cara membuat curriculum

PAPER

GOALS and OBJECTIVE

This paper is using for submitted a structure English Language Teaching Curriculum

Presented Group By :

1.      Chairani Annisa 2317.043

2.      Vivi Azhara 2317.059

3.      Nurtis Solihat 2317.073

Lecturer :

Absharini Kardena, M.Pd

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC INSTITUTE OF BUKITTINGGI

TP : 2019/2020

INTRODUCTION

In some quarters, the view is taken (often with an air of sarcasm) that any ESL/ EFL program that is not ESP (english for specific purposes) is ENOP ( english for No obvious purpose). In order words, the purpose of any language program should be clear to the participants and to the outside world. Since purposeful curriculum is a central idea in systematic curriculum design, the focus of this chapter will be on transforming the information gathered in a needs analysis into usable statements that describe  that purposes of a program. The nature and relationship among a needs, goals, and objectives, the proses involved in specifiyinginstructional objectives,arguments for and agaiants the use of objectives, and example golas and objectives. The process of needs analysis can generate a tremendous amount of information that must be sorted and utilized in some way within the curriculum. One way to use this information is to apply what has been learned in he needs analysis for yhe formulation the program goals and bjectives.

CONTENTS

INTRODUCTION                                                                                                                 2

DISCUSSION                                                                                                                                    4

1. Goals                                                                                                                           4
2. Objective                                                                                                                     5

C.     From Goals Toward Objectives                                                                                  5

D.    Pro And Cons Of curriculum Objectives                                                                    10

E.     Objective do not bite                                                                                                  11

6. Conclusion                                                                                                                 12
7. Question                                                                                                                      13
8. Case                                                                                                                            13

REFERENCES                  

DISCUSSION

A.    GOALS

Program goals are defined is book as general statement concerning the desirable and attainable program purpose  and aims based on perceived language and situation needs. In a brain news program the perceptions maybe based solely on a formal needs analysis  in a well established program, such perceptions will more likely be based on information gathered along the way during the ongoing evaluation process. In deriving goals from perceived needs, four points should be remembered:

1.      Goals are general statement of the programs’ purposes.

2.      Goals should usually focus on what the program hopes to accomplish in the future, and particularly on what the 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.

Goals may  take many shapes. They may be language and situation-centered as in the three goals included in the statement: “in our program, the students will learn how to fill out forms in French, read a menu, and order a meal. “ They may be functional, like in the statement: “ The goal of our course is that the students will be able to converse in social German with a focus on greetings, conversational openers, polite rejoinders, and farewells.” They may be strictly structural, like in the statement : “ the center’s aim is to help students learn the grammatical system of French “

The process of defining goals makes the curriculum develop and participants consider, or reconsider, the program’s purposes with specific reference to what the student should be able to do when they leave the program. Thus goal statements can serve as a basis for developing more specific descriptions of the kinds of learning behaviors the program will address. These more specific descriptions are sometimes called instructional objectives.

B.     OBJECTIVES

Instructional objectives will be defined here as specific statements that describe the particular knowledge, behavior, and skills that the learner will be expected to know of perform at the end of a course or program. Consider the following “objectives” that were stated for an upper-level ESL for academic purposes class at a well-known American university :

By the end of the course, a student will be able to :

1.      Prepare a term paper (including footnotes, bibliography, title page, and so forth )

2.      Take notes on a lecture

3.      Answer question following such a talk.

C.    FROM GOALS TOWARD OBJECTIVES

Once having thought through what will be taught in each classroom, planners can make efforts to coordinate a cross and through-out an entire language program. In other words, the process of converting perception of students’ its into goals and objectives provides the basic that can in turn be used to define and organize all teaching activities are in hand, the basic elements of the students’  needs can be analyzed assessed, and classified to create a coherent teaching / learning experience .  in short, objectives provide the building blacks from which curriculum can be created ,molded, and revised.

