers are assigned by the Instruction Office after consultation with the Division Dean. Some numbers are held in reserve for future courses in sequences, while others may already be in use for existing courses not currently listed in the College Catalog (i.e. banked or deleted courses).
Note: New courses with permanent course numbers (as opposed to experimental course numbering, i.e. 680 and 880 courses) must coincide with a new academic year catalog. In other words, new permanent courses can only be first offered as soon as the next fall semester. New permanent courses can never begin their initial appearance in a spring or summer session.
TITLE:
The course title should adequately and succinctly reflect what will be taught in the course. Capitalize the first word of the title and all important words thereafter. (NOTE: Banner will only display the first 30 characters from the CurricUNET course title field.)
Indicate sequence information with a Roman numeral after the title. For example: Calculus I
Calculus II
Calculus III
UNITS:
Number of units of credit awarded for the course. The total number of units awarded for completing a course depends on many factors, including content, how the course fits within the program and major, and transferability.
HOURS/SEMESTER:
A listing of all student learning hours for a course (lecture, lab, TBA, and homework).
METHOD OF GRADING:
Letter Grade Only: The traditional grading of students’ performance using A, B, C, etc. No other grade options are available to students if this method is chosen.
P/NP Only: Pass/No Pass grading. Note that to receive “Credit or Pass,” a student must achieve an equivalent to a letter grade “C”.
Grade Option (Letter Grade or P/NP): If this option is chosen, the default is a traditional letter
grade. However, students have the option of requesting a pass/no pass instead of a letter grade by submitting the proper form by the given deadline.
No Grade Awarded (Non-credit course): No grades are given in non-credit courses.
PREREQUISITE:
Prerequisite: Any course(s) which must be satisfactorily completed by the student prior to enrollment in the proposed course. Satisfactory completion means a grade of “C” or better.
Corequisite: Any course(s) that a student is required to be enrolled in concurrently with the proposed course.
Consultation with the Dean is strongly suggested before mandating a prerequisite or corequisite. Among other issues, the imposition of a requisite may impact student access and enrollment potential. Faculty should do research and find out if other colleges have similar requisites. Within SMCCD, the goal is for all three colleges to be in alignment on course requisites.
If the prerequisite or corequisite is not from the same discipline as the proposed course, research may be necessary to clearly substantiate the need for the requisite course(s) in order for students to succeed in the class. Often a recommendation rather than a requisite is sufficient to inform students of skill levels necessary for success in the course.
2. RECOMMENDED PREPARATION:
Course(s) that provide desired levels of preparatory skills and knowledge expected of students enrolling in your course. This course(s) is recommended, not required, for admission into the course.
2. COURSE DESIGNATION: DEGREE CREDIT:
Does the course apply to a Skyline certificate or degree?
TRANSFER CREDIT:
This section lists the General Education, degree, and transferability requirements your course may satisfy. (You are indicating what is desired for your course. Actual approval happens later in the curriculum review process.)

