Diskusi 2 EFL Curriculum and Materials Development

Here are language functions under Unit: Asking for direction, to be included in a functional syllabus:

Where is….? Can you tell me where is ….? Can you tell me the way to….? Would you please tell me where….? I am going to ….., where is it? How do I get to ….? Do you know where …? Is there … near here? What is the best way to ….? Do you know where….?

Please discuss how you are going to select and sequence those expressions. What criteria will you use in selecting and sequencing them? Why?

Jawaban 1:

·       In Functional syllabus, the selection of what functions to be included begin by examining types of discourse the students will be involved. The functions and forms that are identified are then listed in the syllabus. In this case, the result of discourse examination shows that the students will have to be able to 'ask for direction’.

·       The next activity is to collect what language forms can be used to ‘ask for direction’. Here are the expressions the syllabus designer may collect in the topic under study.

         a. Where is …?
         b. Can you tell me where is …?
         c. Can you tell me the way to …?
         d. Would you please tell me where …?
         e. I am going to …, where is it?
         f. How do I get to …?
         g. Do you know where …?
         h. Is there … near here?
         i. What is the best way to …?
         j. Do you know where …?

·       Related to ‘sequencing’, one consideration should be taken by the syllabus designer is the simplicity of form for specific function. Soepriyatna (2017:2.9) claims that the criteria used to grade the content in functional syllabus are grammatical complexity and length of utterances to perform some functions.

·       Therefore, in asking for direction, the sequence should be like this.

          a. Would you please tell me where …?
          b. Can you tell me the way to…?
          c. I am going to …, where is it?
          d. Can you tell me where is …?
          e. What is the best way to…?
          f. Do you know where …?
          g. Do you know where …?
          h. Is there … near here?
          i. How do I get to …?
          j. Where is …?

·       This sequence will ease the leaners in using the expressions.

I am really sorry.
The materials about asking for directions should be delivered for the students should be:
a. Where is ...?
b. Is there ... near here?
c. Do you know where ...? (It is written twice)
d. How do I get to ...?

e. What is the best way to ...?
f. Can you tell me where is ...?
g.. I am going to ... where is it?

h. Can you tell me the way to ...?

i. Would you please tell me where ...?

Jawaban 2:

A syllabus is a document that describes what the contents of a language course will be and the order in which they will be taught. The content of a syllabus normally reflects certain beliefs about language and language learning.

The main focus on this current topic of the discussion is around the functional syllabus for the material of asking direction. In the functional syllabus has less pay attention on the using of grammar. Functional syllabus is the functions performed when language is used (Krahnke,1987).

 
In this part, language used is more important than the language form. The functional syllabus is closely related to communication language teaching. Theoretically, functional syllabus derives from functionally oriented. The orientation is the function of learning language for daily communication. To express something related with the condition should be used the language properly in communication for something.

The students will learn the utterance for asking direction. The sequences of asking direction, the students can use those expressions :
• Where is….?
• Can you tell me where is ….?
• Can you tell me the way to….?
• Is there … near here?
• Do you know where….?
• What is the best way to ….?
• I am going to ….., where is it?
• Do you know where….?
• Would you please tell me where….?
• How do I get to ….?
-
There are several reasons and criteria in making the sequences for asking direction above:
1. The simplicity become the important in reaching the goal of asking direction to someone. By putting the simple expression of asking direction and the sequences is from the simple expression in asking for direction for someone who get difficulty in searching the public places in a new area.
2. The grammatical complexity, length of the utterance to perform some functions become the criteria to make the sequencing in asking for directions. It will be easier for the students to remember the short to the complex expression for the same purpose i.e asking for direction.

3. The using of the utterance should be easy to remember and the using of various utterance will make the students eager to use it in communication confidently

4. The expression develop the learners capability in understanding how to ask direction and how to ask politely in English.

( Reference: Soepriyatna. (2017). EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.)

