Abstract
Writing is viewed as the most complex skill to learn and to teach. Beside learner factors, teacher, materials and syllabus may also affect the process of learning language as foreign language. Syllabus, in general, can be defined as a set of what is taught (content) and the way it is taught (procedure. This current research aims to design a task-based syllabus for writing class at university level. This study was conducted by qualitative descriptive design with 92 students and 4 lecturers as respondents. As part of research and development project in one private university in Jakarta, a developed task-based syllabus was based on need analysis and the principles of task-based language teaching. Students’ proficiency levels are fair with sentence patterns and grammar as the most difficult aspects. Academic writing is more preferable orientation with the small portions of creative writing. Then, the developed task-based syllabus has been proposed for writing class which covers the components of goal (learning outcome), course description and objectives, a set of writing tasks, features of content focus and language focus and course evaluation. The developed syllabus, then, can guide the lecturers in designing lesson plan and selecting materials for writing class.
Highlights
Writing, as one of productive language skills, is communicating messages in written symbols involving other micro skills [1]
In regards to writing in second/foreign language, Hedge formulated the competences achieved by language learners, including the use of rhetorical features in organizing information, the use of technical aspects and accuracy to avoid ambiguity, the use of accurate grammar and vocabulary, and competence in styles to meet the audiences context [2]
The current study aims at developing a task-based syllabus for writing class at university level
Summary
As one of productive language skills, is communicating messages in written symbols involving other micro skills [1]. In regards to writing in second/foreign language, Hedge formulated the competences achieved by language learners, including the use of rhetorical features in organizing information, the use of technical aspects and accuracy to avoid ambiguity, the use of accurate grammar and vocabulary, and competence in styles to meet the audiences context [2]. From a set of competences mentioned, teaching writing class, in foreign language context, seems challenging and effortful. For these reasons, writing class should be well-planned and prepared by course designers. Course planning has seemingly become an essential factor in teaching process. Designing course includes several items to do, such as developing syllabus, planning lesson, selecting materials, and preparing tests.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
