EFL CURRICULUM ANALYSIS EFL CURRICULUM ANALYSIS
Syllabus 2013 Syllabus 2013
Lecturer: Prof. Dr. Nenden Sri
Lecturer: Prof. Dr. Nenden Sri Lengkanawati
Lengkanawati
[email protected] [email protected]
COURSE DESCRIPTION and
COURSE DESCRIPTION and OBJECTIES!OBJECTIES! Curriculum
Curriculum analysis basicalanalysis basically deals with an atly deals with an attempt to antempt to analyze the EFL currialyze the EFL curriculum into culum into its componentits componentss or elements, to examine those parts and the way they fit together to make a whole, to identify the or elements, to examine those parts and the way they fit together to make a whole, to identify the beliefs, underlying theories or principles to which the language curriculum deelopers were committed beliefs, underlying theories or principles to which the language curriculum deelopers were committed and which has either explicitly or implicitly shaped the EFL curriculum !see "osner, #$$%&#%'. (n order and which has either explicitly or implicitly shaped the EFL curriculum !see "osner, #$$%&#%'. (n order tha
that t stustudendents ts are able are able to to ananalyalyze ze EFL curriEFL curriculcula a whiwhich ch are deelare deelopeoped d in in (nd(ndoneonesia sia and in and in othotherer countries,
countries, this course this course is designeis designed d to make to make students fstudents familiar wamiliar with) !#' basic concepith) !#' basic concepts in ts in curriculum curriculum andand the elements of curriculum& !%' *pproaches to EFL curriculum deelopment& !+' models of curriculum the elements of curriculum& !%' *pproaches to EFL curriculum deelopment& !+' models of curriculum deelopment& !' stages in EFL curriculum deelopment& and !-' frameworks for EFL curriculum deelopment& !' stages in EFL curriculum deelopment& and !-' frameworks for EFL curriculum analysis. he ob/
analysis. he ob/ecties of this course arecties of this course are) !#' e) !#' to make students famito make students familiar with the baliar with the basic concepts andsic concepts and elements of EFL curriculum& !%' understand approaches to EFL curriculum deelopment& !+' to hae elements of EFL curriculum& !%' understand approaches to EFL curriculum deelopment& !+' to hae knowledge of curriculum models& and !' to hae the ability to describe, examine, and analyze knowledge of curriculum models& and !' to hae the ability to describe, examine, and analyze curriculum of
curriculum of language teaching.language teaching. ACTIITIES!
ACTIITIES! Course act
Course actiities iniities include class clude class lectures, lectures, indiidual indiidual chapter rchapter report eport writing, writing, chapter chapter report preport presentationsresentations and class
and class discussions, mid0term discussions, mid0term exam and reseaexam and research based paprch based paper writing aer writing and presentationd presentation asn as the final exams.
the final exams. ASSESSMENT POLICIES! ASSESSMENT POLICIES!
*ll assessments in this unit of study will be done in conformity with the policies in the uniersity. *ll assessments in this unit of study will be done in conformity with the policies in the uniersity. Pl"as" #"$"# %& %'"s" (&l)*)"s $&# su*' +a%%"#s as
Pl"as" #"$"# %& %'"s" (&l)*)"s $&# su*' +a%%"#s as $&ll&,s-#.
#. Class paClass participrticipation) 1ation) 1tudenttudents are expes are expected to get incted to get inoled in cloled in classrooassroom actiim actiities and attties and attendanendance should atce should at least be 234 of th
least be 234 of the whole sesse whole sessions. hey ions. hey are not alloare not allowed to take anwed to take any exams if their attendy exams if their attendance is underance is under 234 of the whole sessions. Lateness to classes may be tolerated not more than#- minutes.
234 of the whole sessions. Lateness to classes may be tolerated not more than#- minutes. %.
%. ChChapapteter r 5e5epoport wrirt writiting and preng and presesentntatatioion n !# poi!# pointnt'. he pap'. he paper and the power and the power poier point nt slislidedes shous should beld be submitted a week ahead of the presentation.
submitted a week ahead of the presentation. +.
