The document discusses the situational syllabus approach to language teaching. It defines the situational syllabus as organizing language content according to real-life situations where the language would be used. The approach is based on the theory that language is used in context. It includes selecting vocabulary, grammar, and skills for situations like "in the classroom" or "at the bank." The process involves listing situations, analyzing their relevance, and creating conversations. The goal is to improve communicative competence. Advantages include motivation and developing inductive ability. Disadvantages include not including all real-life situations and artificial dialogs not reflecting natural language. The conclusion states no single syllabus is appropriate for all contexts.

1. SITUATIONAL SYLLABUS

2. CONTENT
Definition of Situational Syllabus
Theoretical assumption
Components
The Process of Situational Syllabus
The Product of Situational Syllabus
Advantage
Disadvantage
Conclusion

3. ?
Syllabus

4. A situational syllabus
is often defined as one in which the
contents are organized according to
situations in which certain language is
likely to be employed
(Richards, et al, 1985:260; Ur, 2000:178; Schulz,
2005).
DEFINITIONS

5. THEORITICAL ASSUMPTION
Language is always used in context, never in isolation and the choice
of linguistic forms are restricted by social situations.
(Dr. Andrew Finch, EFL Syllabus Design ,2008)
The situational syllabus is based on the communication situations. It
selects, organizes, and presents language items according to
situations. For instance :
In the classroom At the bank at the airport

6. COMPONENTS
(Situational Syllabus)
AIMS to prepare learners for future situations where they might use the language
OBJECTIVES to learn grammar, build vocabulary and develop four basic skills in particular situations
NON-LANGUAGE
OUTCOMES
other reasons instead of knowledge
1. Affective Cultivation
e.g.: confidence, high motivation and interest
2. Learning Strategy
e.g.: cultural understanding, thinking skill and interpersonal skill
LEARNING
CONTENTS
Knowledge
a collection of real or imaginary situations, which are always chosen according to the following factors
 Communicative needs
 Language items involved
 The learners’ interest
 Cultural differences
Topic
those the students can talk about in a certain situation
Language items
vocabulary or structure related to the communication in a situation
Skill : speaking, writing, listening
IMPLEMENTATION
taking part in the activities, through
o choral imitation,
o Elicitation (role play)
o substitution drilling and
o question-answer drilling,
hence, students grasp the basic principles to communicate in a situation
EVALUATION
Oral or written test and performance
(mastering some vocabulary and structures, students get to communicate in different situations)

7. The Process of Situational Syllabus Design
Listing situation
Analyzing and matching
the situation with the daily life of students
Creating in conversation
based on the situation
professional
Teacher
Appendix
Dr. Andrew Finch, 2008, “EFL Syllabus Design.”

8. The Product of Situational Syllabus
Product in syllabus design is mainly concerned with
what students are expected to learn; or in other words,
the objectives of the syllabus.
The main priority in product of situational syllabus is
communicative competence

9. ADVANTAGES
Wilkins (1976)
 Motivating learners
Learner-centered not subject-centered.
It takes account of the learner and his needs
Concrete contexts: learners learn language structures within those
contexts thus making it easier to visualize and then remember

10. Advantage 2
Improving
communicative
competence
Language teaching begins with
the spoken language, and
material is taught orally before
it is presented in written forms

11. Advantage 3
Enhancing inductive ability
Though the conversation (dialogue)
students are expected to
understand the application of
structure and vocabulary indirectly
in a conversation.

12. Disadvantage 1
Syllabus can not include all the
situations in the real life
A situational syllabus will be limited for
students whose needs were not
encompassed by the situations in the
syllabus
Physical situational setting doesn’t
necessarily predict the language
forms that will be used
Wilkins (1976)

13. Disadvantage 2
Artificial dialogues can not be used in natural
language
Language as practiced in the classroom and language
as spoken in the real world can be quite different
Grammar items and structures are not arranged in
a systematic way
The sequencing of situations was generally random,
making it impossible to grade the structures without
falsifying the situations

14. CONCLUSION
“useful as a situational syllabus
may be in certain circumstances……
it does not offer a general solution to problems of syllabus design.”
(Wilkins)

15. Appendix
AIMS OBJECTIVES
Dr. Andrew Finch, 2008, “EFL Syllabus Design.”
NON-LANGUAGE
OUTCOME
LEARNING CONTENT IMPLEMENTATION EVALUATION
The students
will learn how
to practice
conversation
in the
classroom
The students will
be able to
practice simple
conversation in
the classroom
Affective
Cultivation
e.g.: confidence, high
motivation and
interest
Learning Strategy
e.g.: cultural
understanding,
thinking skill
and
interpersonal
skill
A. Conversation
IN THE CLASSROOM
Asti : Good morning, Zaki.
Zaki : Good morning, Asti.
Asti : Any homework today?
Zaki : I don't know for sure. Just ask Madya.
Asti :Madya, is there any homework?
Madya: We have Math homework.
Zaki : Have you finished it, Madya?
Madya: Not yet.
Asti : Let's do it together.
B. Expressions:
Good morning
Any homework today?
I don’t know for sure
We have Math homework
Have you finished it?
Let’s do it together
Imitation,
(teacher read aloud
the conversation)
Elicitation,
(teachers allow
students to do role
play with mate)
Question-answer
drilling
( teachers can take role
to ask question or
student are allowed to
ask answer-question
with their partners
Oral Test
Written Test
Performance
Process of designing

16. Conclusion 2
In closing, it is a great importance to note that
“no single type of syllabus is appropriate for all
teaching settings”
This is due to the fact that
We can choose a syllabus to implement
must be based on all present investigation and valuable
insights to create a language program and course.