PENGERTIAN
SILABUS, BEDA DENGAN KURIKULUM ,
KOMPONEN - KOMPONEN SILABUS SERTA
PERANANNYA DALAM COURSE PLANNING/
DESIGNING , PENGENALAN TERHADAP JENIS-JENIS SILABUS
A. Definisi
1. Definisi
Silabus :
“A
syllabus is a more detailed and operational statement of teaching and learning
element which translates the philosophy of the curriculum into a series of
planned steps leading towards more narrowly
defined objectives at each at each level”. (Dubin & Olshtain, 1986)
2. Definisi
Kurikulum
“A
curriculum contains a broad description of general goals by indicating an
overall educational-cultural philosophy which applies across subjects together
with a theoretical orientation to language and language learning with respect
to the subject at hand. A curriculum is often reflective of national and political trends as well “
(Dubin & Olshtain, 1986)
Sebagai
pembanding lihat definisi-definisi lain kurikulum (Suparman dkk. 2001 Konsep
Dasar Pengembangan Kurikulum: Buku Paket AA 2.12, hal. 3 dst.)
PRESENT CURRICULUM MODEL
’ CBC’
AS
SAMPLE (Agustine’s paper)
Pertanyaan pendahuluan:
Mengapa kurikulum dan silabus perlu dikembangkan?
Boyd (1984) menyimpulkan
alasannya sbb.:
1. Merespons perkembangan IPTEK
2. Merespons perkembangan
sosial di luar sistem pendidikan
3. Memenuhi kebutuhan siswa
4. Merespons kemajuan-kemajuan
dalam pendidikan,
5.
Merespons terhadap perubahan sistem pendidikan itu sendiri.
MORE DISCUSSIONS ON ’ PENGEMBANGAN KURIKULUM’ HERE!!!
(file: tambahan)
MORE DISCUSSIONS
ON
‘PENGEMBANGAN KURIKULUM’
1. Apa
Pengembangan Kurikulum?
Pengembangan kurikulum (curriculum development) bagian dari
studi kurikulum (curriculum studies) berkaitan dgn proses
penyusunan dan implementasi kurikulum
yang dikembangkan tsb.
Pertanyaan-pertanyaan berkaitan dgn pengemb.kurik.:
a.
Siapa yg terlibat dalam proses penyusunan kurik.?
b.
Langkah-langkah
yg ditempuh dlm pengemb. Kurik.?
2. Mengapa kurikulum dan silabus perlu dikembangkan?
Boyd (1984) menyimpulkan
alasannya sbb.:
1. Merespons perkembangan IPTEK
2. Merespons perkembangan sosial
di luar sistem pendidikan
3. Memenuhi kebutuhan siswa
4. Merespons kemajuan-kemajuan
dalam pendidikan,
5.Merespons terhadap perubahan sistem pendidikan itu
sendiri.
3. Apa prinsip dan landasan pengembangan
kurikulum
Prinsip-prinsip
yg harus diperhatikan dlm pengemb.kurik. :
-
fleksibel
-
kontinuitas
-
efektivitas
-
efisiensi
-
prakstis
Landasan
pengembangan kurik.: (Zais, 1976)
Landasan
yang kuat bagi pengemb.kurik.adalah:
Filsafat
social dan budaya (termasuk
pendidikan), teori belajar ( termasuk teori bahasa, dan
teori belajar bahasa).
Konsep pengembangan Kurikulum :
1.
pengembangan proses kognitif
2.
kurikulum
teknologi
3.
aktualisasi diri
4.
rekonstruksi social
5.
kurikulum rasionalisme akademik (lebih dominan saat ini)à memelihara dan mewariskan hasil-hasil budaya masa lalu.
Tiap
jenis ini mempunyai asumsi dan pandangan yg berbeda ttg konsep pendidikan, siswa, materi pembelajaran, dan proses
belajar mengajar. (Suparman dkk., 2001 Konsep Dasar Pengembangan Kurikulum.