3. COURSE DESCRIPTIONS:
CATALOG DESCRIPTION:
Provide a global yet concise (aim for 50 words or less) description of the primary course content and learning outcomes in language understandable to students who are unfamiliar with or have only a cursory knowledge of your discipline. Describe the course’s contribution to the students’ understanding of a subject. However, rather than simply listing topics that will be covered in the course, it’s good practice to focus the description on the specific learning outcomes students should achieve after completing the course. Also, make certain that the description aligns with and provides a global summary of the course lecture content.
4. STUDENT LEARNING OUTCOMES
List one to three student learning outcomes for the course. (Try to limit to three since you’ll have to assess all of them.) SLOs shift the focus from what is taught to what students do to demonstrate proficiency.
An SLO has three primary characteristics:
1. It states clearly what a learner will be able to know or do upon successful completion of a course. SLOs are usually expressed as knowledge, skills, abilities, attitudes, or values that students should attain by the end of a course.
2. Is expressed using active verbs (such as “analyze,” “interpret,” “summarize,” “compare,” “compose,”) that can be drawn from Bloom’s taxonomy of learning or discipline specific terminology.
3. Is assessable and measurable.
5. SPECIFIC INSTRUCTIONAL OBJECTIVES:
For a typical three unit lecture course, there should be 10 – 15 course objectives. Course objectifies and SLOs are different. SLOs describe what students will know or do in order to demonstrate proficiency after completing a course. By contrast, objectives state what the instructor will be teaching in order to enable students to fulfill the SLOs, breaking the teaching process/content down into manageable stages.
While SLOs are broad in scope and identify overarching products students will generate, objectives are on a more “microscopic” level, describing discrete skills, tools, content (nuts and bolts), and instruction the teacher provides so that students can achieve the course SLOs. Think of objectives as the building blocks used to produce whatever is used to demonstrate mastery of an SLO. They are the means, not the ends.
The ACCJC summarizes the difference this way: “Course SLOs are the intended learning outcomes; objectives are the things that must be taught/covered in order to achieve those learning outcomes. Sometimes, these things are very close; often, they are quite distinct.” (Accreditation Notes, Spring 2009)
6. COURSE CONTENT:
LECTURE CONTENT:
Create a topical outline containing a complete list of all topics to be taught in the course. The outline should be arranged by topics with sub-topics (i.e. major and minor headings). Content may be typed directly into the screen using the outline tools OR by using the "Paste from Word" icon.
7. REPRESENTATIVE METHODS OF INSTRUCTION:
A list of possible methods that could be used to teach the course. Keep in mind that you’re indicating the instructional methods that will lead to students achieving the course learning outcomes. For degree-applicable and transferrable courses, methods of instruction must elicit college-level effort and effectively teach critical thinking.
- Methods of instruction must effectively teach critical thinking.
- The instructional methods should allow for flexibility in teaching, so that differences in student learning can be met. All faculty who teach the course have the freedom to select instructional methods that best suit their teaching style and the needs of students.
- Indicate methods appropriate to the SLOs. For example, if one of the SLOs is self- criticism of students’ original writing, lecture as a method is probably not sufficient. Additional active learning instructional methods would most likely apply.
- “Lab” can only be claimed by a class that has lab hours.
- Do not list writing and reading assignments as "other" instructional
methods. (Assignments are listed and described on the "Representative Assignments" screen.)
8. REPRESENTATIVE ASSIGNMENTS:
The assignments section should be detailed enough to give faculty, students, and reviewers a clear understanding of the rigor of student work that is expected, but not be so restrictive that it limits the flexibility of individual instructors.
9. REPRESENTATIVE METHODS OF EVALUATION:
A list of possible methods for evaluating student performance. Keep in mind that the evaluation methods must effectively assess students’ achievement of the SLOs and their critical thinking abilities.
A NOTE ON CRITICAL THINKING:
The incorporation of critical thinking must be evident throughout the course outline but especially in the SLOs, course content, Instructional Methods, Representative Assignments, and Methods of Evaluation. It must be clear that students are expected to think critically (SLOs), instructed in how to do so (Instructional Methods), asked to practice critical thinking in outside assignments (Representative Assignments), and are held accountable for their performance (Methods of Evaluation).
10. REPRESENTATIVE TEXTS:
Primarily a list of all the representative textbooks (i.e. they are not textbook(s) that an instructor is required to use). Also listed in this section are manuals, periodicals, software, and other. “Other” refers to any other required materials or equipment such as sports equipment, lab equipment, tools, art materials, instructor-generated texts, or anything else the student must have to participate effectively in the course.

The following three types of syllabi based on the Communicative Approach will be discussed:
1. The Situational Syllabus
2. The Functional-Notional Syllabus
3. The Task-Based Syllabus
1. The Situational Syllabus
The situational syllabus is closely related to the topical syllabus. According to Yalden (1987:35),
The situational model will comprise units indicating specific situations, such as 'At the Post Office', 'Buying an Airline Ticket', or 'The Job Interview'. The topical or thematic syllabus is similar, but generally employs the procedure o fgrouping modules or lessons around a
topic, something like barnacles clinging to the hull ofa ship.
In this approach, the use of dialogues is very common as these form the basis of communication within a specific situation. However, the use of dialogues in the situational syllabus is quite different from the use ofdialogues in a structural syllabus such as the Audiolingual Method. In the Audiolingual Method, specific structured dialogues are drilled and memorized and used to conceptualize key structures (Richards & Rodgers, 1994:53), while the situational dialogue approach is "aimed at meaningful conversational interchange in specific contexts" (Norris as quoted by Yalden, 1987:35). This means that the dialogues used in the situational syllabus, don't have language structures as their main focus, but rather their communicative effectiveness within a
given situation.
Yalden (198 7:3 6) describes examples o f situational syllabi in which students are initially presented with a "problem situation" or "illustrative situation". This "problem situation" is then followed by drills and inventions and then by "practice situations". It is thus evident that the different situations created in Situational Syllabi determine the language structures to be learnt.