Jawaban 3:

Based on Krahnke, 1987, p 30, which Suepriyatna cites, the language theory underlying functional syllabus views that " the basic to the language are the uses to which it is put " p. 2.8 . It is also added that the function of language is primary while the form is secondary. So I would like to select and sequence the expressions based on the discourse examination. The unit already states that the function is about asking for direction, and all expressions in a list show the same discourse. However, still based on Suepriyatna's statement that one consideration for sequencing is the simplicity of form for a specific function. It means that aspects, for instance, grammatical complexity and length of utterances to perform some functions become criteria used to grade the content of the functional syllabus. So, all in all, if I may put the functions based on the grades (levels) and the context, I would like to break into the CEFR levelling and topic discussion in each level. For example, asking for direction in Level A1 and direction in Level A2 in the context of shopping.

According to Cambridge (2002 ), A1: CAN go to a department store or other shop where goods are on display and ask for what (s)he wants.
So, I think it will include the expression below:
Expression(s):
Where is ...?

And still, according to Cambridge (2002), A2: CAN ask for what is required if it is something the shopkeeper can
readily understand. CAN exchange basic information about the place in the
queue with other customers. CAN, where appropriate, bargain in the
marketplace to a minimal extent, with the help of body language (fingers,
nod/shake of the head, etc.).
I assume that the expressions below are included:
Expression(s):
Can you tell me where ... is?
Do you know where ...?
Is there ... near here?

And so on for higher levels.

References:
Soepriyatna. (2017). EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka
Cambridge (2020). International Language Standard. Cambridge website. Accessed 26 October 2022. <https://www.cambridgeenglish.org/exams-and-tests/cefr/>

Jawaban 4:

To specify the content of instructions in the syllabus, we need to select and sequence them. The term selection refers to how to choose and reduce units of language appropriately to accommodate teaching purposes, while sequencing refers to how we put the content of the instruction for the syllabus. The criteria to sequence the content of the instruction are simplicity and centrality Richards ( 2001).

A functional syllabus is the design of instruction in which place language use is more important than language form. In the case of the language functions under Unit: Asking for direction, to be included in a functional syllabus:
Where is….? Can you tell me where is ….? Can you tell me the way to….? Would you please tell me where….? I am going to ….., where is it? How do I get to ….? Do you know where …? Is there … near here? What is the best way to ….? Do you know where….?

We select and sequence them as follows:
The consideration of the selection is examining the type of discourse the students will be involved in or we should select which expression of asking direction. We can select some or all the expressions in the syllabus. For example,
Where is….?
Can you tell me where is ….?
Would you please tell me where….?
I am going to ….., where is it?
Is there … near here?
What is the best way to ….?
How do I get to ….?
The consideration of sequencing is the simplicity of form for a specific function.The complexity of the grammar and the length of utterance to perform some function will be the consideration. For example: Where is..., How do I get to ….?
has lower grammatical complexity and is shorter so that we can put it at the beginning of the instruction.

Jawaban 5:

          Basically, syllabus design is interrelated with pedagogical trends in teaching English in the world. This circumstance strongly indicates and stands in need of steady design including general and specific objectives of the method, syllabus model, types of learning and teaching activities, teachers' and learners' roles, and the roles of instructional materials due to different revolutionary changes. Dealing with this matter, Sabbah (2018: 128) revealed the fact that several types of syllabuses are driven by the factor of desiring changes and innovations in paradigms of language teaching methodology. Consequently, each syllabus has own major characteristics, but giving way to another. Aligning into this path of explanatories, actualizing selection and sequence of the materials appropriately in line with the main goal of teaching learning process, -that is communicative competence as the emphasis of applying a functional syllabus is discussed. The focus will be based on the criteria that is most likely to guide the teachers in it. For this reasoning, it is necessarily noted that communication is primary consideration to represent meaningful behaviour in a social and cultural context, rather than building synthetic sentence. Yet, the mastery of sentence structure clearly seems to take into account for time allocation in process of teaching learning process.