Jakarta: PAU Dirjen DIKTI, DEPDIKNAS)
Tambahan penjelasan lih. Diktat Kurikulum
dan Bahan Ajar, hal 1 – 5) sebagai review.
MEETING 3 FEB .......
Objective:
Review
components of curriculum
and explore how the main components of the curriculum
interrelated with each other
Komponen & Peranan
Kurikulum Dan Silabus
Perhatikan ‘the curriculum jigsaw’ di bawah ini. Lalu
rumuskan komponen-komponen kurikulum dan
silabus, serta peranannya masing-masing dalam perencanaan program kursus.
Kurikulum
:
- Principles
of learning (learning a language) , learning resources, assessment &
evaluation schemes
- Syllabus
(the core)
Silabus :
(conventional)
- Goals
& objectives
- Content
of learning
- General
statement of method, assessment & evaluation
Silabus ala
KBK:
- Standar
Kompentensi
- Kompetensi
dasar
- Indikator
- Materi
pokok
- Pengalaman
belajar
- Alokasi
waktu
- Sumber/Bahan/Alat
- Penilaian ( Review)
KERANGKA TEORITIK KURIKULUM BAHASA INGGRIS
Dalam memperbandingkan
kurikukulum bahasa asing, khususnya bahasa Inggris secara teoretik, berbagai
kerangka banyak diusulkan oleh para pakar di bidang pengembangan kurikulum dan
pembelajaran bahasa asing (Krahnke, 1987; Olsthain, 1987; Brown; 1996; Richards
dan Rogers, 2001). Kerangka yang digunakan dalam kajian teoritik terhadap
kurikulum bahasa asing umumnya mencakup dua pertanyaan berikut: (1) Landasan Filsafat pendidikan apakah yang
melandasai kurikulum bahasa asing: (2) Pendekatan (merujuk kepada teori
bahasa dan teori belajar bahasa asing) apakah yang digunakan dalam pengembangan
kurikulum bahasa asing; dan (3) Bagaimanakan pendekatan tersebut mewarnai
pengembangan komponen-komponen kurilum, yakni tujuan, konten, proses dan
evaluasi pembelajaran bahasa asing?
Secara skematik,
kerangka yang diusulkan oleh Dubin dan Olsthain (1987) akan digunakan dalam
kaji banding kurikulum ini
(Source: Sundayana, ND)
Task
:
Dengan
contoh di atas cobalah mengkaji secara lengkap kurikulum kita yang baru (KTSP/KBK) dengan
menggunakan kerangka yang ditawarkan di
atas (3 pertanyaan).
(Classically
discuss this.)
MEETING ______ ___March 20
Focus: CURRICULUM/SYLLABUS DESIGNING
STAGES
Review:
Different
types of syllabus presented earlier were mainly looked from the way their
contents were organized (structural, notional/functional, situational, skill-based,
task-based, and content-based).
CURRICULUM AND SYLLABUS
DESIGNING
Designing curriculum/syllabus is
a complex process. According to Dubin
and Olshtain (1986), before setting out a new language program, there should be
done a preparatory work in the form of information gathering. Shortly you will explore 2 versions of preparation
stages.
A. DUBIN & OLSHTAIN (1986) FACT-FINDING
STAGE
This
fact – finding stage is crucial ( imperative prerequisite) in the initiation of
a new program because in this
stage key questions relating to the program are to be answered. Such questions are:
- Who are the learners?
- Who are the teachers?
- Why is the program
necessary?
- Where will the program be
implemented?
- How will it be implemented
?