The above-mentioned statement is, however, also a drawback in situational language syllabi. While they
represent a step toward greater emphasis on the semantic component o f syllabus design there is still something missing in their organization, in that the situation in which wefind ourselves does not in andofitselfnecessarily determine all ofwhat we want or need to say (Yalden,l987:38).
While the aim ofthe Situational Syllabus is communicative competence, the nature ofits contents will not necessarily lead to total communicative competence. This shortcoming led to the development ofthe Functional-Notional syllabus.
2. The Functional-Notional Syllabus
When dealing with this type ofsyllabus, it is important to first clarify the definitions ofthe terms used in the name. According to Finocchiaro and Brumfit (1983:15), the term "function
the communicative purpose ofthe speaker. These functions can be personal, interpersonal, directive, referential or imaginative and they can either be expressed through fixed formulae in the language or communicative expressions (Finocchiaro & Brumfit, 1983 :28). Thus, the functions to be expressed depend solely on the speaker.
Finocchiaro and Brumfit (1983:14) Notions are thus meaning elements which my be
expressed through nouns, pronouns, verbs, prepositions, conjunctions, adjectives, or adverbs (Finocchiaro & Brumfit, 1983:14). Thus, notions will depend basically on three factors: the functions, the elements in the situation and the topic which is being discussed (Finocchiaro & Brumfit, 1983:15).
Finocchiaro and Brumfit (1983: 16) also make use of another term indicate the relationship between the above-mentioned Theyarethelanguageforms
a speaker uses to express (to complete or realize) a message; to indicate an awareness ofelements in the situation (social roles, for example,
which will irifluence theformality or iriformality ofthe conversation); and to "keep to" the topic when it is important to do so, as in an interview.
They have also summarized these exponents in a diagram (cf Fig. 5.1.)
As in the case of semantic syllabi, the starting point for the syllabus is not the lexical items of the language, but the communicative purpose ofthe speaker. However, differently from the Situational Syllabus, certain language structures (the notions) are purposefully chosen to achieve this aim.
There are many advantages to this type of syllabus, as stated by Finocchiaro and Brumfit (1983:18-19). Some ofthese are:
1. It sets realistic learning tasks in which full-class or individualized instruction my be
utilized.
2. It provides for the teaching of everyday, real-world language use in a variety of
sociocultural situations in which features o f pronunciation, vocabulary, grammar, and
> Specific Notions
nolllls
verbs adjectives adverbs structure words
miscellaneous words
... ,Exponents!