Consider for example, the result of a needs analysis conducted by Schmidt (1981). Using a case study approach to needs assessment, she found English for academic purposes (EAP) needs as follows:

1.      The needs to understand the implicit relationship between terms in a table or outline presented in lectures

2.      The needs to be able, in reviewing the notes, to understand the implicit relationship order to fill in the connecting prose that ties the main parts of an entire accept together

3.      The need to be able to deal simultaneously with a new concept and new vocabulary presented in a lecture in order to express that concept in her notes in English

4.      The need to be able to express generalizations or definition in an essay exam, instead or simply giving an example

5.      The need to be able to do all the above under time pressure.

The perceived needs sound by Schmidt can be changed into statements of course (or program) goals with relative ease. For instance, with a few minor change, the following program goals might be created

By the end of our program, the student will be able:

1.      Understand the implicit relationships between terms in able or outline presented the lecture

2.      Understand the implicit relationship in order to fill in the connecting prose that ties the main parts of an entire concept together

3.      Deal simultaneously with a new concept and new vocabulary presented in a lecture in order to express that concept in notes in English

4.      Express generalization or definition is an essay exam, instead of simply giving an example

5.      Do all of the above under time pressure

In other situation the perceived needs may be specified in great detail. As result, the detail needs may have to be stated so generally that they must be narrowed  and better defined before  useful program goals can be derived from them.

Lets once again examine the goals that were derived above from Schmidts (1981) Needs analysis.

1.      Understand the implicit relationship between term in a table or outline presented in lectures

2.      Understand the implicit relationship in order to fill in the connecting process that ties the main parts of an entire concepts together.

These two goals can be analyzed into three parts : one related to table, another about outline, and a third focused on essay. These parts can then be reorganized into three potential related objective as followers:

By the end of the course the students will be able to identity implicit relationship between parts of a concepts : in a table, in an outline, or in essay

Breaking goals downs into their basic component and logically reorganizing those components into classes of more specific potential objectives can also lead to rethinking. This latters possibility would probably require confirming the reality of the newly perceived needs by conducting further needs assessment. In the end, this group of curriculum developers might derive five potential objective from the two goals given above as followers:

By the end of the course the students will be able to identity implicit relationship in academic English between parts of a concepts ;  in a flow chart, in a table, and in an outline, as well as in the prose describing a chart or table and in an essay.

Another group of curriculum developers, even in the unlikely event that they came up with the same perceived needs, might decide that students really only need to understand the implicit relationship in tables because the connection are so patently clear in outlines.

The steps involved in narrowing the perception of students needs to realizable program goals and further to instructional objectives can be summarizes as followers ;

1.      Examine the needs of the students as discovered and presented in the needs analysis documents

2.       State the needs of the students in terms of the students in terms of realizable goals for the program.

3.      Narrow the scope of there resulting goal statements:

·         By analyzing them into their smallest units

·         By classifying those units into logical grouping

·         By thinking through exactly what it is that the students need to know or be able to do to achieve the goals

4.      State the smaller more specific goals as objectives with as much precision as makes sense in the contact using the guide line given in the reminder of this chapter.

Getting instructional objectives on paper.

 Source of ides for objectives

A number of sources are available to help formulate objective from the goals of program. These include are there programs and their curriculums, the books and journals that constitute the language teaching literature and educational taxonomy that were worked out as far back as the 1950s.

Other language program

Any statement of goals and objective or any course description will be avoided, and new creative ideas for student needs goals, and objective may come to light.

The Literature

The examination of the books and journals devoted to language traching, expecially with an eye fortopiscs like needs analysis and curriculum development, will lead to the realization the language teachers have been working on this issues for years.

Taxonomies

In language program at he cognitive domain appropriately refers to the kinds of language knowledge and language skills the student will be learning in the program. I other word any cognitive goals in language teaching might batter beterned language goals, that is language learning content of the program.