          Straightfowardly in selecting the materials, the teachers should regard breadth of vocabulary, expression (words/ phrases/ sentences used in context), structure (grammar features involving phonetics, word formation, patterns of word arrangement, and meaning), language functions (order of language in use completely impacted by a wide range of grammatical structures for each function, namely: beginning, intermediate, and advanced levels). These considerate explanatories will assist the learners speak a lot because they can put ideas into appropriate words with appropriate grammatical rules and let them communicate with others. Meanwhile in sequencing the materials, the teachers are required to make appropriate order of vocabulary in terms of frequency and similarity, phonological unit of language in term of phonological words, grammatical features in term of sentence structure. All of these components interact and affect for one another resulting finally in long-term phonological memory systems that allow chunking and the tuning of language systems better to represent structural information for particular languages (Ellis, 1996: 91). In simpler comprehension of this reference, the learners will start to process ‘words’ proceeding into sound systematically constructed by the insight of grammar usage so as the variations of expression can be well understood in oral context and kept in long term memory.
          The order of the expressions of Asking for direction included in the functional syllabus is presented below.
Where is ...?
Is there ...near here?
Do you know where….?
Can you tell me where ...is?
Would you please tell me where….?
Can you tell me the way to….?
What is the best way to ...?
How do I get to ...?
I am going to ..., where is it?.

Reference
Ellis, Nick C. 1996. Sequencing In SLA: Phonological Memory, Chunking, and Points of Order. SSLA, 18,91-126. The United States of America

Sabbah, Sabah Salman. 2018. English Language Syllabuses: Definition, Types, Design, and Selection. Arab World English Journal (AWEJ) Volume 9 Number 2 p. 127- 142. DOI: https://dx.doi.org/10.24093/awej/vol9no2.9

Soepriyatna. 2019. Buku Materi Pokok MPBI 5204/ 3SKS/ Modul 1-9: EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.

Jawaban 6:

Nunan (1988) in Agamez and Velaquez (2020) says that a syllabus is a description of course content that is used to plan different types of courses in advance. The role of the person who makes the syllabus is to choose and evaluate the course content. According to Agamez and Velaquez (2020, p: 6), the Functional syllabus refers to a curriculum whose course material is based on a range of language functions. In other words, students are responsible for giving the target language a defined function and determining when and why to utilize it.

Here are the materials about asking for directions should be delivered for the students based on the selection and sequence procedure
1. Where is ...?
Form : Where + to be + Place
It is chosen as the first expression since it has the lowest level of grammatical complexity and the shortest length of utterances. This question is also familiar to the students.
2. Do you know where ...?
Form : Do + Subject + know+ where?
It is chosen as the next expression because this expression is longer and more difficult to say that the first utterance.
3. Is there ... near here?
Form : Is + there +place + near + here?
It is chosen as the next expression because this expression is not really familiar to students.
4. How do I get to ...?
Form : How + do +I+ get to + place?
It is chosen as the next expression because of the short utterance, though this expression requests a complete answer, and it is challenging.
5. What is the best way to ...?
Form : What + to be +the + best way to + place?
It is chosen as the next expression because this has a long utterance.
6. Can you tell me where is ...?
Form : Can + you +tell+ me + where + is + place?
It is chosen as the next expression because this has a longer utterance. Students have difficulty memorizing
more than four words of interrogative sentences.
7. I am going to ... where is it?
Form : I + am +going+ to + place + where+ is + it?
It is chosen as the next expression because this expression consists of a positive sentence followed by an interrogative sentence. Students probably think it is unusual.
8. Can you tell me the way to ...?
Form : Can + you + tell + me + the + way+ to ?
It is chosen as the next expression because this expression has the longest utterance and is the most difficult to handle by students.
9. Would you please tell me where ...?
Form : Would + you +please + tell + me + where + place?
It is chosen as the last expression because it has the longest utterance, is the most difficult to say by students, and is one of the polite expressions. Polite expressions are rarely practiced by students in the class when they are practicing dialog.

Based on the explanation above, the things that must be considered in selecting and sequencing expressions in asking direction are as follow;
1. Length of utterances
2. Grammatical complexity
3. Familiarized utterances
4. Degree of politeness
5. Language Level of English learners

References
Agamez, M.J.R &Velasquez, J.P (2020). A topic-based-functional syllabus proposal to promote students’ conversation through outdoor games. Retrieved from https://repositorio.unicordoba.edu.co/bitstream/handle/ucordoba/2752/rangelagamezmariajose-pernettvelasquezjessica.pdf?sequence=1&isAllowed=y
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.

Jawaban 7:

When designing a functional syllabus, we focus more on the category of language use. It helps students to use real and appropriate language of communication. While learning to perform communicative activities, students practice language structures that refer to certain situations. In this example, the students learn about asking directions.

As a teacher, I will choose and arrange the sentences below according to their grammatical complexity level. Started from basic grammar structure to multiplex grammar components.