culture are selected and graded according to their priority in actual communication, and intermeshed meaningfully from the first lesson at the beginning level oflearning to serve the learner's immediate communicative purpose.
It leads us to emphasize the need for numerous, varied, receptive activities before rushing learners into premature performance.
It recognizes that while the language used in any speech act should be based on the situation or setting in which it occurs and be grammatically and semantically appropriate, the speaker must, above all, have a real purpose for speaking and something to talk about. The act ofcommunication, even at elementary levels, ·will be intrinsically motivating simply because it expresses basic, universal communicative functions oflanguage and
because it makes use of notions that are most appropriate to complete the. specific function or functions being expressed.
It enables teachers to exploit sound psycholinguistic, sociolinguistic, linguistic and educational principles.
It can develop naturally from existing teaching methodology. Curriculum writers and teachers may, thus, use an eclectic approach, taking what has been found best and most suited to their teaching personalities from the direct, audio-lingual, structural, situational, or any other method and integrate relevant features of each into a functional-notional approach.
It does not insist upon mastery ofany body ofmaterial when it is.presented. A spiral, expandable curriculum is envisaged so that grammatical and topical or cultural materials can be studied in greater depth whenever relevant during the course.
3. The Task-Based Syllabus
Another one ofthe semantic syllabus types that falls under the Communicative Approach, is the Task-Based Syllabus. According to Skehan (1998:268), a task is an activity that should adhere to the following criteria:
I. Meaning is primary.
2. There is a goal which needs to be worked towards.
3. The activity is outcome-:evaluated.
4. There is a real-world relationship.
From these criteria, it becomes apparent, therefore, that activities are not chosen in order to teach a specific lexical form, but that meaning is far more important. Furthermore, activities focused on language itselfare not tasks, as they need to have a real-world relationship. According to Skehan
· (1998:268), "What counts, in task-based approaches, is the way meaning is brought into prominence by the emphasis on goals and activities". As all ofthese criteria are required by Outcomes Based Education, this type of syllabus could be utilised within the context of Curriculum 2005 (c f Chapter 3).
Skehan (1996:39) also distinguishes between two forms ofthe task-based approach, namely a strong and a weak form. The strong form oftask-based syllabus regards the task as the unit of instruction. This means that everything else that forms part ofinstruction are secondary. On the other hand, Skehan (1996:39) states that, in the weak form "tasks are a vital part oflanguage instruction, but that they are embedded in a more complex pedagogic context". This means that
tasks form an equal part with other teaching components in the whole process o f focussed instruction. In its weak form, then (as in the case of a functional-notional syllabus), the task- based syllabus allows the teacher to adopt an eclectic approach.
Furthermore, the task-based syllabus can also be divided into two categories, determined by the personorpeoplewhochoosethetask. Inaproceduraltask-basedsyllabus,the
syllabus designer is the decision-maker. When, however, the students choose the tasks as well as the way in which they approach these tasks, a process task-based syllabus is referred to (Skehan,
1998:269).
The drawback oftask-based syllabi seems to be the same as that ofthe situational syllabi, namely that "processing language to extract meaning does not guarantee automatic sensitivity to form" (Skehan, 1996:41). This means that it is necessary that "iftask-based approaches to instruction are to be viable, to devise methods offocusing on form without losing the values oftasks as realistic communicative motivators, and as opportunities to trigger acquisitional processes" (Skehan, 1996:42). According to Skehan (1998:276), there have been several "pedagogic . explorations" to ensure that this does not happen.
According to Loschky and Bley-Vroman (as quoted by Skehan, 1998:277), tasks can be divided intothreecategories:possible,usefulandnecessary. Theyproposethat"ifateacherwantsto make progress, one has to use the third ofthese conditions, and devise tasks which 'force' the use ofparticular structures" (Skehan, 1998:277). This means all the benefits ofa task based approach, namely "normal communication and triggering of acquisitional processes" (Skehan 1998:277) are combined with a systematic approach to instruction.
According to Skehan (1998:277), a different approach to choosing tasks can be taken. A lesson could start with a "real-world task", even ifthe language required is beyond the learners' current proficiency. This task will point them ahead and start to trigger their natural acquisitional processes, and will motivate them. "Then, pedagogic tasks are designed which are based on such real-world tasks but which are more accessible to the learner" (Skehan, 1998:277).
Skehan (1998:279) proposes five principles "to approach instruction by maximizing the chances 'that attention will be used effectively":
1. Identify and target a range oflanguage structures to be learned.
2. Choose tasks which meet Loschky and Bley-Vroman's naturalness condition.

Jawaban 15:

1. The function of a course outline is for managing the learning, guiding teachers in achieving goals and objectives, designing activities to be conducted, evaluating materials needed, and developing assessment to measure if objectives are achieved.

2. It is important to formulate the needs of the learners in the form of course goals and objectives. In addition, the outline will provide course designer with a clear idea of what the final course will be like. Furthermore, here are some components according to Becker and Calhoon 1999; administrative information, required texts, readings, or materials, course description, goals and objectives, structure and sequence of class activities, grading proocedures, other course policies, and any institution-required elements.

3. Course outline can be written in varied forms, from a simple bullet description to long page detailed one. It outlining process it is important to formulate the needs of the learners in the form of course goals and objectives. Outline should also contain topic and subtopics that the course will cover. detailed assessments, potential resources, and other identified information are also should be prepared.

4. According to Breen 2001, theses principles as questions;
1. The knowledge and capabilities should be focused upon, a syllabus give priority to linguistic focus upon one or all four skills (reading, speaking, listening, and writing) or problem solving or negotiation capabilities.
2. appropriate and selected content which is given a linguistic focus particular structures and vocabulary, communicative focus
3. The content should be subdevided through selected materials as content could be broken down to contributory parts for ease of teaching learning in real time
4. A syllabus may adopt step by step progression from less to more complex knowledge and capabilities.

5. Here are several syllabus frameworks available to develop a syllabus;
Grammatical syllabus, functional syllabus, competency based syllabus, content-based syllabus, situational syllabus, task-based syllabus, and text-based syllabus.

