English Language Teaching Curriculum

ENGLISH LANGUAGE TEACHING CURRICULUM

GROUP 7

Jimly Rafi’i Masrul                 (2317052)

Dwi Antika Afwi Sagala                   (2317074)

Alfitri Maulina                        (2317075)

Supporting lecturer

Mrs. Absharini Kardena, M. Pd

FACULTY OF TARBIYAH AND TEACHER TRAINING ENGLISH

EDUCATION SECTION STATE ISLAMIC

OF BUKITTINGGI (IAIN)

2019M/1441H

CHAPTER II

Discussion

A.    Introduction

Language teachers have long been faced with a plethora of Methods from which to choose. Method tended to claim for itself authority concerning what students need to learn.

Before discussing further, we must know what is the concept of the curriculum. The curriculum concept is a concept that develops in line with the development of theory and practice in education.
The concept of curriculum can also mean a concept that varies according to the flow or theory of education adopted. The curriculum can also be interpreted as a set of plans and arrangements regarding objectives, basic competencies, standard material, and learning outcomes, as well as the ways used as guidelines for organizing learning activities to achieve basic competencies and educational goals. Based on studies that have been carried out by many experts, it can be concluded that the notion of curriculum can be viewed from two different sides, namely according to old views and new views. First, the old view or often also called the traditional view formulates that the curriculum is a number of subjects that must be taken by students to obtain a diploma.

Anthony (1965,p.93) argues that this bewildering variety of labels has evolved because, Over the years, teachers of language have adopted,adapted,invented, and developed a bewildering variety of terms which described the activities in which they engage and the beliefs that they hold. For Anthony, the term approach encompasses all point of view on the nature of language and the nature of language teaching and learning.

According to Richards and Rodgers (1982) provide a more recent respone to the need for understanding the distinctions in the growing list of terms associated with existing language teaching activities, summarized. His definition of an approach as a theory of the nature of language and of language learning.

Both the Anthony and the Richards and Rodgers articles created categories that were sequential and perhaps static steps in the logical development of sound teaching, first, teachers start with a set of assumptions about, or a theory of, the nature of language and language learning; second, they make an overall plan and design specifications for their curriculum; and third, they present the instruction using some set of rational techniques or procedures

B.     FOUR CATEGORIES OF LANGUAGE TEACHING ACTIVITIES

1.      Ways of defining needs : Approach

 Before start the class, the teacher has brought the new idea for the students need to learn.the teacher create the new activities when they are teaching. Most trained language teachers will have more theoretically motivated idea of what their students need to learn. Teachers begin with preconceprions that often change after they enter the classroomand begin to work with their students. These preconceptions, assumption, and theoretical underpinnings approach. Many centuries by teachers in the classical approach. Based on nation of latin usage and belief in the humanistic tradition, teachers felt that what students needed in education as a whole was to read the classical. 

The grammar-translation approach advocated economy of time through deductive teaching of language involving reading and translation, but also the emergence of writing and speaking as ultimate goals. The direct approach was another view based on prescriptive grammar. Language teachers believed that the students needed to learn inductively by using only target language in the classroom and learning the oral skills before the written ones. Audiolingual approach drew on new ideas from descriptive linguistics and upon the nations of behavioral psychogy, especially the ideas of operant conditioning and behavioral modification.The students need to learn to communicate their own personal intentios. The communicative approach focused on the need for students to express meanings that are important to them and their lives. This approach assumes that language teaching can utilize both inductive and deductive learning.

2.      Ways of organizing : syllabuses

The students need to learn in the language classroom depends on organizing a global order of presentation. The teacher must plan and organize, and make decision about what should be thaugh first, second, third and so on.

a.       Structural syllabus

According to mckay, structural syllabus focused on grammatical forms. Over the years, a large number of textbooks and classroom materials have been organized in terms of phonology and grammatical structur. The structures that are selected for such a syllabus are usually those the author regards as important in the language. The sequencing of structures is typically based on idea of starting with easy structures and be more difficult ones.

b.      Situational syllabuses

According to mckay , situational syllabuses are based on the idea that language is found in differnets contexts or situations. The selection od situational is ussually based on sone feeling for the likelihood that the studenta will encounter such situations. The students will encounter the situations in quetion or on chronology.

c.       Topically syllabuses

Topically syllabus are organized by topics or themes, rather than situations. The topuics are selected by the textbooks author on the basis of their sense of the importance of the topics or themes to the lives of the students for whom the text is designed.

d.      Functinal syllabuses

Functional syllabus correctly designates ths principle around which such materials are typically organized : semantics uses, or meaning packets, called functions. The functions on the basis of their perceived usefulness to the students and then sequence them on on the basis of some ideas of chronology, frequency, or hierarcy of usefulness of the function.

e.       National syllabuses

National syllabuses is organized around abstract conceptual categories called general notions. General notions include concept like distance, duration, quality, quantity, location, size and so on. This type of materials organization and on occasion serves as a general set of categories within which functions form subcategories.

f.       Skills-based syllabuses

An author who uses a skills-based syllabus organizes materials around the language or academic skills that they think the students will most need in order to use and continue to learn the language

g.      Task-based syllabuses

Task-based syllabuses have begun to appear. Who favor task-based syllabuses organize materials around different types of tasks that the students might be required to perform in tge language.

h.      Mixed or layered syllabus

Mixed syllabus occur when authors mix two or more types of syllabues together into what looks like a different type of syllabus. Layered syllabuses, secondary syllabus in layers that operate underneath the primary syllabus. Most materials have some sort of structural syllabus buried somewhere below the primary syllabus.

