JLT – Jurnal Linguistik Terapan Volume 3, Nomor 1, Mei 2013

Politeknik Negeri Malang ISSN: 2088-2025

FROM SYLLABUS DESIGN TO CURRICULUM DEVELOPMENT

Mariana Ulfah Hoesny

State Polytechnic of Malang

ABSTRACT
Syllabus and curriculum are known as two aspects of instructional activities. Syllabus
is can be defined as an outline and summary of topics that has to be covered in an
education or training course. The syllabus sets the onward responsibilities of
teacher to the students. Teachers can develop syllabus based on the curriculum.
Curriculum itself is a broad notion covering the whole body of knowledge the
students shall acquire in the school and general description of the teaching
program. In short, curriculum is the general statement about the teaching program
and syllabus is the about what actually happens in the classroom. Further, this
article also presents kinds, components and functions of syllabus and how
curriculum is developed. It also discusses about some problems encountered in the
implementation of syllabus and curriculum.

Keywords: syllabus, curriculum, instructional activities

Education is crucial in developing a nation’s process of developing a syllabus (Richards,

personality. Education plays an important role 2001:2), curriculum development is a more
to improve knowledge, skill and moral. comprehensive process than the syllabus
Therefore, a good education system is needed design. It includes the processes that are used
not only to build a nation character but also to to determine the needs of a group of learners,
develop a country physically and mentally. to develop aims or objectives for a program to
Education consists of many elements that address those needs to determine an
are complimentary. It is a system that works appropriate syllabus, course structure, teaching
with the support of the elements around it. methods and materials and to carry out an
Curriculum and syllabus are two elements that evaluation of the language program that results
support an education to be a good system and from these processes (Richards, 2001: 2).
later result a good output. Thus, syllabus and curriculum are two
In Indonesia education system, English is different terms that closely related in teaching
one prerequisite subject that is taught from and learning process. Curriculum is a broader
elementary school until university. English is concept that includes all activities in which
considered important to be mastered since it is students do in school. It includes what students
one of international languages. The learn, how they learn it, how teacher help them
globalization era demands people to have good learn, what supporting materials are needed,
ability in English so they can compete in the job styles and methods used in teaching and
world and in other fields like science and learning process. Syllabus is smaller than
technology. To reach this goal a good planning - curriculum since it only covers the content of a
in this case syllabus and curriculum- in English course and the lists of what materials are going
language teaching is needed. to be taught and how it will be tested.
In language teaching and learning two This paper is going to discuss about syllabus
terms are known, they are syllabus design and design and curriculum development. These two
curriculum development. Syllabus is a terms are considered to be important in
specification of the content of a course of teaching and learning process. Their roles deal
instruction and lists what will be taught and with how a teaching and learning activity is
tested. While syllabus design refers to the planned and can run well.

