Diskusi 11 EFL Curriculum and Materials Development

 Please discuss:

1. The case to be studied

2. Each process in designing a course syllabus

Jawaban 1:

Case to be studied: Conducting Needs Analysis to develop a course syllabus that will be used to teach Grammar 1 (3 SKS) to the first semester students at the English Education Department.

Process in designing the course syllabus:

Step-1: Write the title page

·       Course name: Grammar 1

·       Course Code: G1 220

·       Credit: 3

·       Prerequisite: No

·       Semester: 1

 Step-2: Write lecturer’s information

·       Name: Dr. Rayhan Akmal Hidayat, M. Pd

·       Email address: rayhanakmal03@gmail.com

·       Contact number: 085123456789

·       Office phone: (0275) 323475

Step-3: Write course description

This course is an introduction to basic English grammar. Emphasis is placed on correct verb forms, parts of speech, sentence order, capitalization, and punctuation

Step-4: Formulate goal of the course

After finishing all required lectures, the students are intended to be able to improve English basic grammar abilities.

Step-5: Specify course objective

·       Use the various English tenses correctly.

·       Form different structures that describe future events accurately.

·       Distinguish between transitive and intransitive verbs. 

·       Report different types of English sentences 

·       Distinguish between the various uses of conditionals.

·       Rewrite some sentences into passive voice.

·       Enhance their skills of writing error free sentences.  

Step-6: Write down resource

·       Focus on Grammar 2 with Audio CD, Third Edition, Schoenberg (Pearson/ Longman Publishers)

·       Collins Cobuild Student’s Grammar by John Sinclair

·       Modern English by Frank Marcella

·       More Grammar You Need by Grieg Marshall Spankie

Step-7: Write down course schedule in a table

·       Week One: Units 1

·       Week Two: Unit 2

·       Week Three: Unit 3

·       Week Four: Quiz #1: Units 1-3

·       Week Five: Unit 4

·       Week Six: Unit 5

·       Week Seven: Quiz #2: Units 4-5

·       Week Eight: Unit 6

·       Week Nine: Unit 7

·       Week Ten: Quiz #3: Units 6-7

·       Week Eleven: Unit 8

·       Week Twelve: Unit 9

·       Week Thirteen: Quiz #4: Units 8-9

·       Week Fourteen: Unit 10

·       Week Fifteen: Unit 11

·       Week Sixteen: Final Examination

Step-8: Describe evaluation and grading

Grading Formula:

·       Unit Tests: 50%

·       Quizzes: 25%

·       Daily Work/Lab: 5%

·       Final Examination: 20%

·       Total: 100%

Grading Scale:

·       90-100% =A    

·       80-89% = B    

·       70-79% = C    

·       Below 70% = IP or F (not passing)

Step-9: Guide the student how to study this course

·       Complete all reading and writing assignments.

·       Be active participants in the class.

·       Demonstrate a genuine desire to learn and to succeed in the course

·       Maintain a constructive and positive learning environment for the class

Step-10: Mention any policies that you want your students to obey

Attendance

A student may be dropped if their repeated, unexcused absences exceed the number of scheduled class hours per week.

Classroom etiquette

·       Unless otherwise instructed by the instructor, smartphones and other electronic devices must be switched off and put away during class.

·       Food and drink are not allowed in all classrooms. The only exception is for water bottles with lids.

Jawaban 2: 

1. The case to be studied.
Michael West coined and popularized the phrase “analysis of needs” in India in the 1920s (Howatt, 1984). It was established and highlighted in ESP (English for Specific Purposes), and it is stated that it is impossible to examine the demands of general English learners. Hutchinson and Walters (1987) argued that need analysis is the most significant feature of the English for Specific Purposes course design.

The function of the instructor is crucial for helping learners develop acceptable English language abilities. English instructors who teach education students in English for Specific Purposes are required to develop syllabi and instructional materials based on the needs of their learners.

They must successfully address learners’ needs for real-world professional experience—who will also become an instructor in the future. However, the issue that arises in Indonesia is that many English lecturers who teach in the vocational field struggle

with creating syllabi and instructional materials for vocational study programs.

