Professional Documents
Culture Documents
DEVELOPMENT
201212501146
Heti Yulianita
201212501171
Nanda Maulidah
201212501163
Fransina
20121250117
Elisabeth R
R.6.J
CONTENTS
Preface
ii
Chapter I
Introduction
Chapter II
Problems
Chapter III
Analysis
Conclusion
13
PREFACE
Thank to Allah who has given His bless to the writer for finishing
the English paper assignment.
The writer also wish to express her deep and sincere gratitude for
those who have guided in completing this paper. This English
paper contains about to showed some people for how to make a
good point on Curriculum or Syllabus .
Hopefully, this paper can help the readers to expand their
knowledge
about
The
Basis
for
Curriculum
and
Syllabus
designing.
Author
ii
CHAPTER I
INTRODUCTION
Overview
This paper are made to interpret the result of the fact finding stage by
making operational decisions.
First, they use the information gathered in order to set broad policy:
what are the significant overall objectives of the language program?
Second, they define the audience as fully as possible: is there a
uniform group of learners who will use the program or are there sub-groups
such as ESL (English as a second language in the natural setting of the
target language), EFL (English as a foreign language) or ESP (English for
specific purposes)?
Third, they consider how the program can best be suited to the
particular school system, community, or language course. Local tradition
may suggest to planners that the new program should focus more on either
language analysis or language use. All of these there broad areas which
result in concrete decision are discussed in Establishing Realistic Goals.
Surveying Existing Programs presents a situation in which there is an
existing syllabus, textbooks, and other materials. In this case, the new
program may come to replace an order one, it may just be added to the
existing ones or it may be presented as an experiment to enable policy
makers to choose the best program once they have all been evaluated with
each other. In any of these cases, course designers need to be familiar with
the existing materials. New decisions cannot be made without fully
understanding the existing situation.
When The materials in use Constitute The Curriculum and Syllabus
suggests ways in which to examine the degree of compatibility holding
CHAPTER II
2
PROBLEMS
1.
2.
3.
4.
school system ?
5. How is Establsihing goals in Language analysis or language use
as course goals ?
1.
2.
3.
4.
3
CHAPTER
III
ANALYSIS
utilitarian-oriented
syllabus,
one
which
encourages
the
curriculum for their age group (science, history, math, etc.), but also to
be able to participate in the social life outside the classroom. The goals
of a language program, therefore, must account for both academic and
social-survival needs.
Adult learners in higher education also have dual needs: on the
one hand they must cope with English in classes in their field of
interest.
3. Planning for courses outside the school system
As a final example of how goals are established to fit broad
needs, consider a typical ESP (English for specific purposes) course
which might take place in either a foreign language or target language
setting. These courses are 5often financed by the participants
employer. Therefore, the overall goals are set up by the employers
representative. In 3 course for management English, for instance, the
stated objectives might be learners to develop the following abilities:
a. To negotiate in English with clients,
b. To correspond with foreign companies,
c. To lead business meetings in English,
d. To develop a richer business vocabulary,
e. To communicative over the telephone, etc.
4. Language analysis or language use as course goals
Within any setting, when designers sit down to establish goals they
are influenced by current trends in the language teaching profession.
These trends are the intellectual background against which decisions
are made. In cyclic fashion, goals have alternated between periods
when teaching languages for purposes of social use or performance
was favored and times when teaching languages as vehicles for
analysis or as providing access to literary and philosophical pursuits
prevailed (Kelly 1969, Celce-Murcia 1980).
So, for example, in both the Middle Ages and again in the
seventeenth
and
eighteenth
centuries,
language
pedagogy
particularly
Latin
and
Greek,
as
model
system
of
The
The
The
The
The
examination
committees,
and
learners
concerning
the
program. For what we are calling syllabus might have the title of
system.
Some section of the curriculum or syllabus should reflect the
philosophical and educational approach that guided the policy-makers.
But such an approach may be outdated or unsuitable for learner
present needs.
Certainly, one might easily imagine a situation in which there is
no existing syllabus. In many ways, such a situation is preferable from
the point of view of the course designers since then syllabus
specification becomes an integral part of the larger task of course
design.
2. The materials in use
tasks,
learning
styles,
presentation
techniques,
expected
5. How authentic are the text types included in the materials? This
may be a very crucial question especially in cases where text
might have been adapted for a variety of purposes.
6. How do learners and teachers who have used the materials feels
about them? In addition to the previously stated objective
question, it is necessary to gather subjective information in order
to gain additional insight into how teachable or learnable the
materials really are. This type of information can be gathered via
a questionnaire or informal interview.
3. The teachers
When discussing teacher population, it is again useful to
distinguish between natural language and foreign language settings. In
a natural setting, teachers usually are native speakers or near-native
speakers of the language and can cope with various decision-making
steps that deal with language use: on the other hand, in the foreign
language setting, teachers are typically non-native speakers who may
have never spent time in an English speaking country and therefore
may find it much harder to make decisions of native-like nature.
The
teacher
population
is
the
most
significant
factor
in
important
considerations
when
planning
group
or
individual activities.
Also to be considered is the availability of equipment such as tape
recorders, slides, films, pictures, posters, and other such visual and
audio features which may greatly affect some of the activities carried
out in class. In planning new programs, it is important to carefully
evaluate both existing resources and their limitations since either can
render new ideas either feasible or doomed to failure.
language
learning?
For
example,
are
CONCLUSION
12
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