To gather information
as answers to above questions , investigations are to be done in these
areas:
- Language Setting
- Patterns of language use in
society
- Group and individual
attitudes
- Political and National
Context
(
Dubin & Olshtain 1986: pp 5 - 19)
Diagram 1 The Fact-Finding
stage (Dubin & Olshtain 1986)
The Societal factors in
curriculum/syllabus designing gathered at the finding stage from the 4
areas:
- Language
Setting:
- Patterns
of Language Use in Society:
- Group
and Individual Attitude towards Language:
- Political
and National Context:
(Read from Dubin & Olshtain, pp 6 – 17)
Tahapan
Perancangan Program Bahasa Dubin
&Olshtain (1986)
Tahapan ini dimulai dengan ’fact finding
stage’ (termasuk defining context & articulating beliefs) yang tujuannya sebenarnya mengumpulkan data tentang faktor-faktor
kemasyarakatan yang diperlukan
untuk merumuskan (1)
’Needs’ (Needs Assessment). Begitu ’Needs’ (profile kebutuhan pembelajar) dirumuskan, maka langkah berikutnya seperti tergambar dalam figure 1 di bawah
ini adalah (2) ’formulating goals and objectives’ (menuliskan tujuan
umum dan tujuan khusus). Berdasarkan tujuan-tujuan tsb.disusunlah (3) bahan
ajar (developing materials)
diikuti (4) pembuatan prosedur dan alat evaluasi (designing an
assessment plan).
B.
FRAMEWORK FOR COURSE DEVELOPMENT PROCESS (Graves 2000)
- Needs Assessment
- Determining
Goals and Objectives
- Conceptualizing content
- Selecting
and developing materials and activities
- Organizing content and activities
- Evaluating
- Considering
of Resources and Constraints .
Menurut
Kathlene Graves (2000) terdapat beberapa
tahapan dalam penyusunan program
seperti digambarkan di bawah ini.
Assessing needs
Conceptualizing
formulating goals
Content
and objectives
COURSE DESIGN |
Organizing
developing 
the course
materials
designing an
assessment plan
-------------------------------------------------------------------------------------
defining the context articulating
beliefs
PS:
arah panah tidak selamanya menunjukkan
arah proses
Figure 1 : A framework of Course
Development Processes (from Graves , 2000)
A. NEEDS ASSESSMENT BY TEACHERS
What are my students’ needs? How can I asses them so that I can address
them?
Needs assessment involves finding out what the
learners know and can do and what they need to learn or do so
the course can bridge the gap (or some part of it).
There are 2 types of needs: objective
and subjective needs (Richterich 1980).
Objective needs ’ derivable from different kinds
of factual
information about learners, their use of language in
real-life communication situations as well as their current language
proficiency and language difficulties ’
and
Subjective needs as ’cognitive
and affective needs of the
learner in the learning situation,
derivable from information about affective and cognitive factors
such as
personality, confidence, attitudes, learners’ wants and
expectations with regard to the learning of English and their cognitive
style and learning strategies.
Questions
related to Needs Assessment :
- What kinds of
information are needed in assessing students needs?
Students’ background- country and
culture, education, family, profession,
age, language spoken, and so on ; SS’ ability
in speaking, understanding, reading, and writing English; SS’ needs
in terms of how they will use or deal
with English outside of classroom.
SS’ attitudes toward Language & culture,
towards learning, and towards themselves as learners; their expectations
of themselves and of the course ; SS underlying purposes—or lack thereof—in studying English; and
students’ preferences with respect to how
they will learn .
- Who provides information
about needs and who determines the needs?
The SS themselves, others
connected to the course
(Ts, donors, parents, administration, and
employers; or future
professors/lecturers)
- When
does one conduct a needs assessment
?
Needs
assessment can be done at various stage (stage 1 planning stage, stage 2 teaching stage, or stage 3 re-planning stage)
- How
does one conduct a needs assessment?
Questionnaire,
interview, test, observation (participation)
Ps:
Target needs & Learning needs
(Hutchinson & Waters 1987)
TAHAPAN PERANCANGAN PROGRAM BAHASA
Fokus :
Formulating Goals
R
E V I E W
Questions about
Goals & Objectives, Conceptualizing Content
1.