6. According to udel 2012, well-written syllabus will discuss below here;
1. title page, it should be written the name of the course, course code, semester, institution logo, name of the institution
2. table of contents
3. instructur information
4. goal of the course
5. course description
6. course and unit objectives
7. resources
8. course schedule
9. course requirements
10. evaluation
11. grading procedures
12. how to use the syllabus
13. how to study for this course
14. policies
15. learning tools

Jawaban 16:

1. The function of a course outline. The function of a course is to guide teachers in achieving goals and objectives, designing activities to be conducted, evaluating materials needed, and developing assessment to measure if objective are achieved.

2. The components of a course outline. According to Becker and Calhoon (1999) in Soperiyatna (2019) stated that there are several aspect of course outlines that most commonly used. They are:

·       1. Administrative information

·       2. Required texts, readings, or materials

·       3. Course description

·       4. Goals and objectives

·       5. Structure and sequence of class activities

·       6. Grading procedures

·       7. Other course policies

·       8. Any institution-required elements

3. How to write each component of a course outline
According to Becker and Calhoon (1999) in Soperiyatna (2019) stated that there are several aspect of course outlines that most commonly used. They are:

1.     Administrative information. This is information regarding identification information such as: course name, course code, semester, lecturer’s name, phone number, email address, and office hours.

2.     Required texts, readings, or materials. This part is required reading texts, textbooks, or other material.

3.     Course description. Course description overviews the course by describing the content as well as explaining how the course will be conducted

4.     Goals and objectives. This is very important aspect that becomes the guideline for the whole course development process

5.     Structure and sequence of class activities. In this stage, topics and sub-topics are listed together with the assignment and their due dates. This part is also related to assessment such as due dates, reading material for test or exam, and types of assessment.

6.     Grading procedures. This part provides information on how the students’ work will be graded and its related policies such as make-up test and late submission.

7.     Other course policies. Use this part for describe policies related to the course.

4. Principles of organizing the content that a syllabus intends to cover
Breen (2001) in Soepriyatna (2019) expresses this principle as question:

1.     What knowledge and capabilities should be focused upon?

2.     What should be selected as appropriate content?

3.     How should the content be subdivided so that it can be dealt with in manageable units?

4.     How should the content be sequenced along a path of development?

5. Kinds of syllabus in relation to the syllabus development

1.     Situational syllabus

2.     Grammatical syllabus

3.     Functional syllabus

4.     Competency-based syllabus

5.     Topical/thematic syllabus

6.     Task-based syllabus

7.     Text-based syllabus

6. How to write a complete syllabus

1.     Title page

2.     Table of contents

3.     Instructor information

4.     Goal of the course

5.     Course description

6.     Course and unit objectives

7.     Resources

8.     Course schedule

9.     Course requirements

10.  Evaluation

11.  Grading procedures

12.  How to use the syllabus

13.  How to study for this course

14.  Policies

15.  Learning tools

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.

Jawaban 17:

1. According to Soepriyatna (2017: 5.3), teachers and students need a tool to manage to learn. This tool is usually called a course outline. He analogizes a course outline is like a blueprint prepared by an architect to build a house. In a language program, the function of this blueprint is similar to the part of a course outline. Soepriyatna then sums up that the role of a course outline is to guide teachers in achieving goals and objectives, designing activities to be conducted, evaluating materials needed, and developing assessments to measure if objectives are achieved.

2. In addition to components of a course outline, according to Becker and Calhoon in Soperiyatna (2017:5.4-5.5), there are several components of course outlines as follows:
a. Administrative information.
It includes the course name and number, semester, developers’ names, and contact information. It also provides office hours which constitute administrative information.
b. Required text, readings, or materials.
It covers lists of reading materials, books, or other resources needed for the course.
c. Course description.
This component must elaborate on these critical points, for example, what is this course about? Focus on student perspectives: Why do they want to take this course? What can they expect from taking it? What questions will they learn to answer?
d. Goals and Objectives.
This component covers a list of what students should be able to do, know, or feel by the end of your course and what students will learn.
e. Structure and sequences of class activities.
It presents topics to be covered, dates, and readings to be done in a column format so that they are easy to read and refer to. It also includes the due dates of the assignments, tests, and methods of instruction.
f. Grading procedures.
This component uses columns to provide details of course grades. It also describes policies such as punishment for students who are late in submitting assignments or miss exams (make-up tests)
g. Other course policies.
If the developers do not include attendance and participation are not part of your course grades, they have to consider outlining their expectations of them in a separate section. In this component, the developers can also discuss issues such as academic dishonesty.
h. Any institution-required elements. Some institutions and faculties may require instructors to include standardized statements in their course outlines about issues such as academic dishonesty or classroom conduct.