29
30 Mariana, From Syllabus Design to Curriculum Development

DISCUSSION The principal purpose of a syllabus is to

inform students in a formal and timely way of
1. Syllabus
the nature and content of the course, policies
The term “syllabus” is usually used more
and procedures that will apply, and equipment
customarily in the United Kingdom to refer to
involved in participating in classes. In addition
what is called a “curriculum” in the United
to being informative, however, a syllabus is also
States (Brown, 2001:16). However, what is
a promise of teachers or lectures that is both
meant with syllabus here is different with what
explicit in what it states will be part of the
has been mention by Brown. There are three
course, and implicit in what it infers -by not
strong beliefs associated with a course syllabus.
including- will not be part of the course. The
First, the syllabus is the key tangible evidence of
syllabus needs to be consistent with the latest
planning from instructor to the world. Second,
approved curriculum action, and everything
the planning manifested through the syllabus
done or required in the class at any time
can reduce, before a class even meets, about
throughout the term should be in agreement
half the work for teaching a course. And the
with what the syllabus states or does not state.
last, the syllabus serves as a communication
Syllabus has 17 possible functions that will be
device and contract to shift the responsibility
stated in the following:
for learning to the students.
1. Describing course content scope
In accordance with the main purpose of
2. Communicating course focus
syllabus that is to break down the mass of
3. Suggesting prerequisites
knowledge to be learnt into manageable units,
4. Detailing logistics
the role of syllabus varies from different points
5. Identifying course goals
of the teaching material which inspires the
6. Sequencing/scheduling instruction
production of texts and exercise and the basis
7. Identifying performance objectives
on which proficiency will be evaluated. It is the
8. Constituting a contract
determiner of entire course (Hutchinson and
9. Identifying reference material
Water in Lolita, 2001:14).
10. Providing modifications base
Another source explains syllabus as the
11. Motivating students
representative of both an end and a beginning,
12. Permitting self monitoring
a final product of the course planning and a
13. Facilitating optional learning activities
valuable way to introduce the course to the
14. Establishing evaluation system
students. The syllabus is one of the few formal,
15. Advertising/promoting/recruiting
tangible links between teachers and the
clientele
students since it will be referred to throughout
16. Serving as an articulation tool
the semester (Jennifer Sinor and Matt Kaplan in
17. Meeting accreditation requirements
crlt.umich.edu).
(Daniel E. Vogler in
Rodgers (in Savitri 2009:31) states that
www.honoluluhawaii.edu)
syllabus prescribes the content to be covered by
a given course. It forms only a small part of the
In theory, a language teaching syllabus can
total of school program. Nunan (in Savitri
be designed in many different ways, depending
2009:30) states that syllabus defines the goals
on the designers’ view of language and view of
and objectives, the linguistic and experiential
language learning and teaching. In the past few
content, instructional materials can put flesh on
decades, the grammatical syllabus, the lexical
the bones of these specifications.
syllabus, the skills syllabus, the functional-
From the definition of syllabus stated above
notional syllabus, the content syllabus and the
it can be concluded that syllabus is not the same
task based syllabus have been proposed and
with curriculum. It is smaller part of curriculum
attracted more or less attention. Below is a brief
that contain the description of what is going to
description of some influential types of
be taught, what goals and objectives are going
syllabuses.
to be reached, what exercises have to be given
a. Grammatical syllabus: the underlying
and what proficiency is going to be gained.
assumption behind grammatical syllabus is
Instructional material is the instrument to fulfill
that language is a system which consists of a
the goals of the syllabus.
Jurnal Linguistik Terapan, 3/1, Mei 2013 31