The sentences no 1 to 4 show how students will learn from a simple and short question to questions with more vocabulary, yet they still have one type of common grammar used which is the verb “is”. The same method is applied for the rest of the sentences. In this way, the students will be able to understand the lessons slowly but steadily with enough repetition.

1. Where is….?
2. Is there … near here?
3. What is the best way to ….?
4. I am going to ….., where is it?
5. How do I get to ….?
6. Do you know where …?
7. Can you tell me where is ….?
8. Can you tell me the way to….?
9. Would you please tell me where….?

Jawaban 8:

A syllabus in which the content of the language teaching is a collection of the functions that are performed when language is used ( Krahnke, 1987:16). Functional syllabus is organized around communicative functions, such as identifying, reporting, correcting, describing, and so forth ( Brown, 1995:10). A function is some kind of communicative act : it is the use of language to achieve a purpose, usually involving interaction at least between two people. Examples would be inviting, requesting, agreeing, apologizing, asking for direction and etc. “ Inviting” may include phrases like “ Would you like to …. ?”, “ I suggest ….” , “How about ….?”, “Please ….”

The following is a sequence of expressions asking for directions that are included in the functional syllabus:
• Where is….?
• Do you know where …?
• Can you tell me where is ….?
• Would you please tell me where….?
• I am going to ….., where is it?
• What is the best way to ….?
• Can you tell me the way to….?
• How do I get to ….?
• Is there … near here?

Thank you, Sir

Jawaban 9:

A syllabus is a description of all components of a subject and/or subject group, including competency criteria, core competencies, learning materials, learning activities, performance indicators, time management, and learning resources to facilitate and accelerate the learning process . This opinion is consistent with Wikins (In Furey, 1983:3-4) which states that the standard competencies and foundational competencies are detailed in core/study materials, learning activities, and competency achievement indicators for assessment.

A functional syllabus is a syllabus in which the content of language teaching is a collection of functions that are performed when the language is used or ideas that the language expresses. An example function is:Inform, agree, apologize, plead, promise, etc. Examples of terms include size, age, color, comparison and time (Krahnke, 1987:Ten). Materials are customized based on the meaning students need to communicate.

Brown (1995:7) Further explaining state that the functional syllabus refers to the principles surrounding the material being discussed, such as using Semantic or Semantic Collections. This type of curriculum governs language features. Brown selects based on features of perceived usefulness and ranks them according to the concept of chronology, frequency, or feature usage. example:The logistical process of greeting, introducing, seeking information, giving information, interrupting, changing the subject, and saying goodbye.

Refer to the selecting and the sequencing the expression on functional syllabus,there are some principle that must be put on consederation by the designer,such as;
a.The simplicity of the expressions.The simple expression will come first,followed by the expression with higher grammatical complexity.
b.Next is the length of the expressions.The short utterance be the priority ,followed by the longer one.
Relate to the expression under discussed above.The suitable order are:
• Where is…?
• Do you know where…?
• How do I get to …?
• Can you tell me where is …?
• Can you tell me the way to…?
• What is the best way to…?
• How do I get to …?
• I am going to …, where is it?
• Is there … near here?

Jawaban 10:

     There are many definitions of the term “syllabus’ in literature Educationalists differentiate between two terms, namely “syllabus” and “curriculum”. The curriculum is “all the relevant decision-making processes of all the participants” the syllabus is its result (Johnson, 1989, p. 33). According to Brown (1995, p.7) “A syllabus provides a focus for what should be studied, along with a rationale for how that content should be selected and ordered.” Similarly, Richards (2001) defines syllabus as “A specification of the content of a course of instruction [which] lists what will be taught and tested” (p.2). Robertson (as cited in Yalden, 1987) states that: Curriculum includes the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out of the school and community through classroom instruction and related programs. (P.18). On the other hand, Pienemann (1985, p.23) sees the syllabus as “the selection and grading of linguistic teaching objectives”, while for Breen (1984, p.47) it “is a plan of what is to be achieved through our teaching and our students’ learning”. Syllabuses are concerned with the specification and planning of what is to be learned, frequently set down in some written form as prescriptions for action by teachers and learners.