3. Soepriyatna (2017: 5.5-5.13) adds some considerations related to writing each course outline component. Here are as follows;
a. Administrative information.
To give the information regarding identification information. The developers should write the course name, course code, semester, lecturer’s name, HP number, email address, and office hours.
b. Required text, readings, or materials.
Required reading texts, textbooks, or other material should be listed for quick reference. Write the list using a particular referencing system; APA 6th edition is recommended.
c. Course description.
Course description overviews the course by describing the content and explaining how the course will be conducted.
d. Goals and Objectives.
The next element of a course outline is formulating goals and objectives. This essential aspect becomes the guideline for the whole course development process.
e. Structure and sequences of class activities.
In this stage, topics and sub-topics are listed together with the assignments and their due dates. This part is also related to assessments such as due dates, reading material for tests or exams, and types of assessment.
f. Grading procedures.
This part provides information on how the student’s work will be graded and related policies such as make-up tests and late submission.
g. Other course policies.
Use this part to describe policies related to the course, for example, attendance, latecomers, and makeup policies.

4. The following are the principles of organizing the content that a syllabus intends to cover that stated by Breen, as cited in Soepriyatna (2017: 5.17)
a. What knowledge and capabilities should be focused upon?
A syllabus may prioritize linguistic or broader communicative knowledge and focus on one or all four skills (reading, speaking. Writing, and listening) or, more broadly, problem-solving or negotiation capabilities.
b. What should be selected as appropriate content?
I was given a linguistic focus, which particular structures and vocabulary should be covered, or, given a communicative focus, which specific uses of language or types of tasks should be selected?
c. How should the content be subdivided so it can be dealt with in manageable units?
In other words, what is selected as the content may be broken down into contributory or constituent parts for ease of teaching and learning in real time.
d. How should the content be sequenced along a path of development?
A syllabus may adopt a step-by-step progression from less to more complex knowledge and capabilities. Alternatively, it may be cyclic, where earlier expertise and capabilities are revisited and refined later.

5. Soepriyatna (2017:5.18-5.19) describes the kinds of syllabi about syllabus development as listed below.
a. Grammar Syllabus
It is a syllabus that is organized based on grammatical items or content. It is traditionally used to plan general courses, especially for beginning-level students.
b. Functional Syllabus
This syllabus organizes content around communicative functions such as requesting, complaining, suggesting, and other communicative functions. The functional syllabus analyzes the concept of communicative competence based on each component.
c. Competency-based Syllabus
It is a syllabus that organizes its content based on the specification of the learners’ competencies are expected to master specific situations and activities. Competencies cover the description of skills, knowledge, and attitudes required to perform effective communication.
d. Topical/content-based Syllabus
This syllabus framework organizes the content based on the unit’s topic, themes, or other contents rather than grammar, function, or competencies. Content may be the sole criterion for organizing a syllabus or be the framework for connecting various syllabus strands.
e. Situational Syllabus
It is a syllabus organized around the language needed in a particular situation, such as at a restaurant, airport, hotel, etc. A situation is described as a setting in which typical communicative acts occur. This syllabus identifies the situation in which learners must use the language and specific communicative acts in that setting.
f. Task-based Syllabus
A framework for developing the syllabus in which the content is arranged based on the tasks that learners need to complete in the target language. A job is an activity or goal that is carried out or needs to be completed using the target language, such as finding a solution, reading a map, or listing a menu.
g. Text-based Syllabus
It is a syllabus framework that organizes its content around texts and samples of extended discourse. This syllabus framework can also be regarded as a situational approach or framework. It is because of the starting point.