+. 5e5eseseararch bach basesed "apd "aper !er !#-#-6%6%3 pag3 pageses''du" A(#)l 2.-du" A(#)l 2.- (f the paper consists of more than %3 pages, it will not (f the paper consists of more than %3 pages, it will not be scored.
be scored. .
. 7id 7id semsemestester er and and finfinal eal examxams !% s !% poipointsnts'' -.
-. 5esear5esearch0basech0based paper wrd paper writing aniting and presend presentation !% ptation !% points'oints'. he pap. he paper will noer will not be scoret be scored if it is submd if it is submitted latitted laterer than the due date.
than the due date. 8.
8. "la"lagiagiarisrism and acam and academdemic disic dishonhonestesty will noy will not be tolt be toleraeratedted 9.
9. *ll mob*ll mobiles siles should hould be turnbe turned off ed off or silor silenced:enced:ibratibrated dured during thing the class e class sessionsessionss 2.
2. he leadhe leader of the cler of the class shouass should e0mail tld e0mail the list of the list of the preshe presentersenters; names for 5; names for 5<" pre<" presentatsentations no lations no later thaner than %- *pril, %3#
%- *pril, %3#
*ll students enrolled in this unit of study are expected, without exception, to make themseles familiar with these *ll students enrolled in this unit of study are expected, without exception, to make themseles familiar with these policies.
SESSIONS TOPICS ACTIITIES RESOURCES WeekOne
Feb 5
• =eneral description about the course, class
actiities, and course ealuation system.
eacher;s presentation Class discussion he 1yllabus >andouts /"" T,& Feb 12
• <asic concepts in EFL Curriculum and
Curriculum Components?efinition, *pproaches, he Elements of language curriculum eacher;s presentation A Class discussion eacher;s Botes "osner, . !#$$%, pages #0++' /"" T'#"" Feb 19
• he origins of language curriculum
deelopment
eacher;s presentation and class discussion
5ichards, .C. !%33%)#0%%' Week Four
Feb 26
• From syllabus design to curriculum
deelopment eacher;s presentation Class discussion 5ichards, .C. !%33%) %+0-3' Week Five March 5 • Beeds *nalysis)
• =oals and Db/ecties formulation
• 1ituation analysis) societal factors, pro/ect
factors, institutional factors, teacher factors, learner factors, adoption factors, profiling the factors identified in the situation analysis.
1tudent;s 5eading 5eport "resentation A Class discussion "resenter #) "resenter %) "resenter +) 5ichards, .C. !%33%)-#02$' <rown, .. #$$- !9#0 #39' 5ichards, .C. !%33%)$30###' Week Six March 12
• "lanning goals and learning outcomes) the
ideology of curriculum, stating curriculum outcomes, non0language outcomes and process ob/ecties.
• =oals Content and 1euencing
1tudent;s 5eading 5eport "resentation A Class discussion "resenter ) "resenter -) 5ichards, .C. !%33%)##%0#%' Bation and 7acalister, %3#3) +90 8$' Week Seven March 19
• Course planning and syllabus design) the
course rationale, describing the scope and seuence, planning the course structure, preparing the scope and seuence plan
• "roiding for effectie teaching) the institution,
the teachers, the teaching process, the learning process 1tudent;s 5eading 5eport "resentation A Class discussion "resenter 8) "resenter 9) 5ichards, .C. !%33%)#-0#$-' 5ichards, .C. !%33%)#$20%8' Week Eight March 26
• he role and design of instructional material)
authentic ersus created materials, textbook, ealuating textbook, adapting textbook, preparing materials for a program, managing a materials writing pro/ect, monitoring the use of materials.
• 7aterials esign) Framework, <lueprint, the
source, and deelopment.
1tudent;s 5eading 5eport "resentation A Class discussion "resenter 2) "resenter $) 5ichards, .C. !%33%)%-#0%99' <rown, .. #$$-!#+$0#9$' Week Nine April 2
• *pproaches to ealuation) purposes of
ealuation, formatie ealuation, illuminatie ealuation, summatie ealuation, (ssues in program ealuation, procedures used in conducting ealuation.
