The document discusses different approaches to syllabus design in language teaching. It describes several types of syllabuses including grammar-based, lexical, functional, situational, topic-based, and task-based syllabuses. It also discusses criteria for effective syllabus design such as learnability, frequency, coverage, and usefulness. Finally, it introduces the concept of a multi-syllabus approach that combines elements from different syllabus types.

1. Syllabuses and Coursebook
Tedy Nurmansyah
Aulia Novi Hapsari
Asty Asmarani Putri
Anggita Nurhandayani
Vevi Wulansari
Gugum Gumilar

2. Syllabuses Design
Syllabus design concerns the selection of items to be learnt and the grading of
those items into an appropriate sequence. The designer is concerned not just with
lists of what will be taught and in what order, but also with the planning,
implementation, evaluation, management and administration of education programs.
whatever type it is, every syllabus needs to be developed on the basis of certain
criteria, such as ‘learnability’ and ‘frequency which can inform decisions about
selection and ordering.

3. Syllabus design criteria
• Learnability
• Frequency
• Coverage
• Usefulness

4. Syllabus design criteria
• Learnability
Some structural or lexical items are easier for students to learn there
others.
Frequency
It would make sense especially at beginning levels, include items which
are more frequent in the language, than ones that are only used
occasionally by native speakers.

5. Syllabus design criteria
• Coverage
Some words and structures have greater coverage (scope for use)
than others.
• Usefulness
The reason that words like book an pen figure so highly in
classroom (even though the might not be that frequent in real
language use)

6. DIFFERENT SYLLABUSES
• The Grammar Syllabus
• The Lexical Syllabus
• The Functional Syllabus
• The Situational Syllabus
• The Topic-Based Syllabus
• The Task-Based Syllabus

7. DIFFERENT SYLLABUSES
• The Grammar Syllabus
This is the commonest type of syllabus, both traditionally and currently.
• The Lexical Syllabus
It is possible to organize a syllabus on the basis of vocabulary and lexis
to create a lexical syllabus.
• The Functional Syllabus
It was included categories of communicative function. These language
function are events which do thing such as inviting, promoising and
offering.

8. DIFFERENT SYLLABUSES
• The Situational Syllabus
It is offers the possibility of selecting and sequencing different real-life
situations rather than different grammatical items, vocabulary topics.
• The Topic-Based Syllabus
Another framework around which to organize language is that of different
topics.
• The Task-Based Syllabus
It list a series of task, and may later list some or all of the language to be used
in those task.

9. The Multi-syllabus syllabus
A common solution to the competing claims of the different syllabus types.
Instead of a program based exclusively on grammatical or lexical
categories, for example, the syllabus now shows any combination gof items
from grammar, lexis, language function, situation, topics, task, different
language skill task or pronunciation issue.

10. Making Plan
Exemplifies how a teacher proceed from pre-planning to a final plan.
• Pre-planning background
Some of the facts that feed into pre-planning decisions.
• Pre-planning decisions
as a result of the background information listed above the teacher
takes.
• The Plan
It should be emphasized that the following list are not examples of any
planning formal.