What is (are)
the purpose(s) of setting Goals and
Objectives for a course?
Provides sense of direction and a coherent
(logical) framework for the
teacher in planning her/his course, provide a framework for evaluation …
2.
How do teachers
determine Goals and
Objectives of a course?
To formulate goals, ask ‘what are the
purposes and intended outcomes of the
course? Goals & objectives are
going to be influenced by analysis of SS needs, policies of the institution,
and the way T conceptualizes content.
(- thinking
about what you want SS to learn in the course, given who
they are, their needs, and the purpose of the
course; - Making decisions about what to
include and to emphasize and what to
drop; - organizing the content in a way
that will help you to see the
relationship among various elements so that you can make decisions about objectives, materials,
sequence and evaluation.)
For more information on this see Graves
(2000) pp 37-48)
======================================
Goals are the
main purposes and intended outcomes of your course.
Using the
analogy of journey, GOAL is the
destination , the journey is the course.
The OBJECTIVES are different points we
you pass through on the journey to the destination.
Goals are
general statements but they are not
vague.
Compare “Students will improve their writing” and “ By
the end of the course students will have
become more aware of their
writing in general and be able to
identify specific area in students will improve their reading which
improvement is needed”, though general, is not vague. …
A goal states an
aim that the course will explicitly address in some way (apa yg tertulis dlm
goal haruslah sesuatu yg akan benar-benar dilakukan/menjadi focus perhatian dlm
kursus… bukan sekedar slogan belaka!)
Also, goals are future oriented. Following Brown (1995), Goals are “ what students should be able to do when they
leave the program” Other example is
“By the end of the course students will have developed the ability to use the computer for a variety of purposes.”
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
G O A L
S & O B J E C T I V E S
WHAT ARE GOALS AND
OBJECTIVES?
1.
GOALS address a more general, societal, community, or institutional concerns. OBJECTIVES are
specific outcomes or products of courses
which are outlined in the syllabus.
(Dubin & Olshtain, 1986)
2)
GOALS are general statements concerning desirable and attainable program
purposes and aims based on perceived
language and situation needs.
OBJECTIVES are specific
statements that describe the particular
knowledge, behaviours, and/or skills that the learner will be expected to know
or perform at the end of a course or program. (Brown, 1995)
FRAMEWORKS
FOR FORMULATING GOALS & OBJECTIVES
Various
frameworks are used to formulate goals, e.g.
Stern (1992) proposes 4 types of goals (proficiency goals, cognitive
goals, affective goals, and transfer goals) . More frameworks are to be
explored later.
A.
FRAMEWORKS FOR GOALS FORMULATION
1. Stern
(1992) proposes 4 types of goals for language learners.
· Proficiency goal : includes general competency,
mastery of the 4 skills, or mastery of
specific language behavior
· Cognitive goal : mastery of linguistic
knowledge and mastery of cultural knowledge
· Affective goal: achieving positive attitudes
and feeling about the target language, achieving confidence in using the
target language ,and confidence in
oneself as a learner
· Transfer goal:
learning how to learn in order to be able to transfer this ability
for other/future learning task
For
examples, refer to Graves
(2000: pp 81)
2.
Kathleen
Graves (2000) lists several frameworks for formulating goals .
a.
KASA (Knowledge, awareness, skills, and attitude)
-
K
: what SS will know and understand;
knowledge about language and culture and society
-
A:
what SS need to be aware of when learning a language; self knowledge, understanding of how language
works, an understanding of others’ use of language…
-
S
: what SS can do with the language
-
A: affective
and value-based dimension of
learning – SS feelings towards themselves, toward others, and toward the target
language and culture
Small group
work:
PRACTICE using the KASA framework to write
goals for an imaginary language
program.
-------------------------------------------------------
b.
A
TASK
c.
(Stern’s)
d.