     Related to the material asking for direction, to make it easier for students to understand how to use these expressions, we can teach students by dividing usage by using modal auxiliary (could, would), information questions (where, what, which, how), or interrogative sentence (is it…, do I…).

Using Modal Auxiliary
• Can you tell me where is….?
• Can you tell me the way to…?
• Would you please tell me where…?

Using Information Questions
• Where is …?
• I am going to….where is it?
• How do I get to…?
• What is the best way to….?

Using Interrogative Sentences
• Do you know where…?
• Is there…near here?

     Criteria for the selection of subject matter are: Self Sufficiency, to help learners attain maximum self-sufficiency most economically is the central guiding principle of subject matter or content selection (Scheffer, 1970) as cited by Bilbao et al. (2008); Significance, the subject matter or content is significant if it is selected and organized to develop learning activities, skill, processes and attitudes; Interest, this criterion is valid to the learner-centered curriculum. Students learn best if the subject matter is interesting, thus makes it meaningful to them; Utility, another criterion is the usefulness of the content or subject matter; Learnability, the subject matter or content must be within the schema of the learners.

Jawaban 11:

The selection and the sequencing are based on the language functions of ‘Asking for Direction’
A. The selection is based on:
1. Examining the discourse needed by the students: relating to the language function, the supporting discourse will be about travelling, your hometown tour, or knowing your own school.
2. Identifying the functions and language forms used: the language function and form needed to support will be about Question Words.
3. Listing the identified language forms: the language forms to be discussed will be about the variety of Question Words:

·       Wh-Questions

·       Questions with Modal

·       Questions with Auxiliaries

B. The sequencing is based on:

·       The grammatical complexity of the sentences

·       Should be practiced from the shortest to the longest utterances

·       The order will be:

1.     Where is ...?

2.     Is there ... near here?

3.     Do you know where ...?

4.     How do I get to ...?

5.     What is the best way to ...?

6.     Can you tell me where is ...?

7.     I am going to ... where is it?

8.     Can you tell me the way to ...?

9.     Would you please tell me where ...?

Reference:
Soepriyatna. 2017. EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.

Jawaban 12:

First of all, Grammar is not the primary focus of the functional syllabus. the organizing principle is the category of language use, not form. the teacher will select what function will be included based on the course students will be involved in. Practically, the functional syllabus is almost applicable in any teaching situation. nevertheless, ESP or English for specific purposes is most applicable. Furthermore, functional syllabus help learners improve their oral and written communication skills in English. The syllabus instructs pupils on how to utilize language effectively. Language training becomes meaningful because the pupils are exposed to real or simulated interaction in the language.

in selecting and sequencing expressions a syllabus designer should consider the simplicity of form for specific functions which are grammatical complexity and length of utterances.

for example, in this unit, we are learning about Asking for Direction. So, our objective is at the end of the course, students will be able to ask for direction. then next, the teacher needs to collect what language form can be used to ask for direction. so, the students can use some expressions below :

·       Where is….?

·       How do I get to ….?

·       Do you know where …?

·       Is there … near here?

·       I am going to ….., where is it?

·       Can you tell me where is ….?

·       Can you tell me the way to….?

·       What is the best way to ….?

·       Would you please tell me where….?

I have sort the expressions from the expression that have less grammatical complexity and short utterances to the expression that have the most grammatical complexity and long utterances. 

After learning the expressions above, students and teacher will develop the expressions based on grammatical complexity & the expression length of utterances and try to applicate it with their friends in the classroom.

Jawaban 13:

Identifying, reporting, correcting, characterizing, and so on are all examples of communication functions that form the basis of a functional syllabus. (Brown,1995).

The process of selecting language functions for this material using a functional syllabus :
- Examine what discourse is needed; in this matter, we use "Asking for directions." The materials surrounding asking directions will be used.
- Identify and list what functions and language forms need to be used. In this part, we choose what kind of grammar will be best fitted to use for the teaching material. In this part, using the present tense will be the well-fitted one, goes hand in hand with asking directions.