set of grammatical rules; learning language the tasks and activities that the learners will
means learning these rules and then engage in class in the target language
applying them to practical language use. (Nunan in Savitri, 2009: 33).
The syllabus input is selected and graded
according to grammatical notions of On the other hand, Hutchinson and Waters
simplicity and complexity. These syllabuses (in Lolita 2001:15) describe types of syllabus
introduce one item at a time and require based on criteria of content as illustrated below:
mastery of that item before moving on to a. Topic syllabus
the next. b. Structural Syllabus/ situational syllabus
b. Lexical syllabus: lexical syllabus identifies a c. Functional syllabus/ notional syllabus
target vocabulary to be taught normally d. Skill syllabus
arranged according to levels such as the first e. Situational syllabus
500, 1000, 1500, 2000 words. Lexical f. Functional/ task-based syllabus
syllabuses were among the first types of g. Discourse/ skill syllabus
syllabuses to be developed in language The types of syllabus described by
teaching (Richards, 2001:154) Hutchinson and Waters above are different in
c. Skills syllabus: skills syllabus is organized terms with those proposed by David Nunan.
around different underlying abilities that Both terms used by Nunan and Hutchinson and
are involved in using a language for Waters have similar definition. All the terms
purposes such as reading, writing, listening used refer to the same types of syllabus as have
or speaking. Approaching a language been explained. It is possible to create a
through skills is based on the belief that syllabus by combining two types of syllabus as
learning a complex activity such as described above. Actually most syllabuses in
“listening to a lecture” involves mastery of a language teaching are combinations of two or
number of individual skills or micro skills more of the syllabus types explained in the
that together make up the activity. previous part. However, one type of syllabus
d. Functional-notional syllabus: in functional- usually dominates, while other types of content
notional syllabus, the input is selected and may be combined with it. By combining two or
graded according to the communicative more types of syllabus, teachers and lectures
functions (such as requesting, complaining, can perform instructional activities in a more
suggesting, and agreeing) that language integrated way.
learners need to perform at the end of the Syllabus design is a process of
language program. The functional-notional developing a syllabus (Richards, 2001:2).
syllabus reflects a broader view of language Syllabus design involves two or more types of
provided by philosophers of language and syllabuses since there is no single type of
sociolinguistics. syllabus that can be suitable for all teaching
e. Content syllabus: in content syllabus, the settings. Therefore, creating the combination of
content of language learning might be syllabuses is recommended. In line with this
defined in terms of situations, topics, Tarey Reilly proposes ten steps of practical
themes or other academic or school syllabus design (www.ericdigest.org) as follows:
subjects. The stimulus for content syllabus is 1. Determine, to the extent possible, what
the notion that, unlike science, history or outcomes are desired for the students in the
mathematics, language is not a subject of its instructional program. That is, as exactly and
own right, but merely a vehicle for realistically as possible, defines what the
communicating about something else. This students should be able to do as a result of
syllabus is also called the topical syllabus. the instruction.
f. Task based syllabus: Task based syllabus are 2. Rank the syllabus types presented here as to
more concerned with the classroom their likelihood of leading to the outcomes
processes which stimulate learning than desired. Several rankings may be necessary if
with the language knowledge or skills that outcomes are complex.
students are supposed to master. This 3. Evaluate available resources in expertise (for
syllabus consists of a list of specification of teaching, needs analysis, materials choice
32 Mariana, From Syllabus Design to Curriculum Development

and production, etc.), in materials, and in but how they learn it, how teachers help them
training for teachers. learn, using what supporting materials, styles
4. Rank the syllabi relative to available and methods of assessment, and in what kind of
resources. That is, determine what syllabus facilities.
types would be the easiest to implement Stern (1983:434) proposed the definition of
given available resources. curriculum as follows.
5. Compare the lists made under No 2 and 4. The term ‘curriculum’ is commonly used in
Making as few adjustments to the earlier list two related senses. It refers, first to the
as possible, produce a new ranking based on substance of a program of studies of an
the resources' constraints. educational institution or system. Thus, we
6. Repeat the process, taking into account the can speak of the school curriculum, the
constraints contributed by teacher and university curriculum, the curriculum of
student factors described earlier. French schools, or the curriculum of Soviet
7. Determine a final ranking, taking into account curriculum. In a more restricted sense, it
all the information produced by the earlier refers to the course of study or content in a
steps. particular subject, such as the mathematics
8. Designate one or two syllabus types as curriculum or the history curriculum. It is
dominant and one or two as secondary. therefore, used as a synonym of what in
9. Review the question of combination or British universities and schools is sometimes
integration of syllabus types and determine referred to as the ‘syllabus’ for a given
how combinations will be achieved and in subject or course of studies. In recent years,
what proportion. however, the term curriculum has come to
10. Translate decisions into actual teaching refer not only to the subject matter or
units. content, but to the entire instructional
To decide about syllabus design, it has to be process including materials, equipment,
taken into consideration of all the possible examinations and the training of teachers,
factors that may influence the implementation in short all pedagogical measures related to
of a particular syllabus. By examining each type schooling or to the substance of a course of
of syllabus, choosing and integrating types of studies.
syllabus, a solution to the problem of whether a
syllabus is appropriate or not can be found. Nunan suggests (1988:3) that a curriculum
is concerned with making general statements
2. Curriculum about language learning, learning purpose and
Curriculum stems from the Latin word for race experience, and the relationship between
course, referring to the course of deeds and teachers and learners, whereas a syllabus is
experiences through which children grow to more localized and is based on the accounts and
become mature adults. However in teaching records of what actually happens at the
and learning process the definition of classroom level as teachers and students apply
curriculum has extended. Curriculum is the set a curriculum to their situation.
of courses, course work, and content offered at It is clear that curriculum and syllabus are
a school or university (www.wikipedia.com). A two different terms but they are closely related
curriculum may also refer to a defined and since both of them are part of an education
prescribed course of studies, which students system. Curriculum covers a broader aspect of
must fulfill in order to pass a certain level of an education system, while syllabus functions to
education (www.oppapers.com). interpret what is intended by a curriculum and
According to Richards (2001:39) a apply it in the classroom. Curriculum includes
curriculum in a school context refers to the materials, teaching methods, styles and
whole body of knowledge that children acquire methods of assessment, facilities, learning
in schools. While Rodgers (in Richards 2001:39) purposes and experience and the relationship
said that curriculum is all those activities in between teachers and students.
which children engage under the auspices of the As an important part of an education
school. This includes not only what pupils learn, system, curriculum needs to be developed in
Jurnal Linguistik Terapan, 3/1, Mei 2013 33