Other (Refer to Graves’ pp 78-87)
==============================================
March
22, 2012
B. Frameworks For
Formulating Objectives
Setting
objectives (Nunan 1988) in order word is stating or formulating content and activities.
How one conceptualizes and states
objectives depends on how s/he conceptualizes the content. (See
p. 182)
Focus :
1. More on writing Goals using
proposed framework
2. Introduction to writing objectives
for given goals
Review: On Stern’s framework (comment on students’ work)
For more
practice on using framework, let
SS try the ‘A TASK / KASA’.
Once you learned
how to write goals using various framework, now is the time for breaking down
the goals into objectives. What to follow are tips for writing objectives.
Reminder about Goals:
1.
Goals
are general statements of the program’s purpose.
2.
Goals
should usually focus on what the program hopes to accomplish in the future, and
particularly on what students should be able to do when they leave the program.
3.
Goals can serve as one basis for developing
more precise and observable
objectives.
4.
Goals
should never be viewed as permanent, that is, they should never become
set in cement.
Objectives (instructional) are
defined as specific statements that
describe the particular knowledge , behaviours, and /or skills that learner will be expected to know or perform at the end of a course or
program.
Components of objectives: (Mager
1962) suggested the following components:
Performance :
what the learners will be able to do
Condition :
circumstances in which the learners will be able to
perfom
Criterion :
the degree to which they are able
to do
something
Brown
(1995) Adds: Subject (Who will be able to do something; and measure (how
performance will be observed).
E.g.: Students at Guangzou
English centre
S
will be able to write
missing elements on the appropriate
P Cdt
lines in a graph, chart,
diagram from information provi-ded in a
600-word 11th grade reading
level general science passage . (see p.86)
Subject :
Students at Guangzou English
centre
Performance : write missing elements… in a graph, chart,
etc.
Condition :
the appropriate lines …600 word 11th grade…
general science
passage
Measure :
to write the correct words (observable part of the
objective)
Criterion :
the criterion is 100% (all missing elements)
( Unsur
‘measure’ dan ‘criterion’
harus diinfer/ simpulkan / tdk tersurat di sini)
Practice analyzing objectives on
p 91.
Pair Work: Write your own objectives based on the goals you drafted previously.
Meeting 12 April 2011
Objectives:
More on Matching Goals and Objectives
Review
Ask SS to prepare their draft
of goals and objectives.
(from mid term exam)
and discuss.
Use alternative source for writing goals and objectives following Bloom’s taxonomy of instructional objectives.
Domain
Tujuan Instruksional (kognitif) menurut
Bloom
Terdapat
6 kategori tujuan kognitif menurutnya
mulai dari kompetensi ketrampilan intelektual yang sederhana (tingkat pengetahuan) sampai
dengan yang paling kompleks yaitu
tingkat evaluasi:
- Pengetahuan
- Pemahaman
- Penerapan
- Analisis
- Sintesis
- Evaluasi
Contoh-contoh
kata kerja operasional sesuai tingkat kompetensi intelektualnya (Buku 1.7 Bahan Pekerti, Buku KTSP, 140-141)
Group Task :
Gunakan
taxonomi Bloom untuk berlatih merumuskan berbagai tujuan instruksional (6
level) untuk suatu program pembelajaran tertentu.
Kelompok
sasaran:
a.
Putra-putri
Papua lulusan S1 dari berbagai bidang ilmu yang mempersiapkan diri agar dapat
lulus seleksi beasiswa belajar ke LN
b.
Siswa/I
SMU yang mempersiapkan diri untuk seleksi …
Meeting
04
February …..
Objective: Introducing Types of syllabus
JENIS-JENIS
SILABUS PENGAJARAN BAHASA YANG ADA
Karl Krahnke
merumuskan 6 jenis:
1. Structural syllabus 5. Task-based syllabus
1.
Notional/functional
syllabus 6. Content-based syllabus
2.
Situational
syllabus
3.