Jawaban 3:

According to Soepriyatna (2019: 5.3), teachers and students need a tool to manage to learn. This tool is usually called a course syllabus. He analogizes a course syllabus is like a blueprint prepared by an architect to build a house. In a language program, the function of this blueprint is similar to the part of a course outline. Soepriyatna then sums up that the role of a course outline is to guide teachers in achieving goals and objectives, designing activities to be conducted, evaluating materials needed, and developing assessments to measure if objectives are achieved. The goals and objectives attained through teaching and learning are planned and documented in a syllabus. It is part of a larger language curriculum or course unit that consists of four primary components: objectives, content, methods, and evaluation (Breen in Soepriyatna, 2019: 5.16). The syllabus describes the course objectives, which include what the teacher and students will do, and the content chosen for the course, which must be relevant to the course's general goals and objectives.

Case to be studied: Conducting Needs Analysis to develop a course syllabus that will be used to teach English for Finance (3 SKS) to the first semester students at the Economy faculty.

Jawaban 4:

          The role of need analysis in designing a course syllabus is very vital. In this importance, the goal and objectives of certain program as the object can be achieved and all the prospective students as the subject can be purposively and well-treated through the basic need completion. UKEssays (2018) confirms that it is also noteworthy that a syllabus or course design begins with a needs analysis. It is necessary before creating a syllabus and is a component of curriculum development. As a result, the data acquired from a requirement analysis can be utilized to specify the program's objectives or, occasionally, to choose the most pertinent content for the language syllabus. Additionally, Bleich (2018) also asserts that need analysis is the first step that should be taken in order to successfully develop an effective training program. Teachers get involved in the process of identification and evaluation of needs. These needs eventually align the main components of course syllabus encompassing program's goal and objectives, materials, learning activities, evaluation method, and grading system. The attachment is a course syllabus on the basis of need analysis uncovering present situation analysis (PSA) for Teaching Reading and Writing on Descriptive Text as having been completed before.

Reference
UKEssays. 2018. Needs Analysis in Syllabus Design. Retrieved from https://www.ukessays.com/essays/english-language/needs-analysis-and-syllabus-design-in-tesol-english-language-essay.php?vref=1.

Jawaban 5:

The Case to be studied:
Conducting Needs Analysis to develop a course syllabus that will be used to teach speaking about descriptive text to the first semester students at the English Education Department.

Here are the process in designing the course syllabus:

1. Write the title page and lecture information
Administrative Information
Course : Speaking about the Descriptive Text
Competence Code : S1 02
Credit : 4
Semester : I
Lecturer : Mr. Goerge
Email : mrgoerge@gmail.com
Contact Number : 08217996956
Office Hour : 07.00 – 15:00 WIB

2. Write course description
In this course, students will learn kinds of speech genre and the aspects (sub-skills of speaking). They will practice meaningful conversation, dialog, interview, role play, storytelling, speech, kinds of games of speaking and others speaking activities. This course is conducted to develop students’ speaking. Students will get involved in both individual and group speaking project.

3. Formulate goal of the course
Students are able to comprehend and to speak confidently descriptive texts about person with the context of its use appropriately.

4. Specify Course Objectives
In the end of the course students will be able to speak English such us have a good conversation, dialog, interview, role play, storytelling, speech, and others speaking activities.

5. Write down resources
Brown dan Lee. 2015. Teaching by Principles: An Interactive Approach to language Pedagogy. London: Pearson.
Craven.M. 2008. Real Listening and Speaking. Cambridge: Cambridge University Press.
Smartykatt, Bakhtin. 2015. “The Problem of Speech Genres”.
Nation, I.S.P., dan J. Macalister. 2010. Language Curriculum Design.