order to make it match the needs and

challenges faced by students. Developing a
Aims and Objectives
curriculum involves some stages. It is not an
easy task since it deals with a lot of elements
and activities that have to be covered.
Curriculum development here refers to the
range of planning and implementation Content
processes involved in developing or renewing a
curriculum. These processes focus on needs
analysis, situational analysis, planning learning
outcomes, course organization, selecting and Organization
preparing teaching materials, providing for
effective teaching, and evaluation (Richards,
2001:41).
Curriculum development is considered
Evaluation
important and has been established since
1980s. It was aimed at reviewing and
developing national language teaching
curriculum based on a curriculum development Figure 1. Curriculum development model by
perspective. For example, Lim (1988 in Richards Riller
2001:41) states that curriculum development
includes needs analysis, goal setting, syllabus Tyler’s model of curriculum development
design, material design, language program raised a number of objections. One of critics to
design, teacher preparation, implementation of Tyler’s model was proposed by Nicholls and
program in schools, monitoring, feedback and Nicholls (in Richards 2001:39). Nicholls and
evaluation. Nicholls describe curriculum development in
Tyler (in Richards, 2001:39) stated four four stages as follows.
fundamental questions that must be answered 1. The careful examination, drawing on all
in developing any curriculum and plan of available sources of knowledge and
instruction as follows. informed judgments, of the objectives
1. What educational purposes should the of teaching, whether in particular
school seek to attain? subject courses or over the curriculum
2. What educational experiences can be as a whole.
provided that is likely to attain these 2. The development and trial use in
purposes? schools of those methods and materials
3. How can these educational experiences which are judged most likely to achieve
be effectively organized? the objectives which teachers agreed
4. How can we determine whether these upon.
purposes are being attained? 3. The assessment of the extent to which
the development work has in fact
The four questions reduced to a simpler model achieved its objectives. This part of the
below. process may be expected to provoke
new thought about the objectives
themselves.
4. The final element is therefore feedback
of all the experience gained, to provide
starting point for further study.
34 Mariana, From Syllabus Design to Curriculum Development