Skill-based
syllabus
Bandingkan
dengan Dubin dan Olshtain (1986) membedakan 4 jenis:
1.
Structural-grammatical
syllabus
2.
Semantico-notional
syllabus
3.
Functional
syllabus
4.
Situational
syllabus
Yalden
membedakan 5 jenis:
1.
Functional
syllabus
2.
Negotiated
syllabus
3.
Natural
syllabus
4.
Subject-matter
syllabus
5.
Task-based
syllabus
Berikut ini adalah ringkasan rumusan
jenis-jenis silabus, kelebihan dan kekurangan masing-masing jenis menurut Krahnke.
Jenis-jenis silabus berikut dibedakan
menurut tekanan baik terhadap ‘form’
maupun ‘language use’ (meaning). Oleh karenanya terlihat
letak masing-masing sepanjang kontinuum dlm fig.2.1. (Continuum of
Sillabi) (p. 12). Nampak Structural
paling kiri; diikuti notional/functional;
lalu situational; kemudian oleh skill-based; setelah itu task-based; dan
di akhiri yang paling kanan content-based.
STRUCTURAL
SYLLABI
A collection of
the forms and structures, usually grammatical of the language being
taught.
( forms à grammatical,
phonological ,morphological…
Structuresà parts of
speech, types of sentences, tenses, …)
It is the most
common syllabus type in the language teaching world.
Advantages (Reasons) :
1.
Structure
or grammar is the most general component
of communicative competence. A
given structure can be used for a variety of functions, situations, and
meanings. (form is the most generalized aspect of language ...)
2.
Simple
familiarity - grammar is commonly known.
3.
Its
content is easily described.
4.
Structural
knowledge is the most measurable for
the components of communicative competence.
5.
Although
structural knowledge does not seem directly to be used by learners, evidences
show that it can delay early Fossilisation or cessasion of learning.
6.
Structure
knowledge can be as monitor in a limited but well defined role in
language use.
7.
Instruction
in language structure provides basis
to teachers to provide learners with feedback
on the accuracy of
learning/production.
8.
It
is free from value and cultural biases.
Disadvantages:
Weaknesses of the syllabus concerning usability, applicability, and transferability.
(Meskipun dapat diajarkan dan dipelajari, studi-studi dalam bah.
Pertama menunjukkan tidak ada hubungan signifikan/bisa terukur antara pengajaran structure dan kemampuan menulis dalam bahasa
pertama , sebagimana dilaporkan
Hartwell, 1985.
1.
Dengan
kata lain pengajaran structure tidak
secara otomatis dapat mempengaruhi tingkah berbahasa secara baik. (Lih. Studi Ellis, 1986).
2.
Pengajaran berbasis
‘structure’ dapat ‘mengelabui’ (menyesatkan) pembelajar dengan membuat kesan
seolah-olah mempelajari satu bahasa cukup dengan mempelajari ’fakta-fakta’ dan
’informasi’ tentang bahasa itu saja.
3.
Akibat adanya
‘sequencing’ atau ‘grading’ tadi, silabus ini sangat kaku, tidak memberi
kesempatan siswa menghasilkan struktur yang belum pernah diajarkan.
NOTIONAL/FUNCTIONAL
SYLLABI
A collection of the functions
that are performed when language is used, or the notions that language
is used to express. (functions à communicative
acts /speech acts
Notions à
meaning/semantico-grammatical )
(Examples of ‘function’ ? describing persons, telling time, making request, etc. of ‘notion’ à people ,
quantity, time, space, motion, etc.)
Advantages:
1.
Including
how language is used in teaching syllabus potentially increases the usefulness
of language instruction (It includes
information about language use that the structural does not).
2.
Common
sense says the more specific instruction is, the more useful it will be. Because of
accurate and adequate analysis of the types of discourse the learner will need to engage in.
( success is possible because of the intrinsic relationship between form
& function on which
Notional/functional syllabi are based.)
Disadvantages:
1.
