ENGLISH LANGUAGE TEACHING CURRICULUM
Overview of Curriculum
become a teacher is not easy, the teacher should know how to design the curriculu, sylabus, lesson plan, etc. here, i would give you some paper about English language teaching curriculum
Members
:
NIKMAH HIDAYATI ( 2317.060 )
BULAN SARI ( 2317.064 )
WAT YURISMAWATI ( 2317.065 )
LECTURE :
ABSHARINI KARDENA, M.PD
STATE ISLAMIC INSTITUTE OF BUKITTINGGI
FACULTY OF TARBIYAH AND TEACHER TRAINING
ENGLISH EDUCATION DEPARTMENT
2019M/1441H
PREFACE
Praise to God
almighty for the blessing of his grace, and that we were given the opportunity
to be able to complete a working paper entitled “Overview of Curriculum” is
properly, correctly, and on time.
This paper is
structure so that readers can know how important application of English
language in daily life. This paper was complied with help from various parties.
Both parties come from outside as well as from parties concerned itself. And because
the aid and help of God almighty, these papers can be finally resolved.
This is paper
about “Overview of Curriculum” and deliberately chosen because in this day and
age the use of English need to have the support of all those who care about the
world of education.
The compliers
also thanked to Ms. Absharini as the teacher/tutors in English subject. Who
have many professors help compliers in order to complete this paper.
Hopefully this
paper can give a broader insight to the reader. Although this paper have advantages
and disadvantages. For advice and comment please his constituents. Thank you.
Bukittinggi, 31
August 2019
Author
TABLE OF
CONTENTS
PREFACE
CHAPTER I
1.
Background of the paper………………….…………………………
2.
Problem formulation…………………………………………………
3.
Purpose of the paper……………………….…………………………
CHAPTER II
1.
Introduction
………………………………………………………………..
2.
Four categories of language teaching activities ……………………………
3.
Overview of curriculum components ………………………...…………....
4.
Systematic approach to designing and maintaining language
curriculum …
CHAPTER III
CONCLUSION………………………………………………………..
BIBLIOGRAPHY
…………………………………………………….
CHAPTER I
INTRODUCTION
A. ISSUE
BACKGROUND
As the teacher we must understand about how to organize syllabus.
Many parts of curriculum that we do not know, especially structure of curriculum
that we can see many problem in teaching activities. In other hand, that
problems make many teachers confuse how to teach the students in the classroom.
In this paper we discuss about overview of curriculum by know the
methods in teaching language, interface of teaching and curriculum activities.
B. PROBLEM
FORMULATION
1.
What is the overview of curriculum?
2.
What are the four categories of curriculum component?
3.
What are the curriculum components?
C.
THE PURPOSE OF THE PAPER
1. To know about
the overview of curriculum
2. To know the
four categories of curriculum components
3. To know the
curriculum components
CHAPTER II
DISCUSSION
1.
Introduction
In language teaching teachers can use various methods such as
audiolingual, classical approach, pair work, natural way, dictation, structural
approach, grammar translation, topical, drama, the army method, problem
solving, eclecticism, communicative, task, suggestopedia, direct, silent way,
counseling-learning, Dartmouth method, speed writing, total physical response,
skills, notional, jazz chants, cloze.Each “method” has tended about what
students need to learn, the best way to match the students’ learning style, or
in cases the truth about how to present or practice language.
Three authors have attempted to sort out and make sense of this
confusion: Anthony (1965), Richard and Rodger (1982), and McKay (1978).
And then, Anthony (1965) provide a framework for comparing and understanding
the relationship among the various
different language teaching activities that he identified even at the early
date. His framework includes three categories into which all such activities
can be classified: approach, method, and technique.
The term approach includes all points of view on the nature
of language and the nature of language teaching and learning. Anthony uses as
his example the aural-oral approach. Anthony uses the term method to
describe different plans for presenting language to students in an orderly
manner. For example in method Anthony uses mim-mem (mimic-memorize) and pattern
practice, which he further describes as two ways of presenting the material
within the single aural-oral approach. The term technique to define what
actually happens in the classroom, and Anthony said that “different technique
would be appropriate in different situations. Simple imitation might suffice,
or the teacher might use the pencil in the mouth to prevent the student’s tongue
from touching the alveolar ridge.”
Adopted from Richard and Rodger (1982), they provide a more recent
response to the need for understanding the distinction in the growing list of
term associated with existing language teaching activities, based on Richard
and Rodger, approach is a theory of the nature of language and a theory
of the nature of learning language. The termdesign, Richard and Rodger
which they delineate as the specification of content, as well as specification
of the roles of learners, teachers, and materials. In term design it is a
definition of linguistic content and specifications for theselection and
organization of content, a specification of the role of learners, a
specification of the role of teachers, and a specification of the role of
materials. The term procedure, included descriptions of techniques and
practices in the instructional system.
Also attempting to find pattern in the confusion that is language
teaching methodology, McKay (1978) describes the types of syllabus that have
been used in language teaching. She points to three ways of organization that
have appeared during the history of language teaching: structural syllabus,
situational syllabus, and notional syllabus.
2.
Four Categories of Language Teaching Activity
a.
