EFL CURRICULUM ANALYSIS Syllabus 2013
Lecturer: Prof. Dr. Nenden Sri Lengkanawati
[email protected]
COURSE DESCRIPTION and OBJECTIES! Curriculum analysis basically basically deals with an attempt attempt to analyze analyze the EFL curriculum curriculum into its components components 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 and which has either explicitly or implicitly shaped the EFL curriculum !see "osner, #$$%&#%'. (n order that that studen students ts are able to analy analyze ze EFL curricul curriculaa which which are deelope deelopedd in (ndone (ndonesia sia and in other other countries, this course is designed designed to make students familiar familiar with) with) !#' basic concepts concepts in curriculum and the elements of curriculum& !%' *pproaches to EFL curriculum deelopment& !+' models of curriculum deelopment& !' stages in EFL curriculum deelopment& and !-' frameworks for EFL curriculum analysis. he ob/ecties ob/ecties of this course are) are) !#' to make students familiar familiar with the basic basic concepts and 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 curriculum of language teaching. ACTIITIES!
Course actiities actiities include include class lectures, indiidual chapter report report writing, chapter report presentations presentations and class discussions, mid0term exam and research research based paper paper writing and and presentation presentation as the final exams. ASSESSMENT POLICIES!
*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 $&ll&,s#. Class particip participation) ation) 1tudent 1tudentss are expected expected to get inoled inoled in classroo classroom m actiities actiities and attendan attendance ce should at least be 234 of the the whole sessions. sessions. hey are not allowed allowed to take any any exams if their attendance attendance is under 234 of the whole sessions. Lateness to classes may be tolerated not more than#- minutes. %. Chap Chapte terr 5epo 5eport rt writi writing ng and prese present ntat atio ionn !# point point'. '. he paper paper and the power power point point slide slidess should should be submitted a week ahead of the presentation. +. 5ese 5esear arch ch base basedd "aper "aper !#!#-6% 6%33 pages pages'' du" A(#)l 2.- (f the paper consists of more than %3 pages, it will not be scored. . 7id semest semester er and final final exam examss !% points points'' -. 5esearch0base 5esearch0basedd paper writing writing and and presentation presentation !% points' points'.. he paper paper will not not be scored scored if it is submitted submitted later later than the due date. 8. "lagia "lagiaris rism m and academ academic ic dishon dishonest estyy will not not be tolera tolerated ted 9. *ll mobiles mobiles should should be turned turned off or silenced: silenced:ibrat ibrated ed during during the the class sessions sessions 2. he leader leader of the class class should should e0mail the the list of the the presenters presenters;; names for 5<" 5<" presentat presentations ions no later later than %- *pril, %3# *ll students enrolled in this unit of study are expected, without exception, to make themseles familiar with these policies.
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SESSIONS WeekOne Feb 5 /"" T,& Feb 12
/"" T'#"" Feb 19 Week Four
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•
•
•
TOPICS =eneral description about the course, class actiities, and course ealuation system.
ACTIITIES eacher;s presentation Class discussion
RESOURCES he 1yllabus >andouts
eacher;s presentation A Class discussion
eacher;s Botes "osner, . !#$$%, pages #0++'
he origins of language curriculum deelopment
eacher;s presentation and class discussion
5ichards, .C. !%33%)#0%%'
From syllabus design to curriculum deelopment
eacher;s presentation Class discussion
5ichards, .C. !%33%) %+0-3'
1tudent;s 5eading 5eport "resentation A Class discussion "resenter #) "resenter %)
5ichards, .C. !%33%)-#02$'
"resenter +)
5ichards, .C. !%33%)$30###'
"lanning goals and learning outcomes) the ideology of curriculum, stating curriculum outcomes, non0language outcomes and process ob/ecties.
1tudent;s 5eading 5eport "resentation A Class discussion "resenter )
5ichards, .C. !%33%)##%0#%'
=oals Content and 1euencing
"resenter -)
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)
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,
1tudent;s 5eading 5eport "resentation A Class discussion "resenter 2)
*pproaches to ealuation) purposes of ealuation, formatie ealuation, illuminatie ealuation, summatie ealuation, (ssues in program ealuation, procedures used in conducting ealuation.
"resenter #3)
esting) 7aking the tests, matching the tests,
"resenter ##)
Feb 26 Week Five
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Beeds *nalysis)
March 5
•
=oals and Db/ecties formulation
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Week Six March 12
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•
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Week Seven March 19 •
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Week Eight March 26
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Week Nine April 2
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1ituation analysis) societal factors, pro/ect factors, institutional factors, teacher factors, learner factors, adoption factors, profiling the factors identified in the situation analysis.