Notional/functional
syllabi remain simple series of isolated form-function pairings if not
being synthesized into discourse.
2.
Because
instruction is tied to specifics of the use, the instruction is less
generalized than structural content.
3.
Limited to short utterances or exchanges
involving the functions in question.
4.
It
can become primarily a vehicle for teaching what are called ‘routines’
and ‘patterns’ in Second Language
Acquisition.
SITUATIONAL SYLLABI
Collection of real
or imaginary situations in which language occurs or is used. (not based
on grammatical items, vocabulary topics
but real situations)
Situations are presented in the form of dialogues and role plays written or real ones .
Advantage:
Can lead more
directly than others to learners’ ability to communicate in specific settings.
Situations provide context of discourse in which form and function coincide.
Disadvantages:
1.
Focus
on specific language use settings can limit the creativity of the
learners because they are trained to the
language use that are predetermined and artificial situation. They will not be
able to transfer their ability to other language use/situation.
2.
It
is really hard to create authentic
language for instructional purposes.
3.
A
reliance on situational setting can cause problem where the learners or
instructional setting do not want cultural
values to accompany the language (Cultural bias).
4.
Situational
syllabi (as with other types of
syllabi), presents sequencing
problems.(can sequence the situations, but not the language …)
4. SKILL-BASED SYLLABI ( KBK/KTSP
is included)
A
collection of specific abilities that may play a part in using
language. (Situational groups functions together into
specific settings of language use,
skill-based groups linguistic competencies such as pronunciation, vocabulary, grammar,
sociolinguistic, and discourse)
together into generalized types
behaviours such as listening for spoken language for the main idea, writing
well-formed paragraphs, giving effective oral presentations, taking language
tests, reading texts for main ideas and
supporting detail, and so on(p. 11).
The primary purpose is to learn
specific language skills and to
develop more general competence in the language.
Advantages:
Most useful for learners who need to master specific types of
language uses either exclusively or as a part of broader competency .
Relevance to student-felt needs or wants is an advantage
of this type of syllabus.
Negative characteristics:
The drawback of this type of syllabus
remains potential not absolute .
The question is still on the
relationship of focusing on certain
language skill/ competencies can
actually lead to mastering of a greater general proficiency.
5. TASK BASED (not organized based on linguistic
features)
·
A
collection of complex and purposeful tasks that SS need to perform with
the language they are learning (language learning is subordinate to task
performance) e.g. applying for a job,
getting house information, etc.
Advantages:
·
sangat
pontensial, berdaya guna dan dapat diaplikasikan secara luas untuk siapa saja,
transferability-nya sangat tinggi
·
‘Task
completion’ sama pentingnya dengan
‘language learning’. Pembelajaran bahasa model ini dapat membantu secara
langsung pembelajaran mata ajaran/ilmu lainnya
·
Sangat
efektif utk melibatkan siswa dlm kegiatan2 luar sekolah yg serupa (seminar,
pidato, nyanyi, debate,dll)
Disadvantages:
·
Bermasalah dgn
kesiapan/kemampuan guru, siswa maupun konteks pengajarannya. Butuh
kreatifitas dan inisiatif guru yg sangat tinggi
·
Butuh
sumber belajar yg bervariasi di luar buku teks dan bahan2 yg biasa terdapat di
kelas
·
Challenging dan kurang popular di kalangan siswa yg tidak
terbiasa/yg inginnya belajar bahasa
saja!
·
Sangat
individualistis/group centred
·
Evaluasi
menjadi agak sulit krn tidak bisa diuji
dgn test yg bersifat ‘discrete’ / tidak cocok bagi lingkungan pendidikan
yg membutuhkan laporan perkembangan penguasaan siswa seperti di Indonesia!
6. CONTENT BASED (not based on linguistic
features)
·
Sesungguhnya
bukan silabus pengajaran bahasa krn pengajaran
dilakukan untuk mengajar mata pelajaran lain sambil belajar bahasa
sebagai bahasa pengantar (language of instruction)-nya. Pengajaran bahasa
mengikuti pengajaran ‘content’ .
