INTEGRATING SYSTEMIC FUNCTIONAL LINGUISTICS IN DESIGNING SYLLABUS FOR ELT CLASSROOM

Abstrak

To communicate effectively language learners need to become proficient in using
the semantic, syntactic, lexical, morphological and phonological elements of the
language being learnt. They also need to understand its pragmatics use.
Accounting those requirements, the focus of ELT should have tended on
grammatical, thematic, and functional approaches to syllabus design. A theory of
language that is in line with this is Systemic Functional Linguistics (SFL). SFL can
support the communicative language teaching in some extents. Firstly, this theory
focuses on meaning and how language operates to make meaning at text level.
In other words, it goes beyond traditional approaches’ learning of isolated rules of
exemplified in decontextualized sentences. Another good point to take SFL in
ELT is that this theory stresses how meanings are made or negotiated in actual
communication with other people. It is focused on real language use in authentic
situations. Thirdly, this theory is really ‘communicative’ in the extent that it
explores language based on its use in context. It takes into account three factors
that relate to the context in which the language is being used: FIELD (what is
being talked), TENOR (who is talking, and what is the relationship between
them), and MODE (mode: spoken or written). These three factors are the
realization of what to do to be able to communicate well. What is also important is
that it considers the social purpose of the language as well. It is mediated in the
so called as GENRE. In Communicative Language Teaching (CLT), the primary
objective is to provide language learners with the information practice and much
of the experience needed to meet the communication needs in the second or
foreign language. This article discusses the relation between SFL and CLT in the
iumplementation of syllabus design for ELT classroom. It is doubtful whether
anyone will ever come up with a perfect syllabus for ELT, the one that will ensure
success with every kind of learner in every kind of context. It is difficult, if not
impossible, to have a nationally uniformed syllabus of ELT. Learning and
teaching contexts are too varied in terms of class size, resources, exposure to
the target language outside the classroom, and many others. The basic principle
is that the materials should be presented gradually, given in a communicative
context, in an integrative, not discrete, way.