2.      WAYS TO PRESENTING : TECHNIQUE

Technique, are ways of presenting the language to the students. Technique from category of teaching activities that seems relatively independent from approaches and syllabus. Technique are chosen because they represent ways of presenting language material which the teacher feels are going to do the most good for largest number of students.

3.      WAYS OF PRACTICING THE LANGUAGE : EXERCISE

The different between the technique and exercise are, the technique focuse on presenting and tge exerxcise focused on practice language.  As the teacher presents the language to students, and tge students practice it, and hope to learn or acquire something new in the process.Two types of activities is to think of exercises as those types of activities that could probably be used to test or assess the students after the lesson or unit is finished, while techniques would probably not be usable in assessment.

a)      "Packaged" pedagogies

Packaged pedagogies include counseling - learning , despite theirpackaged nature, however packaged pedagogies are often most closely associated in our minds with the idea of techniques , as defined above. The central focused of the pedagogy is on ways of presenting language material to students in order to maximize learning.However, packaged pedagogiesdiffer from the other technique discussed above in a number of ways :

                                                                                                                               I.            Packaged pedagogies are available as elaborate packages including built in approaches, syllabus, technique, aand exercises.

                                                                                                                            II.            Packaged pedagogies are usually identified with a single personality

b)      Putting it all together

This kind of inforned picking and choosing from among the option available to the teacher has sometimes been labeled eclecticism, which will be fairly narrowly defined here as the practice of making informed choices among the available approaches, syllabus , techniques , and exercises in order to adapt to a particular group of students in particular situatin for the purpose of most effectively and efficiently helping them to learn language. Another aspect of language teaching that we must recognize is that making such choice from the extensive menu of all possible teaching activities is a form of political action. They involve the use of ourposition as teachers to make the students do what we think they should  do.

Overview Of Curriculum Components

·         NEEDS ANALYSIS

First observed the way students learn language, they tend towards which direction and how the learning system is suitable. Usually they tend to focus on sound needs analysis. So, this need analysis can be called as the beginning of a teacher to find out how to teach his students, what are the strengths and weaknesses in each teaching-learning process.

·         GOALS AND OBJECTIVES

Students must have a goal and target, for example if students want to enter a university, then the university is required a foreign language, the student must learn and be able to master the foreign language. Usually in making papers in a foreign language, more specifically can also look for material and references in the library.

·         LANGUAGE TESTING

Here are some tests for examples, placement of students, language proficiency testing, and achievement testing. Each of these tests has great potential in an activity, and the development of tests conducted by the teacher on his students. With the curriculum can help students to do a test. In other words the success or failure of a curriculum made by a teacher depends on or can be seen from the success of students in taking the test. In short, the test is the most important part in the curriculum development process.

·         MATERIALS DEVELOPMENT

In planning the making of learning material, a designer must consider four basic elements of preparation, namely: learners, goals, methods, and evaluations. According to Kemp in Kemp and Smellie by bringing together these four elements, we can develop an instructional-design plan consisting of interrelated components, namely: 1) learning needs to determine goals, obstacles, and priorities, 2) learner characteristics, 3) subject-content, 4) learning objectives, 5) teaching and learning methods and activities, 6) learning resources, and 7) evaluation of learning.

·         LANGUAGE TEACHING

Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning.It offers critical survey articles of recent research on specific topics, second and foreign languages and countries. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles. Focuses on the publication of research in the domains of language teaching, applied language studies and language practice.

·         PROGRAM EVALUATION

Before we go to the next chapter, first we must know what is Evaluation. Evaluation is an identification process to measure or assess whether an activity or program is going well or not. Program Evalution is might be defined as the ongoing process of information gathering, analysis, and synthesis, the enteri purpose of which is to constantly improve each element of a curriculum on the basis of what is known about all of the other elements, separately as well as collectively. The curriculum that is viewed as a process can change and adapt to new.

Example Language Programs

An example according to james dean brown’s book namely Guangzhou English Langauge Center, Zhongshan University and English Language Institute, University of Hawaii at Manoa. Both were chosen because they designed the curriculum systematically. They have the difference that one of them is a foreign language institution and the other is English as a second language setting.

Guangzhou English Language Center, Zhongshan University

The emphasis in the program was on the use of English for science and technology in academic settings. The techniques and exercises used to achieve these goals were worked out by the teachers, individually and in groups. And this is foreign language institution.

English Language Institute, University of Hawaii at Manoa

The primary function of the ELI to provide English language Instruction to those non active speakers of english. In this program the emphasis is also on the use of organized communicative language. The techniques and exercises that are here are effective for teachers in achieving their goals. And this is English as a second language setting.