CURRICULUM AND MATERIAL DEVELOPMENT SUMMARY CHAPTER REPORT FROM SYLLABUS DESIGN TO CURRICULUM DEVELOPMENT
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GROUP 6 Dedi Eryandi Nugraha Wardiansyah Megawati Pitra Aulia Dessy Herliana Rusman Titin Larasati
I CLASS
ENGLISH EDUCATION DEPARTMENT Faculty of Teacher Training of Education Makassar Muhammadiyah University
The Quest of New Methods There was much greater mobility of peoples as a result of growth in air travel and International tourism. English increasingly important in International trade and commerce. The initial response of English-language teaching profession was to explore new directions in methodology. The methodology had the following characteristics:
A structure syllabus with graded vocabulary levels. Meaningful presentation of structures in contexts through the use of situations to contextualize new teaching points. A sequence of classroom activities that went from Presentation, to controlled Practice, to freer Production (the PPP method).
Language learning was thought to depend on habits the could be established by repetition. The linguist Bloomfield (1942,12) had earlier stated a principle that became a core tenet of audiolingualism: ”Language learning is over learning : anything less is of on use.”
Changing Needs for Foreign Languages in Europe In 1969, the Council of Europe promotes the more effective learning of foreign languages within the community, decided that:
If full understanding is to be achieved among the countries of Europe, the language barriers between them must be removed; Linguistics diversity is part of the European cultural heritage and that it should, through the study of modern languages, provide a source of intellectual enrichment rather than an obstacle to unity; According to Council of Europe 1969:8, only if study of modern European languages becomes general will full mutual understanding and corporation be possible in Europe.
English for Specific Purposes The concern to make language courses more relevant to learners’ needs also led during this period to the emergence of the Languages for specific Purposes (LPS) movement, known in English-language teaching circle as ESP (English for Specific Purpose). The ESP approach to language teaching began as a response to a number of practical concerns:
The need to prepare growing numbers of non-English background students for study at American and British University from the 1950s. The need to prepare materials to teach students who had already mastered general English, but know needed for use in employment, such as non-English background doctors, nurses, engineers, and scientists. The need for materials for people needing English for business purposes. The need to teach immigrants the language needed to deal with job situations.
Overall the 1970s the ESP approach in language teaching drew on register analysis and discourse analysis to determine the linguistic characteristics of different disciplines such as medicine, engineering, or science.
Need Analysis in ESP An important principle of ESP approaches to language teaching is that the purposes for which a learner needs a language rather than a syllabus reflecting the structure of general English should be used in planning an English course. In ESP, learner’s needs are often described in terms of performance, that is, in terms of what the learner will be able to do with the language at the end of a course of study. Whereas in a general English course the goal is usually overall mastery of the language that can be tested on a global language test, the goal of an ESP course is to prepare the learners to carry out a specific task or set of tasks for their future.
Communicative Language Teaching (CLT) Communicative language teaching (CLT) is a broad approach to teaching that resulted from a focus on communication as the organizing principle for teaching rather than a focus on mastery of the grammatical system of the language. Wilkins described the traditional type of grammar-based syllabus as a synthetic approach. A synthetic approach is contrasted with an analytic approach. “Analytic approaches are behavioral (through not behaviorist). They are organized in terms of the purposes for which people are learning languages and the kinds of language performance that are necessary to meet those purposes.”
Emergence of A Curriculum Approach in Language Teaching A curriculum in a school context refers to the whole body of knowledge that children acquire in schools. Rodgers (1989,27) observes that the curricular system-design model has been prescriptive and rule-driven. It describes a linear sequence of events comprising formulation of objectives, selection of content, task analysis, design of learning activities, definition of behavioral outcomes and evaluative measures for determining the achievement or nonachievement of these outcomes. “Curriculum development” is used in this book to refer to the range of planning and implementation processes involved in developing or renewing a curriculum. These processes focus on need analysis, situational analysis, planning learning outcomes, course organization, selecting and preparing teaching materials, providing for effectives teaching, and evaluation.