Ways of defining needs: Approach
Under the term
approach the preconceptions, assumptions, and theoretical underpinnings for
what happens in the classroom will be lump together here. Example of approach
is classical approach ( humanism student need to read the classical )
grammar-translation approach (student need to learn with economy of time and
effort ) direct approach ( student need to learn communication so they should use only second language in
class ) audiolingual approach (student need operant conditioning and
behavioral modification to learn
language ) communicative approach ( student must be able to express their
intentions that is they must learn the meanings that are important to them
).
b.
Ways of organizing : syllabuses
McKay (1978,p . 11 ) uses the term syllabus in a special way that
seems to applay here. “ a syllabus provides a focus for what should be studied,
along with a rationale for how that content should be selected and ordered.
Currently, the literature reflects three major types of syllabuses : structural, situational, and national.” 7
syllabuses following McKay plus
explanations of four other types of syllabuses that author have came across in
ESL/EFL teaching and material.
1.
Structural syllabuses
Grammatical and phonological structures are the organizazing principle sequenced from easy to
difficult or frequent to less frequent
2.
Situational
Situational syllabuses are based on the idea that language is found
in different context, or situsional. Situtinal( such us at the bank, at the
supermarket, at the restaurant, and so forth) form the organizing principle
sequenced by the likelihood student will encounter them (structural sequence my
be in background)
3.
Topical syllabuses
McKay does not discuss this category but topicalysyllabusesare
similar to situtional syllabuses. Topics or themes (such as health, food,
clothing, and so forth ) form the organizing principle sequenced by the likelihood that students
will encounter them (structural sequence may be in background)
4.
Functional
Function(such as identifying, reporting, correcting, describing,
and so forth ) are the organizing principle sequenced by some sense of
chronology or usefulness of each functions
( structural and situational sequenced
may be in background)
5.
National
National syllabus is organized around abstract conceptual categories
called general nations, conceptual categories called nations (such as duration,
quantity, location, and so for). Are the basis of organization sequences by
some sense of chronology or usefulness of each notion (structural situational
sequence maybe in background)
6.
Skill
Skill (such as listening gist, listening for main ideas, listening
for inferences, scanning a reading passage for specific information and so
forth). Serve are the basis for organization sequence by some sense of
chronology or usefulness for each skills.
7.
Task
Task or activity based categories (such as drawing maps, following
direction, following instruction, and so forth).Serve as the basis for
organization sequence by some sense of chronology of usefulness notion.
c.
Ways of presenting : technique
Technique form a category of teaching activities that seems
relatively independent from approaches an syllabuses. For instance, a variety
of technique might be used to present a structural syllabus based on direct
approach.
The examples of technique such as bridging activities (direct
dialogue), discussion (grammar demonstren dialogue), idea frame (lecturer on
rules of language), object- centered lesson (verb- centerd lesson).
d.
Ways of practicing the language: Exercises.
Perhaps the best ways to separate
the two types of activities is to think of exercise as those types of
activities that could probably be used to test or asses the students after the
lessons or unit is finished, while techniques would probably not be usable in
assessment.
3.
Overview of curriculum components
Curriculum
components there are three :
a.
Curriculum development is a part of activities that consist among
of the staff, faculty, administration and students two the growth.
b.
Curriculum activities is a framework that helps the teacher to
accomplish what ever combination of teaching activities is most suitable in
there professional judge men for a given situation, that is, a framework that
helps the students to learn as efficiently and effectively as possible in the
given situation.
c.
Curriculum design is the process could be viewed as being made up
of the people and the paper- moving operations that make the doing of teaching
and learning possible.
4.
Systematic approach to designing and maintaining language
curriculum (adapted from brown 1989a)
a.
Need analysis
Need analysis in language program is identification of the language
forms that the student will likely need to use in the target language when the
are required to actually understand and produce the language.
b.
Goals and objectives
Goals is the general statement about what must be accomplished in
order to attain and satisfy student’s need. Objective, are precise statement
about what content or skills the student must master in oreer to attain a
particular goal.
c.
Language testing
The method author advocate here for test development requires the
use of two different types of test: norm-referenced test intended to compare
the relative performance of students to each other; and criterion- referenced
test intended to measure the amount of course material that each students has
learned.
d.
Material development
In the material development process,having clear-cut need analysis,
objective, and test will be of considerable help to planner.
e.
Language teaching
Objectives, tests, and materials development should all be group
effort drawing on the expertise, time, and energy available from everyone
involved in the program. This kind of support can help teachers do a superior
job at what they are hired for teaching.
f.
Program evaluation
Evaluation might be defined as the systematic collection and
analysis of all relevant information necessary to promote the improvement of
the curriculum and to assess its effectiveness within the context of the
particular institutions involved. Program evaluation then might be defined as
the ongoing process of information gathering, analysis, and synthesis.
CHAPTER III
CLOSED
1.
CONCLUSION
This
paper talk about the various teaching activities consist of approaches,
syllabues, techniques, and exercises. The system framework for
curriculumdevelopment to be useful in making choices and implementing a cogent
curriculum.
2.
SUGGESTION
This
paper far from perfection, and authors hopes that reader can give some
suggestion for a better next paper.
BIBLIOGRAHPY
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