"resenter 9)
"resenter $)
Bation and 7acalister, %3#3) +90 8$' 5ichards, .C. !%33%)#-0#$-'
5ichards, .C. !%33%)#$20%8'
5ichards, .C. !%33%)%-#0%99'
5ichards, .C. !%33%)%280+32'
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organizing and using the test results.
SESSIONS Week en
TOPICS
April 9 Week Eleven April 16
• •
•
• • •
• •
Week hirteen April "#
Week Fourteen Ma$ %
Week Fi&teen Ma$ 1'
Week Sixteen Ma$ 21
RESOURCES
MID TERM EAM
•
Week !elve April 2"
ACTIITIES
he "lace of 1yllabus in Language eaching 1ix types of language teaching syllabus he 1tructural 1yllabus he Botional:Functional 1yllabus
he 1ituational 1yllabi he 1kill0
he Content0
•
Begotiated 1yllabuses
•
English Curriculum in (ndonesia
5esearch0
5esearch0
5esearch0
5esearch0
1tudent;s presentation and teacher;s comments. "resenter #%) "resenter #+) "resenter #) "resenter #-) 1tudent;s presentation and teacher;s comments. "resenter #8) "resenter #9) "resenter #2)
rahnke, . !#$29'
rahnke, . !#$29'
"resenter #$)
rahnke, . !#$29'
"resenter %3)
Bation and 7acalister !%3#3)#$0#-$'
"resenter %#) "resenter %%)
1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing
he presenter should serach from the internet) 1", %3#+ English Curriculum
1tudents; "apers
1tudents; "apers
1tudents; "apers
1tudents; "apers
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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.
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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 Content
Criteria, 1cores and escription
"oints
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
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Language) =rammar
Limited mistakes:errors !'. 1eeral mistakes !+'. 7any mistakes !%'. oo many mistakes !#'
"ronunciation "ay attention to word pronunciation and intonation
+
he concepts were easily understood by the floor. he presenter shows his:her knowledge about the topic discussed.
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he presenter can cope with the uestions from the floor.
8
uring the presentation, the presenter makes use of the media as her:his guidelines without reading the slides.
8
Encoding
ecoding
"resentation echniue
otal 1core
Gour 1core
3 !*'
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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. 7. The scoring for this 8a8er will %e %ase* on the following ru%ric.
:
R"as"#*'4bas"d Pa("# S*&#)n Rub#)* tu*ent;s +ame tu*ent;s +um%er To8ic
ASPECTS Abstract
CONTENTS Burning issues <%=ecti6es !etho*olog >in*ings Sub Total
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
!iterature Re"ie#
Theories rele6ant to the o%=ecti6es elate* 8re6ious research nthesis?conclu*ing remar's Sub Total
Researc% &et%odolo' (
*indin's and +iscussion
Design Data collection am8le -nstrumentation $roce*ure Data analsis
WEIGHT 2 2 2 2 8 1 1 1 1 1 1 1
SCORE
2 2 1 $ 1
Sub Total Data 8resentation to answer research @uestions -nter8retation to the fin*ings Conclusion ecommen*ation Sub Total
1 1 1 2 ) 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
2 2 -
Sub Total 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
2)
3
The Effecti6eness rammar of the me*ia 3
3
Enco*ing # Deco*ing
Total
7
C5APTER REPORT PRESENTATION $resenter;s +ame tu*ent;s -D To8ic Date
Criterion s8ects core an* Descri8tion 9 The inclusion of other resources as well as Content research fin*ings or illustration A9 ithout enrichment A) 5 ea*a%ilit of the !e*ia me*ia +ot too wor* Effecti6eness of using it 7 Limite* Language mista'es?errors. A7 rammar e6eral mista'es A3 !an mista'es A2 Too man mista'es A1 7 e6eral mista'es in $ronunciati 8ronouncing wor*s. on
Comments
ater;s core
(
: The conce8t was Enco*ing easil un*erstoo* % the floor. The 8resenter show his?her 'nowle*ge a%out the to8ic *iscusse*. : The 8resenter can Deco*ing co8e with the @uestions from the floor. : During the $resentatio 8resentation, the n 8resenter ma'e use* Techni@ue of the me*ia as her?his gui*elines without rea*ing the trans8arencies. Total core
7/1/ 7./ A
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