Sound instructional objective

The following objective have resulted from this process

1.      Distinguish between curriculum goals and instructional objective

2.      Recognize complete or incomplete instructional objective

3.      Recognize vaguely stated instructional objective as well as clearly stated ones

4.      Write clear and complete objective including subject performance condition measure and criterion level.

Subject

The subject will of always be the same in every situation .in fact the objective I stated at the begin of the last section revered to what the readers would be able to do by the end of this chapter.

Performance

The statement of expected performance is in couched internal term. If need have been established, they can usually be conceptualized in term of what the student should be like, or be able to do, when he or she has finished a given course. Objectives there are framed terms will reflect qualities, skills, or knowledge that its to students should attain by course end without necessarily specifying the route by which she or he will get there.

Condition

The expected performance is to “write missing elements….in a graph, chart, or diagram from information provided in a….passage”. The condition under which the performance will take place involved number of consideration. The statement of condition is actually the clarification of what it means to perform whatever is being required of the students.

Measure

The key to the measure part of an objective is to ask how the performance will be observed or tested. Thus, measure is that part of an objective that states how the desired performance will be observed. Such observations may take the form of a test-item specification or they may be more like the task description given above.

Criterion

The point is that language educators are called upon to make decision about their student’s lives. Hence, cut points and the collapsing of scores across objectives are issues that must be faced, and criterion levels within the objectives may become very important.

D.    PRO AND CONS OFCURRICULUM OBJECTIVES

Battle Lines Are Quickly Drawn

However not everyone in the language teaching field agrees with the of using instructional objective. Like the continuum from very general goals as in a collage catalog to very to very specific instructional, objective, there seems to be a continuum of attitudes among language teacher that ranges from abhorrence of anything resembling an instructional objective.

Association With Behavioral Psychology

Though association with behavior psychology might be a positive factor for those who still strongly to the idea. Objective describe performance or behavior because objective is specific  rather than broad or general and because performance, or behavior is what we can be specific about. To avoid the negative impact of the behavior objectives label, they have been called instructional objective in this book.

Some Thing Just Cannot Be Quantified

Perhaps the teacher think that the students should not only read the story, but also understand that the “gun” the “fyce” and the bear all have symbolic value, this objective too observation in a quiz or of essay. of course the teacher may want to clarify what conditions pertain, for instance, whether the students should be allowed to assign their own values to these symbolic or if the values should should be prescribed.

Objectives Trivialize Instruction

Another criticism raised about objectives is that they trivialize education by forcing teacher to focus only on thing that can be expressed as objective. like so many criticism of objectives, the trivialize charge is an argument against apposition that no sensible educator would ever take.

Objective Curtail a Teachers Freedom

            The charge has also been leveled that objective interfere with the teacher freedom in particular with the teachers freedom to respond  to problems and ideas that arise spontaneously out of the process of teaching.

 Language Learning Cannot be Expressed in Objective                                                  

Tumposky (1984) suggests that objectives are inappropriate in view of the nature of foreign language learning, since language is creative and  unpredictable. She indicates that  objectives are best reserved lower order skills. A similar criticism was reflected  in the first changes notes above that more complex and creative aspects of learning cannot be reduced to objectives.

E.     OBJECTIVE DO NOT BITE

In general, however people who advocate and use objectives inhabit the same planets as those who do not. In fact they might be in the next classroom dealing with the same types of  students who have the same needs, but trying to express those  needs in terms of what they think the students should be able to do  at the end of instructions.

Conclusion

Questions :

1.      What warnings were given in materials to help you avoid some of the pitfalls that may arise in specifying goals and objectives ?

2.      Are behavioral objectives related to behavioral psychology ?

3.      Do you feel that three is any justification for developing objectives that trivialize instruction or limit teachers freedom in the classroom ? why or why not ?

Case :

1.      The Situational Analysis Of Nursing Education And Workforce In Indonesia

2.      A SWOT Analysis Tool For Indonesia Small And Medium Enterprise

References

Brown, dean james. (1995). The elements of language curriculum. Boston: Massachusetts

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