The term "sequencing" refers to the process of organizing knowledge in a way that benefits students' learning and progress toward goals (Morrison, Ross & Kemp, 2007). In this part, choosing the materials but matching it to students' level is needed. We can select some of the materials about asking for directions to be taught to the students, such as:

1.     Where is ...?

2.     Is there ... near here?

3.     Do you know where ...?

4.     How do I get to ...?

5.     What is the best way to ...?

6.     Can you tell me where is ...?

7.     I am going to ... where is it?

8.     Can you tell me the way to ...?

9.     Would you please tell me where ...?

Jawaban 14:

As we know that syllabus is really important to design our teaching learning, like what krahnke, 1987:16 said A syllabus in which the content of the language teaching is a collection of the functions that are performed when language is used.
And now we are going to discuss about functional syllabus, In functional syllabus, language use is more important than language form. The organizing principle is the category of language use, not form. Functional syllabus is closely related to communicative language teaching. It is related with functional syllabus is organized arround communicative functions, such as identifying, reporting, correcting, desrcibing and so forth (Brown, 1995:10)

In addition, in selecting materials and sequencing are based on the language functions of ‘Asking for direction’
First, The process of selecting language functions for syllabus, Examine what discourse is needed, This examinition will result in what functions and language forms used to express in those particular types of discourse, Identify what functions and language forms are used, List the identified language functions and forms. Next, for the sequencing for asking direction, The simplicity, Grammatical compexity, and the length of utterances. So, when we select and sequence we have to put the simplicity first, in short the easiest to the most difficulties. Here are, the order of expressions of asking direction which is included in the functional syllabus:

Where is …?
Is there … near here?
Do you know where …?
Can you tell me where … is?
Would you please tell me where …?
Can you tell me the way to …?
What is the best way to …?
How do I get to …?
I am going to …, where is it?

Thankyou in advanced

Jawaban 15:

The sequence of the expressions will be :

Is there … near here?
I am going to ….., where is it?
Can you tell me where is ….?
How do I get to ….?
Can you tell me the way to….?
Would you please tell me where….?
Where is….?
Do you know where …?
What is the best way to ….?
Do you know where….?

Those statements belongs to the expressions for asking directions.
So we can use Situational Syllabus, it is one of the syllabus that the content of language teaching is a collection of real or imaginary situations in which language occurs or is used For example. Asking directions in a new town.

Reference:
Soepriyatna. 2017. EFL Curriculum and Materials Developments

Jawaban 16:

The language syllabus can be defined as a general outline of a language instruction program instructs teachers on what to teach and how to teach in a language program.
linguistics syllabus is closely related to communicative language teaching. It derives from functionally oriented linguistic that does not examine language in isolation from its uses and social context. Krahnke (1987) stated that the language theory underlying this syllabus views that "basic to the language are the uses to which it is put". As we know that the function of language is primary, while that form of language is secondary. And then, Finocchiaro (1983) the grouped the functional categories under five headings: personal, interpersonal, directive, referential, and imaginative. In directive, it means attempting to influence the actions of others; accepting or refusing direction, for examples: making request, persuading someone, asking for direction, etc. And next for asking direction we use these expression such as :
- Where is …?
- How do I getThe functional to …?
- Do you know where …?
- Is there … near here?
- What is the best way to …?
- Can you tell me where is …?
- Can you tell me the way to …?
- I am going to …, where is it?
- Would you please tell me where …?
In this module, Soepriyatna (2017) states that the criteria used to score functional program content are grammatical complexity and length of statements to perform certain functions. So, When selecting and sequencing expressions. It must consider the simplicity of form with respect to specific functions, the grammatical complexity and length of sentences.

Thank You.

Jawaban 17:

Grammar for Asking Direction

When asking someone to help you find a place by asking direction in English, you can use the following grammar:
1. Asking using modal auxiliary
Previously, we have studied various auxiliary modals which are commonly used as formulas for tenses in English. In asking direction, the modals commonly used include can, could, will, and would, would like, etc. Here's an example:
• Could you tell me how to get to …?
• Could you tell me where the … is?
• Would you give me directions to go to …?
• Can you direct me to …?
• Would you show me the way to …?
• May I ask you the way to …?
• Can you show me the … on the map?
• I'm looking for …. Would you give me direction to get it?
2. Asking through “Question Words”
Question words are words to ask questions that consist of five types, namely what, where, when, who, why, and how. However, for asking direction in English, the most suitable question words to use are what, where and how. How about an example?
• Where is the …?
• Where can I find the …?
• How can / do I get to …?
• How can / do I find …?
• How far is the … from the …?
• How do you get to … from …?
• What's the best way to get to…?
• What's the quickest way to get to …?
• What's the easiest way to get to the …?
3. Asking questions with asking/interrogative sentences
Well, in addition to using auxiliary modals and question words, you can also ask questions using interrogative sentences which generally begin with to be and verbs such as is, do, and so on. The example is:
• Do you have a map to …?
• Are we on the right road for …?
• Am I in the right place to go …?
• Is it the right way to / for …?
• Is there a … around here / near hear
• Do you know where the … is?