6. According to Udel, as cited in Soepriyatna(2017:5.20-5.22 ), here are the ways to write a complete syllabus.
a. Title page
On this page, write the name of the course, course code, institution logo, and character of the institution (Others?)
b. Table of Contents
It describes what is in the syllabus as a document.
c. Instructor information
This section defines who the lecturer is and how to contact the lecturer. Provide as many contact options as possible and indicate the preferred contact method.
d. Goal of the Course
This is the goal of the course. Elicit why the course should exist and why the students should learn it
e. Course Description
This statement should explain why the course is essential and encourage students' interest and motivation. This section may include an overview of how to conduct the course and the students' need for commitment and participation.
f. Course and Unit Objectives
This specifies the course goals. Formulate the objectives as specific and as measurable as possible
g. Resources List all resources in the form of reference.
This section should include all required textbooks. Indicate whether books are required or optional.
h. Course Schedule
Design it in a table. Use any possible template. Include topics covered, assignments, due dates, and exams.
i. Course Requirements
Determine whether the course is a prerequisite or co-requisite.
j. Evaluation
Write how the students will be assessed. List all assignments for successful completion of the course. This section should include all duties and activities for the course. For each project, provide a brief description and specific criteria for marking students' work and how it is tied to your grading policy.
k. Grading Procedures
Decide the grading procedure to be implemented. A detailed explanation of the breakdown of grades by requirements should be stated—indicating points/percentages required for final course grades.
l. How to Use the Syllabus
Inform the students how to use the syllabus.
m. How to Study for this Course
Inform the students how to study.
n. Policies
This section should include course and campus policies, participation, being late for class. "netiquette" for online discussion, and other forms of communication: academic misconduct/plagiarism and other departments, college, or campus policies related to including the statement of academic honesty and disability statement. It explains procedures and guidelines for accepting late work /or missed exams. Include a specific list of drop/withdrawal dates.
o. Learning Tools
List teaching aids that will be used.

Reference:

Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 18:

The purpose of the course outline is to assist teachers in establishing goals, designing lessons, determining the materials they will require, and creating assessments to determine whether those goals have been met. the components of the course outline are administrative information, course description, other policies, goals and objectives, grading procedures, structure and sequence of class activities, and required texts, readings, or materials.

administrative information is to provide information about identity details. furthermore, to write administrative information, teachers can write the course identity like the course name, semester, code, lecturer's name, phone number, email, address, and office hours.

required texts, reading, or materials need to be listed for quick reference. lecturers can list the references using APA 6th edition referring system.

goals and objectives as a guideline for the course development process can be written by formulating the course's purpose.

structure and sequence of class activities can be written by listed topics, assignments, and due dates together.
grading procedures can be written by explaining how students' work can be assessed. lecturers can make tables which consist of course assessments, remarks (how the students are going to do the assessment), and also the percentage (how much the assessments weigh)

last, other course policies are used to describe the course's policies. it can be written by describing the policies for the course. for example, how much the minimum students need to attend the class.

there are 7 types of syllabi which are situational syllabus, grammatical syllabus, functional syllabus, competency-based syllabus, thematic syllabus, task-based syllabus, and task-based syllabus.

to write a complete syllabus a lecturer should complete the course components such as title page, table of contents, instructor information, course goal and course description, objectives of course and units, resources, course schedule, and course requirements, evaluation method & grading system, syllabus instructions, studying instructions, course policies, and learning tools.

Jawaban 19:

1. The function of a course outline
we know that in the teaching and learning process teachers and students need tools to manage learning in the classroom and that tool is called course outline. The function of the course outline is to guide teachers in achieving goals and objectives, designing learning activities that will be carried out then evaluating, and developing assessments to determine the achievement of learning then the important of course outline generally summarizes the course design and serves as a contract with the student regarding the course description, (supriyatna, 2017 )

2. The components of a course outline:
a. Administrative information:
b. Required reading texts, textbooks, or other material
c. Course description
d. Goals and objectives
e. Structure and sequence of class activities
f. Grading Procedures
g. Other Course Policies

3. How to write each component of a course outline
to write on each component of the course outline, an educator must first know and understand the character of students so that it will make it easier to formulate learning objectives and after successfully formulating it will also be easy to arrange the process of activities to be carried out in learning as well as determine teaching materials in the learning process, After everything is done, the final task is to conduct an assessment to determine the students' abilities.

4. Principles of organizing the content that a syllabus intends to cover.
prinsip yang harus dilakukan pendidik ataupun dosen untuk memenuhi perancangan sylabus, breen in supriyatna (2019) expresses the principles :
- What should be selected as appropriate content ?
- How should the content be subdivided so that it can be dealt with in manageable units?
- How should the content be sequenced along a path of development?

5. Kinds of syllabus in relation to the syllabus development.
Soepriyatna (2019) said that several syllabus frameworks available to develop a syllabus there are Grammatical syllabus, Functional syllabus, Competency-based syllabus, Topical/content-based syllabus, Situational syllabus, Task-based syllabus, Text-based syllabus.