• esting) 7aking the tests, matching the tests,
"resenter #3) "resenter ##) 5ichards, .C. !%33%)%280+32' <rown, .. #$$-#320#+2
organizing and using the test results.
SESSIONS TOPICS ACTIITIES RESOURCES
Week en
April 9 MID TERM EAM
Week Eleven April 16
• he "lace of 1yllabus in Language eaching • 1ix types of language teaching syllabus • he 1tructural 1yllabus
• he Botional:Functional 1yllabus
1tudent;s presentation and teacher;s comments. "resenter #%) "resenter #+) "resenter #) "resenter #-) rahnke, . !#$29' Week !elve April 2"
• he 1ituational 1yllabi • he 1kill0<ased 1yllabi • he ask0<ased 1yllabus
1tudent;s presentation and teacher;s comments. "resenter #8) "resenter #9) "resenter #2) rahnke, . !#$29'
• he Content0<ased 1yllabus • Choosing and integrating syllabi • Begotiated 1yllabuses
• English Curriculum in (ndonesia
"resenter #$) "resenter %3) "resenter %#) "resenter %%)
rahnke, . !#$29' Bation and 7acalister !%3#3)#$0#-$' he presenter should serach from the internet) 1", %3#+ English Curriculum Week
hirteen April "#
5esearch0<ased "aper "resentation
1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; "apers Week Fourteen Ma$ %
5esearch0<ased "aper "resentation
1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; "apers Week Fi&teen Ma$ 1'
5esearch0<ased "aper "resentation
1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; "apers Week Sixteen Ma$ 21
5esearch0<ased "aper "resentation
1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion'
+3 minutes for debriefing
References
Brown, J.D. 1995. The Elements of Language Curriculum Boston, !ass. "einle#"einle $u%lishers
&rahn'e, &. 19(). Approaches to Syllabus Design for Foreign Language Teaching. Englewoo* Cliffs +ew Jerse.
+ation, -..$ an* !acalister, J. 2/1/. Language Curriculum Design. +ew 0or' outle*ge. $osner, eorge J. 1992. Analyzing The Curriculum. +ew 0or' !craw"ill, -nc.
ichar*s, J.C. Curriculum Development in Language Teaching . The 4nite* tates of merica Cam%ri*ge 4ni6ersit $ress.
ASSINMENTS
A- C'a(%"# R"(&#% /#)%)n
#. * Chapter report is not an outline to be presented. %. * report should coer the following aspects.
a. *n (ntroduction, which should coney the significant topic!s' related to the current issue, the position of the topic, and the coerage of the topic. !%-4'
b. he content of the chapter, which should be enriched by some examples or illustrations to clarify the concepts put forward. !34'
c. 1ome related information from other resources. !#34' d. Conclusion !#34'
+. (n writing the report you should pay attention to mechanic !-4', language use !-4', and organization !-4'
M"d)a $&# C'a(%"# R"(&#% (#"s"n%a%)&n s'&uld b" %u#n"d )n al&n ,)%' %'" *'a(%"#
#"(&#%-#. he slides should be readable from the farthest place in the classroom !the size of the font should be at least %3'
%. Gou are not allowed to copy the full texts of your chapter report onto the slides. +. Hrite a chart as an outline of your presentation.
. he slides must not be too wordy. B- C'a(%"# R"(&#% P#"s"n%a%)&n
*spects
Criteria,
1cores and escription "oints
Gour 1core Content he inclusion of other resources as well as research
findings or illustration.
$
7edia 5eadability of the media, Bot too wordy, and the effectieness of using the media
-Language) =rammar
Limited mistakes:errors !'. 1eeral mistakes !+'. 7any mistakes !%'. oo many mistakes !#'
"ronunciation "ay attention to word pronunciation and intonation +
Encoding
he concepts were easily understood by the floor. he presenter shows his:her knowledge about the topic discussed.
9
ecoding he presenter can cope with the uestions from the floor.