Jawaban 18:

There are steps in preparing a practical language teaching syllabus:
a. 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.
b. 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.
c. Evaluate available resources in expertise (for teaching, needs analysis, materials choice and production, etc.), in materials, and in training for teachers.
d. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement given available resources.
e. 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.
f. Repeat the process, taking into account the constraints contributed by teacher and student factors described earlier.
g. Determine a final ranking, taking into account all the information
produced by the earlier steps.
h. Designated one or two syllabus types as dominant and one or two
as secondary
i. Review the question of combination or integration of syllabus type and
determine how combination will be achieved and in what proportion.
For example the sentence asking for direction :
Where is….? Can you tell me where is ….? Can you tell me the way to….? Would you please tell me where….? I am going to ….., where is it? How do I get to ….? Do you know where …? Is there … near here? What is the best way to ….? Do you know where….?
j. Translate decisions into actual teaching units.

References
1. Yalden, J. (1943). The communicative syllabus: Evolution, design. and implementation. Oxford: Pergamon.

2. Alexander, L.G. (1976). Where do we go from here? A reconsideration of some basic assumptions affecting course design. English Language Teaching, 30(2), 89-103

Jawaban 18:

According to Richards & Rocdgers (2001) stated that a method of communication and engagement between those with the intention of achieving particular objectives or purposes. Students then play a specific role using the appropriate language for the circumstance. However, the learning theory holds that each context necessitates a certain set of appropriate utterances, so learners will encounter a variety of situations requiring expression.
Therefore, the syllabus creator will provide a list of knowledge, skill, and attitude requirements based on the previously mentioned competency.
The first step is to create a list of all the competencies students need be familiar with so that we may guide them as they choose and order the material. Then, list each competency that will be covered in the syllabus, such as:
1. Where is….?
2. Can you tell me where is…?
3. Can you tell me the way to …?
4. Would you please tell me where …?
5. I am going to …, where is it?
6. How do I get to …?
7. Do you know where …?
8. Is there … near here?
9. What is the best way to …?
As a result, the selection will consist of a number of abilities that the designer has determined are essential for students to understand and be able to perform.
Following the creation of a list of competencies to be included, we must order the competencies according to the tasks that are most important to the students as well as the grammar skills and language expression required for each competency.
Thank you very much.

Jawaban 19:

I am really sorry for the miss of the answer above. I should not have to explain about competency-based syllabus. I am sorry for my misunderstanding.

According to Krahnke (1987) stated that the language's core components are its applications. Language use is prioritized over language form in this course. Consequently, language function is fundamental. In this instance, language function will be the primary emphasis of instruction, with language form being covered when needed. Consequently, the functional syllabus' flowchart goes from function to form.

In functional syllabus, the teaching and learning process is made more relevant by exposing students to simulated interaction while their capacity to function in English is still being developed.

In selecting, The three processes for include items in a functional syllabus are as follows: first, determine what discourse the students will need; second, based on that discourse, identify functions required; and third, list all those functions to be included in the content. For instance, if the students need to know how to ask someone for directions, a list of all the possible functions and the appropriate language forms will be provided depending on the identified discourse. And after that, we list all the language forms and functions that should be used, such as:

1.     Where is….?

2.     How do I get to …?

3.     Is there … near here?

4.     Do you know where …?

5.     What is the best way to …?

6.     Can you tell me where is…?

7.     I am going to …, where is it?

8.     Can you tell me the way to …?

9.     Would you please tell me where …?

There are numerous functions that students can utilize to ask someone in the sequencing syllabus, such as when they need directions. By grammatical complexity and utterance length, we can order them according to the syllabus.

Thank you very much.