6. How to write a complete syllabus
there are many steps to do to write a complete syllabus there are Title page, Table of contents, Instructor information, Goal of the course, Course description, Course and Unit Objectives, Resources, Course Schedule, Course Requirements, Evaluation, Grading procedures, How to use the syllabus, How to study for this course, Policies, Learning tools

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.

Jawaban 20:

1. The function of a course outline is to guide teachers in achieving goals and objectives, designing activities to be conducted, evaluating materials needed, and developing assessment to measure if objectives are achieved.

2. The components of a course outline
There are several aspects of course outlines that most commonly used. The following are some suggestions from Becker and Calhoon (1999) regarding the content for such an outline:
a. Administrative information
b. Required texts, readings, or materials
c. Course description
d. Intended learning outcomes
e. Structure and sequence of class activities
f. Structure and sequence of class activities
g. Other course policies
h. Any institution-required statements

3. How to write each component of a course outline
a. Administrative information – Course name and number, term, your name and contact information, TA name(s) and contact information, and office hours all constitute administrative information.
b. Required texts, readings, or materials – Lists of reading materials, books, or other resources that are needed for the course.
c. Course description – What is this course about? Focus on the students’ perspective: Why might they want to take this course? What can they hope to gain from taking it? What questions will they learn to answer?
d. Intended learning outcomes – List what students should be able to do, know, or feel by the end of your course. What will they learn during the course? It will likely be more than just content. It's also a good idea to map how the Intended Learning Outcomes of the course map onto the course assessments and course learning activities.
e. Structure and sequence of class activities – Present topics to be covered, dates, and readings to be done in a columnar format, so it is easy to read and refer to. Highlight due dates of assignments or dates of tests within this schedule of class activities. You may also want to discuss methods of instruction and your rationale for teaching in that manner, particularly if your methods may be unexpected by the students.
f. Grading procedures – Again, using columns, provide a breakdown of the course grade. Also explain policies, such as those for late assignments or missed exams.
g. Other course policies – If attendance and participation are not part of your course grade, consider outlining your expectations about them in a separate section. This is also a logical place to discuss issues such as academic dishonesty.
h. Any institution-required statements – Some institutions, faculties, or departments may require instructors to include standardized statements in their course outlines about issues such as academic dishonesty or classroom conduct. Check with your department to see if such requirements exist.

4. Principles to the organization of the content which they intend the syllabus to cover. Bern (2001) express these principles as questions:
a. What knowledge and capabilities should be focused upon?
A syllabus may give priority to linguistic or broader communicative knowledge and focus upon one or all four skills (reading, speaking, writing, and listening) or, more broadly, problem-solving or negotiation capabilities.
b. What should be selected as appropriate content?
Given a linguistic focus, which particular structures and vocabulary should be covered, or given a communicative focus, which particular uses of language or types of tasks should be selected?
c. How should the content be subdivided so that it can be dealt with in manageable units?
What is selected, content may be broken down to contributory parts for ease of teaching and learning in real time.
d. How should the content be sequenced along a path of development
A syllabus may adopt any capabilities, or it may be cyclic where earlier knowledge and capabilities are revisited and refined at later points.

5. Kinds of syllabus in relation to the syllabus development
There are different types of Syllabus Framework to choose from. The framework used depends on the type of course it is for, learning beliefs of the instructor and trends, theories and common practices.
a. Situational Syllabus: it’s design according to the situation because language is found in different contexts or situations
b. Grammatical Syllabus: to develop the knowledge and skill from simpler to more complex grammatical structure
c. Functional Syllabus: to develop learner communicative competence
d. Competency-Based Syllabus: The preparation of this syllabus is based on the needs of students and develops their abilities to achieve competence predetermined learning
e. Task-Based Syllabus: constructed with varieties of task that the students need to perform with the language
f. Text-Based Syllabus: with a text-based syllabus design, the learning process is more effective. Because the genre approach is concerned with teaching students how language varies systematically.

6. Syllabus should be written well to maximize its beneficial functions. Ideally, it should provide a clear framework of knowledge and capabilities selected to be appropriate to overall aims, continuity and a sense of direction in classroom work for teacher and students. To achieve that, syllabus should be developed and written based on components that should be available in a syllabus. Having those component, a syllabus turn out to be a useful learning tool for teachers, for evaluating students’ progress, and evaluating the appropriateness of the course in relation to overall aims and student needs.

Reference :

- Soepriyatna. Buku Materi Pokok MPBI5204: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

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