Actually, the two models proposed contain the TOEIC since it is a patent name and it cannot
almost similar elements. Aims and objectives be misused. However, the demands of
stated in Tyler model can be interpreted as the curriculum are not fulfilled by the English
first stage in Nicholls and Nicholls. The careful syllabus created by lectures. Lectures tend to
examination in Nicholls and Nicholls stage is create grammatical syllabus that contain
directed toward determining objectives as well. grammar material only. They do not focus on
The assessment and feedback that are used in how students can use the grammar rules for
Nicholls and Nicholls model are resembled with practical use and communication; instead they
evaluation proposed by Tyler. The different force students to do ‘on paper’ exercises.
between these two models is the absence of The facts stated above make it difficult for
organization in Nicholls and Nicholls model. To students to reach the goals as required by the
substitute the organization element, Nicholls curriculum. These later cause students to be fail
and Nicholls proposed the development and in doing job interview or after they work in the
trial of methods and materials used to achieve companies. Most stakeholders, in this case the
objectives. companies that accept the alumni of Electronic
Engineering study programs, complain that they
3. The Problems of English Curriculum and do not have good speaking and writing ability.
Syllabus Design in Electronic Engineering The low ability is caused by the fact that the
Study Program syllabus design does not support the teaching of
The development of curriculum and syllabus is the two abilities needed.
required since it is made to meet the demand of The 5+1 curriculum also influence the
the needs and situation, the development of teaching of English in Electronic Engineering
science and technology, the global trend and study program. Since the curriculum is
the requirements of stakeholders. State implemented, the duration of English is
Polytechnic of Malang is a vocational education reduced. Before the implementation of 5+1
institution that also put English as one of curriculum, English is taught in five semesters.
courses that must be taken. State Polytechnic of After the 5+1 curriculum is implemented English
Malang has seven departments that consist of is only taught for four semesters. This certainly
Business Administration, Accounting, Civil brings a lot of disadvantages mainly for
Engineering, Mechanical Engineering, Electro students. Usually, English V-in this case English
Engineering and Chemical Engineering. Each that is given in fifth semester- contains about
department has study programs with Diploma III how to perform job interview and how to write
and Diploma IV degree. good application letters. The deletion of English
Electronic Engineering is a study program in V causes students to lose time to practice their
Electro department. In Electronic Engineering English to prepare job interview and to enter
English is taught in four semesters and it has the job world.
one credit. It is given in the second until fifth Actually, the problems stated above can be
semester and it is taught once a week with 90 solved by revising the syllabus design used in
minutes per meeting. The curriculum the teaching of English. Instead of using
implemented is 5+1 curriculum that means 5 grammatical syllabus, the combination of skill,
semesters are held in classroom, workshop and Functional-notional, and task-based syllabus can
laboratories, while 1 semester is spent for doing be used. The three syllabuses focus more on the
the final project and on the job training. communication purposes needed by the
The curriculum demands that Electronic students of Electronic Engineering. However, it
Engineering students must be able to is difficult to be performed due to a lot of
communicate in English both oral and written. factors, for example the lectures skills, another
Another demand is students must pass demand that has to be fulfilled by students that
Polytechnic English Competence Test that is is to pass the Polytechnic English Competence
held every year for third grade students. Test and the old paradigm about studying
Polytechnic English Competence Test equals English which tend to be meant with learning
with TOEIC-Test of English for International the grammar rules.
Communication -, the term is used to substitute
Jurnal Linguistik Terapan, 3/1, Mei 2013 35

CONCLUSION Lolita, Yuri. 2007.The Computer-Based Teaching

in Elementary Schools. State University of
Syllabus and curriculum are two different terms
Surabaya: Comprehensive Paper
that are complementary to each other. They are
Nunan, D. 1988. Syllabus Design. Oxford:Oxford
part of an education system which have to
University Press
developed and revised to meet the demand of
Savitri, Wiwiet Eva. 2009. Improving ESP
situation, need and the global trend. Syllabus
Material in Mechanical Engineering
design usually does not only focus on one type,
Department of the State University of
since they can be combined in accordance with
Surabaya. State University of Surabaya:
the need of language teaching and learning. In
Comprehensive Paper
line with this, curriculum also needs to be
Stern, H. 1983. Fundamental Concepts of
developed. The development here doesn’t
Language Teaching. Oxford: Oxford
mean that it has to be changed every five year
University Press
or so, but it has to be revised and renewed to
www.wikipedia.com/curriculum accessed April
make it suitable with the students’ needs and
23rd 2010
future challenges.
crlt.umich.edu/creating your syllabus accessed
April 23rd 2010
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Brown, Douglas. 2001. Teaching by Principles.
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Wesley Longman Inc
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Jack C, Richards. 2001. Curriculum Development
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