6. Write down course schedule in a table
Week Topic
1 • Course Orientation
• Speaking concept
2-4 • Meaningful conversation, dialog, Interview
5-6 • Speech
7 Progress Test I
8-9 • Story telling
10-13 • Roleplay
14 Progress Test 2
15 Review

7. Describe evaluation and grading
Assessment Aspect Percentage
Progress Test 1 20 %
Progress Test 2 20 %
Quizzes and Assignments 30 %
Final Test 30 %
Total 100 %

8. Guide the student how to study this course
Be active participants in the class.
Preserve a productive and favorable learning atmosphere for the class.
Speak fluently and confidently
Using authentic materials

9. Course Policies
This course and the university's Academic Integrity Policy specifically prohibit cheating, plagiarism,
and other forms of academic dishonesty.
If you cannot attend the class, you have to propose follow-up information ahead of time to make
arrangements for completing the assignment.
Deadlines are essential to any professional workplace, and this course integrates the
standards of professional writing practices

Jawaban 6:

     A course syllabus is an academic document that communicates information about a specific course and explains the rules, responsibilities and expectations associated with it. A course syllabus outlines connections between learning outcomes and content, as well as pedagogical practice to guide students in their learning. It provides students with a comprehensive description of the course’s goals and objectives, assessment techniques and learning outcomes. It is important that a syllabus communicates all aspects of a course to students. According to Soepriyatna (2019: 5.3) the function is to guide teachers in achieving goals and objectives, designing activities to be conducted, evaluating materials needed, and developing assessment to measure if objectives are achieved

Jawaban 7:

Needs analysis is an important means of conducting research prior to designing and evaluating lessons/materials/syllabus and it helps draw a profile of students/course in order to determine and prioritize the needs of students.

Assessment of needs from the individual learner's perspective is an important part of any instructional program design and it can benefit both teachers and students alike (Lytle, 1988). Needs assessment should be considered as an ongoing process designed to gather and analyze information about the target language needs of learners in an existing or proposed setting and to find out whether the program's objectives and the learners' requirements are being achieved and for planning the learners' and the program's future directions and making informed decisions (Purpura & King, 2003; Santopietro & Peyton, 1991).

An important question in relation to needs analysis is how the notion of ‘need’ is to be conceptualized. According to Brindley (1989: 65) the main source of the ambiguity in the concept of language needs is the distinction between various concepts of need, namely the distinction between necessities or demands, and learners’ wants and the methods of bridging the gap between these two. Students’ needs in different contexts are diverse and the analysis of needs can be effective if the academic language needs are accurately defined and seek utmost specificity within the specific target use.

For your reference, I also attached a course syllabus that is designed to teach English for professional purposes. Please have a look. Thank you.

Reference:
Lytle, S. L. (1988). From the inside out: Reinventing assessment. "Focus on Basics," 2 (1), 1-4. (EDRS No. ED 300 638).

Purpura, J. & King, G. J. (2003). Investigating the Foreign Language: Needs of Professional School Students in International Affairs. Working Papers in TESOL & Applied Linguistics, 4 (1),1-33.

Brindley, G. P. (1989). The role of needs analysis in adult ESL program design. In R. K. Johnson (ed.), The Second Language Curriculum(pp. 63-78). Cambridge: Cambridge University Press.

Jawaban 8:

STUDY CASES
"Teaching the concept of English as a foreign language in the context of elementary school, child psychology in learning foreign languages, a conducive learning environment for children learning foreign languages"

Jawaban 9:

What Is a Case Study?
An in-depth study of one person, group, or event.

The purpose of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

Types of Case Studies
There are a few different types of case studies that psychologists and other researchers might utilize:

1. Collective case studies: These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those living there.
2. Descriptive case studies: These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
3. Explanatory case studies: These are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
4. Exploratory case studies: These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses.
5. Instrumental case studies: These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
6. Intrinsic case studies: This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic cast study can contribute to the development of a psychological theory.
The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

How to Write a Case Study
There are also different methods that can be used to conduct a case study, including prospective and retrospective case study methods.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:
1. Archival records: Census records, survey records, and name lists are examples of archival records.
2. Direct observation: This strategy involves observing the subject, often in a natural setting. While an individual observer is sometimes used, it is more common to utilize a group of observers.
3. Documents: Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
4. Interviews: Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
5. Participant observation: When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
6. Physical artifacts: Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

Process in desining sylabus
1. Title/university
2. Table of contet
3. Course infomation
4. Course description
5. Learning outcome/ goal or objective
6. Learning objectives
7. Prerequisites or co-requisites
8. Resources
9. Course schedule
10. Assesment
11. Course grading
12. Organization of teaching and Learning activities
13. Policies and procedure
14. Structure work, mid test, final test
15. Learning support

Jawaban 10:

1. The Case to be studied : Conducting Needs Analysis to develop a course syllabus that will be used to teach writing a descriptive text to the first semester students at the English Education Department.