 Jawaban 20:

The functional syllabus is close to communicative related to communication language teaching. The language theory underlying this syllabus views that the basics to the language are the uses to which it is put ( Kranhnke, 1987,p.30). the function of language is primary, while the form is secondary. The content of a functional syllabus is the use of language forms, or as the syllabus is called ‘function’.
Here are the materials about asking for directions should be delivered for the students based on the selection and sequence procedure
1. Where is ...?
2. Do you know where ...?
3. Is there ... near here?
4. How do I get to ...?
5. What is the best way to ...?
6. Can you tell me where is ...?
7. I am going to ... where is it?
8. Can you tell me the way to ...?
9. Would you please tell me, where is it...?

References:
Soepriyatna. (2017). Modul MPBI5204. EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.

Jawaban 21:

Based on the module I read, Supriyana quotes from (Krahnke, 1987, p.30) the theory of language that underlies this syllabus views that the basis of language is the use it places, the function of language is primary while the form of language is secondary. In theory, the functional syllabus comes from functionally oriented linguistics which does not study language separately from its use and social context.

Here are language functions under Unit: Asking for direction, to be included in a functional syllabus:

Where is….? Can you tell me where is….? Can you tell me the way to….? Would you please tell me where….? I am going to ….., where is it? How do I get to….? Do you know where...? Is there … near here? What is the best way to….? Do you know where….?

then for the selection and sequence in the syllabus, it begins by examining the type of discourse the students are involved in. In the example below students will try to ask for directions.

Where is….?
Is there … near here?
Do you know where….?
How do I get to….?
I am going to ….., where is it?
Can you tell me where is….?
Can you tell me the way to….?
Would you please tell me where….?

Jawaban 22:

When asking someone to find a place with asking direction we can use the following grammar:
1. Modal auxiliary
In asking direction, the modals commonly used include can, could, will, and would, would like, etc.
2. Ask using question words
Question words are words to ask questions that consist of five types, namely what, where, when, who, why, and how.
3. By using asking or interrogative sentence
Interrogative sentences generally begin with to be and verbs such as is, do, and so on.

The following is a sequence of expressions asking for directions that are included in the functional syllabus:
Where is….?
I am going to ….., where is it?
Do you know where….?
How do I get to ….?
Would you please tell me where….?
Is there … near here?
Can you tell me where is ….?
Can you tell me the way to….?
What is the best way to ….?

Jawaban 23:

I try to make a sequence of expressions about asking for questions as follow:
- Is there ... near here? 1
- Do you know where ....? 2
- Where is ....? 3
- I am going to ...., where is it ? 4
- How do I get to....? 5
- What is the best way to ....? 6
- Can you tell me where ... is? 7
- Can you tell me the way to ....? 8

I think there is no absolute rule in sequencing these expressions in turns or in order, but it is presented based on the need, situation, to whom we teach, and who will teach. Anyway, if now, we are asked to make a sequence then I select and sequence the above expressions by categorizing the expressions into three parts, namely:
1. Yes/ No Questions (expression 1 and 2)
2. Wh – Questions (expressions 3,4,5,6)
3. Embedded questions (expression 7,8)
Students will be easily answer the questions if a teacher formulates the sequence based on level of difficulty. So, we need to do Need Assessment on this material, then the designer may decide that complexity and student’s intake must be one of the considerations.

Thanks

Jawaban 24:

Richards (2001) in Soepriyatna (2017:1.3) states that” a syllabus is a specification of the content of a course of instruction an lists what will be taught and tested”. In short, it is an outline and time line of a particular course.

Looking at some expressions given under the topic Asking for Directions, they should be included in functional syllabus. Functional syllabus emphasizes the language use rather than language form. Language function is primary, language form is secondary. Examining the forms of discourse that the students will be engaging in is the first step in choosing what functions to include in the syllabus, Soepriyatna (2017). Since, the expressions have been given then we should consider the complexity of grammar and the length of utterances in sequencing them.

In my opinion, the sequence of the expressions would be like this:
a. Where is . . .?
b. Is there . . . near here?
c. Do you know where . . .?
d. Can you tell me where is . . . ?
e. Can you tell me the way to . . . ?
f. I am going to . . . where is it?
g. Would you please tell me where . . . ?
h. How do I get to?
i. What is the best way to ...?