·
Focus
pada ‘informasi’(ilmu-nya) berbeda dari ‘task based’ yg berfokus pada
proses2 komunikasi dan kognitif
·
Advantages:
memungkinkan pembelajarnya mempelajari ‘subject matter’ dan ‘bahasa’ secara
bersamaan (simultaneously). Bahasa
dipelajari dlm konteks ‘language use’. ‘perfect match’ antara apa yang
dibutuhkan pembelajar (need for learning ) dgn
apa yg diajarkan. Mendorong siswa yang malas belajar ‘bahasa’ untuk
belajar tanpa sadar bahwa ia sedang belajar bahasa.
·
Disadvantage: dapat mengarah ke fosilisasi atau terlalu
tergantung pada ‘communication strategies’. Sering tidak cocok bagi pembelajar pemula
dengan kemampuan yg masih sangat
terbatas.
Task:
Reflect back to your courses at Prodi BE. What types of syllabi are they
written/presented in?
SYLLABUS DESIGNING
(CONCEPTUALIZING CONTENT )
Once you have
collected information about WHO the learners are, their NEEDS , and the PURPOSES
(aims/goals) of the course are, you should now think about:
-
what you want your students to learn in the course;
-
making decisions about what to include and emphasize, what to drop/leave out;
-
organizing the content in a way that will help you see
the relationship among various elements
so that you can make decisions about objectives,
materials, sequence and evaluation.
As a result of this thinking process, you come up
with a kind of syllabus that defines (delineates) what to teach in the
course.
---------------------------------------------------------------------------------
What is
actually being done in the stage of course development?
T figures out
which aspects of language and language learning she will include,
emphasize, and integrate in the course and which type of syllabus to use
(structural grid? communicative approach/functional-notional grid ? skill-based
approach grid/competency-based? Task-based grid, Content-based grid, etc. …)
The Project
Prepare
a Course Design Document ( simpler
version) for the course you have been
writing in groups/ or start a new one of your own. Use the model provided by
the lecturer, to write up your project.
COURSE DESIGN DOCUMENT:
(Framework pengembangan program)
(Framework pengembangan program)
Dlm
dokumen ini terdapat:
1. Background
2. Course Aims & Objectives
3. Orientation & Needs analysis
4. Teaching Approach Principles
5. Evaluation & Assessment
6. Course Components
7. Unit
of Work & Scheme
of Work (syllabus matrix
for 4 weeks.)
8. Appendices
PROCEDURE:
o
Identify your
learners and write course goals and objectives for these learners of yours.
(already done!)
o
Develop a simple
syllabus consisting of 4 weeks .
Decide the number of units to have
and the content of each unit, and how
the order /sequence of the materials is .
Then provide sample of materials to be utilized (for one or two
meetings only) . CONSULT ME ANYTIME
.
o
Use the course
framework provided by the lecturer (See model above!).
---------------------------------------------------------------------------------------
INSERT: Materials
Development (See Power point
Presentation)
What Are The
Bases For Developing A Curriculum?
(konsep
pengembangan kurikulum yg dikenal)
1.
Tiap
konsep pengemb. Kurik. didasarkan pada aliran
pendidikan yang berbeda yg mempunyai asumsi
dan pandangan yg berbeda ttg konsep pendidikan,
What are factors
teachers consider in selecting and
developing materials and activities?
Choosing materials to use, activities for SS to do, and techniques to
employ are the core activities for
Teachers. Choosing material covers
developing new materials,
collecting variety of materials,
or adapting existing materials. The most important factors to consider are effectiveness of the materials in achieving the purpose of the course and
their appropriateness for
students and teachers.
Organization of Content and Activities :
sequencing materials in a
lesson and overall course (the issues of
building and recycling)
3.
Evaluation
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