2. The process in designing a course syllabus:
Step 1: Write the title page :
- Course name : Writing Descriptive Text
- Course code : W01
- Credit : 4
- Prerequisite : No
- Semester : 1

Step 2: Write lecturer’s information:
- Name : Mrs.Jenny
- E-mail address : Jenny46@gmail.com
- Contact Number : 082334126959
- Office Hour : 07.00-15.00

Step 3: Write Course Description:
- In this course, students are going to learn terms about writing starting from forming a word, making sentence, and also combine sentence in coherence. Also, students are going to learn the pattern of writing Descriptive text based on the generic structure of it and the language features used. This course is conducted to develop students’ writing. Students will actively get involved in both individual and group writing projects.

Step 4: Formulate Goals of the Course:
- Students are able to comprehend and to write confidently descriptive texts about person with the context of its use appropriately.

Step 5: Specify Course Objectives
- In the end of the course students will be able to write Descriptive such us describing person, place, things, and other writing activities.

Step 6: Write down resources
- Nation, I.S.P., dan J. Macalister. 2010. Language Curriculum Design.
- Brown dan Lee. 2015. Teaching by Principles: An Interactive Approach to language Pedagogy. London: Pearson.

Step 7: Write the course schedule
- Topic for each Week:
1 • Course Orientation
• Writing concept
2-4 • Forming word and sentence
5-6 • Combining sentence in coherence
7 Formative Test I
8-9 • The Generic Structure and Language Features of Descriptive Text
10-13 • Describing Person, Place, and Things
14 FormativeTest 2
15 Review

Step 8: Describe Evaluation and Grading
Assessment Aspect Percentage
Formative Test 1 20 %
FormativeTest 2 20 %
Quizzes and Assignments 30 %
Final Test 30 %
Total 100 %

Step 9: Guide student to study this course
- Do come and Be active participants in the class.
- Preserve a productive and favorable learning atmosphere for the class.
- Practice writing properly and confidently
- Using authentic materials

Step 10: Mention any policies tha you want your students to obey
- The course and the university's Academic Integrity Policy especially prohibit the students to cheat, or do plagiarism, also other forms of academic dishonesty.
If students cannot attend the class, they must follow-up information ahead of time to make
arrangements for completing the assignment.
Deadlines are essential to any professional workplace, and this course integrates the standards of professional writing practices.

Jawaban 11:

1. The Case to be studied:
Conducting Needs Analysis to develop a course syllabus that will be used to teach Basic English Grammar to the first-semester students at the English Education Department.

2. Each process in designing a course syllabus
- Step 1: write the title page
Course name: Basic English Grammar
Course code: ENG001
Credit: 4
Semester: 1

- Step 2: Write the lecturer’s information
Lecturer: Dr. Djohan , M. Pd
Contact: 0852-6600-8005
e-mail: drdjohan.mpd@gmail.com

- Step 3: Write the course description
This course covers and develops comprehension skills to improve Basic English Grammar. This includes understanding parts of speech, tenses, and how to use them in positive, negative, and interrogative forms. This course provides basic knowledge of English both theoretically as well as practically which includes grammar and reading texts with contextual themes.

- Step 4: Write the goal of the course
After completing this course, students are expected to be able to understand and be able to use English to communicate both orally and in writing with fluent and accurate basic English grammar and be able to identify and apply the use of English grammar appropriately.