8
"resentation echniue
uring the presentation, the presenter makes use of the media as her:his guidelines without reading the slides.
8
C- Pa("# /#)%)n Ass)n+"n%
"lease write a paper related to curriculum analysis for example, you analyze existing English language curriculum used in (ndonesia in terms of)
• whether each component of the curriculum fits together to make a wholeI • whether the materials fit the suggested teaching methodsI
• "roblems in the implementation of the curriculumI
O%'"# Su"s%"d T&()*s $&# RBP
#. Compare #$2, #$$, and 1" related to teachers; perception on the materials, implementation, similarities and differences between those curricula.
%. Compare either #$2, #$$, or 1" with one of the EFL curricula used in other countries. +. Collect the teachers; perception on the implementation of %3#+ English Curriculum in the
schools the try out are taking plce.
. Comparing 1" and the %3#+ English Curriculum
-. Collecting information from the teachers who are implementing the %3#+ English Curriculum related to how they integrate character building in the 5"" as they reuired in the curriculum.
he paper is due on + 7ay. he papers submitted late will not be scored. Notes:
1. The 8a8er shoul* %e t8e* in one an* a half s8aces %etween the lines with the 7 sie of the 8a8er.
2. +ot more than 2/ 8ages or the 8a8er will not %e score*.
3. E6aluation Criteria for esearch%ase* 8a8er an* cha8ter re8ort writing shoul* %e inserte* on the last 8age of the 8a8er.
R"as"#*'4bas"d Pa("# S*&#)n Rub#)* tu*ent;s +ame
tu*ent;s +um%er
To8ic
ASPECTS CONTENTS WEIGHT SCORE
Abstract Burning issues <%=ecti6es !etho*olog >in*ings Sub Total 2 2 2 2 8 Introduction Burning issues
<%=ecti6es of the research %rief theoretical foun*ation ele6ant 8re6ious research re8ort Thesis statement
tatemment of the 8ro%lems?research @uestions ignificance of the stu*
Sub Total 1 1 1 1 1 1 1 !iterature Re"ie#
Theories rele6ant to the o%=ecti6es elate* 8re6ious research
nthesis?conclu*ing remar's Sub Total 2 2 1 $ Researc% &et%odolo' ( Design Data collection am8le -nstrumentation $roce*ure Data analsis Sub Total 1 1 1 1 2 ) *indin's and +iscussion
Data 8resentation to answer research @uestions -nter8retation to the fin*ings
Conclusion ecommen*ation Sub Total 2 2 1 1 ) Citation "ow to @uote
"ow to write the author in the @uotation "ow to write Bi%liogra8h.
, 1 1 -!an'ua'e rammar Coherence Sub Total 2 2 -TOTA! SCORE -
Researc%/0ased Paer Presentation
tu*ent;s +ame tu*ent;s +um%er
To8ic
The ra*ing Criteria &nowle*ge a%out
the to8ic $ronunciation rammar
The Effecti6eness of the me*ia
Enco*ing #
Deco*ing Total
2) 3 3 3 7
C5APTER REPORT PRESENTATION
$resenter;s +ame tu*ent;s -D To8ic Date s8ects Criterion
core an* Descri8tion Comments ater;s core
Content
9
The inclusion of other resources as well as research fin*ings or illustration A9 ithout enrichment A) !e*ia 5 ea*a%ilit of the me*ia
+ot too wor*
Effecti6eness of using it Language rammar 7 Limite* mista'es?errors. A7 e6eral mista'es A3 !an mista'es A2 Too man mista'es A1 $ronunciati on 7 e6eral mista'es in 8ronouncing wor*s.
Enco*ing
: The conce8t was easil un*erstoo* % the floor. The
8resenter show his?her 'nowle*ge a%out the to8ic *iscusse*.
Deco*ing
:
The 8resenter can co8e with the @uestions from the floor. $resentatio n Techni@ue : During the 8resentation, the 8resenter ma'e use*
of the me*ia as her?his gui*elines without rea*ing the
trans8arencies. Total core 7/1/ 7./ A