- Step 5: Write specific course objectives
To achieve the above goals, the learning objectives of this course are:
1. Comprehend and apply to use of parts of speech appropriately.
2. Identify and construct nominal sentences with predicate adjectives, adverbs, nouns, pronouns, prepositions, and conjunctions and their functions in sentences.
3. Identify verbs and construct verbal sentences with predicate verbs as well as able to change verbal sentences in a positive form, questions, and negatives
4. Construct nominal sentences with predicate adjectives, adverbs, nouns, pronouns, prepositions, and conjunctions, and construct and change nominal sentences in a positive form, questions, and negatives.
5. Construct sentences in the simple present, then change the sentence to question form, positive, and the simple present negative tense.
6. Construct present continuous tense, then change the sentence to question form, positive, and the simple present negative tense.
7. Construct simple past tense, then change the sentence to question form, positive, and the simple present negative tense.
8. Construct past continuous tense, then change the sentence to question form, positive, and the simple present negative tense.
9. Construct present perfect tense, then change the sentence to question form, positive, and the simple present negative tense.
Construct simple future tense, then change the sentence to question form, positive, and the simple present negative tense.

- Step 6: Write down resources
Required Text:
• Azar, B.C. 2001. Basic English Grammar. London: Longman Pearson Education.
• Azar, B. C. 2022. Understanding and Using English Grammar, Third Edition. London: Longman Pearson Education.
• Evans. V & Dooley. J. 2016. It’s Grammar Time. United Kingdom: Express Publishing.
• Seaton. A. 2007. Basic English Grammar. United States: Saddleback Educational Publishing.

Recommended Text:
• Baehaqi, I. 2018. A handbook of English Grammar. Yogyakarta: Media Ilmu

- Step 7: Write down the course schedule
Week 1 Parts of Speech
Week 2 Noun and Pronoun
Week 3 Verb, Adverb & Adjective
Week 4 Preposition, Conjunction & Interjection
Week 5 Simple Present Tense
Week 6 Present Continuous
Week 7 Simple Past Tense
Week 8 Mid-Term Test
Week 9 Past Continuous Tense
Week 10 Present Perfect Tense
Week 11 Simple Future Tense
Week 12 Final Exam

- Step 8: Write grading procedures
- Methods of students’ assessment
Course Assessment Remarks Percentage
Quizzes Individual 10 %
Discussion and QA Session Group 10 %
Writing Task Individual 20 %
Mid-Test Individual 20 %
Final Exam Individual 40 %
Total 100 %

- Grading Policy:
Grade Percentage (%) Grade value Point description
A+ 90 - 100 4.00 Excellent
A 85 - 89 3.67
A- 80 - 84 3.33
B+ 76 - 79 3.00 Good
B 72 - 75 2.67
B- 68 - 71 2.33
C+ 64 - 67 2.00 Enough
C 60 - 63 1.67
C- 55 - 59 1.33
D 50 - 54 1.00 Poor
F 0 - 49 0.00 Failing work

- Step 9: Write down other policies:

Attendance Students must attend at least 75% of the total attendance both virtual and face-to-face, and lecturers must record student participation as a form of class attendance.
Being late 15-minute lateness is considered absent.

Jawaban 12:

Step 1. write course decriptions :

Study Program : S1 English Education
Subject : Pronunciation Practice
Code : 8820302170
Faculty : Faculty of Languages and Arts
Semester/Credit Hours : 1/2
Pre-requisite : -
Lecturer(s) : Team

Description : This subject describes sound patterns of English. This explores the process of speech production that covers sound classification,
morpheme and allomorph, phonemes, allophones and their distribution, rules of phonology, syllable structure, supra segmental phonemes.
The phonological system of English is compared to other language systems to sharpen the view on the speech production processes and its
phonological rules.

Step 2. Formulate the goals and objective

Program Learning Outcomes
1. Being able to demonstrate English language proficiency as indicated by an English proficiency achievement equivalent to minimum
CEFR level B2. (PLO 1)

Course learning Learning Outcomes :
1. Making use of learning materials and IT to support teaching and learning process of English pronunciation subject
2. Understanding English pronunciation used in any levels of grammar
3. Being able to choose appropriate English sounds, stresses, and intonations used in daily conversations
4. Being responsible for using the appropriate English sounds, stresses, and intonations in daily conversations

step 3. put the course references
(1) Baker, Ann., and Marshall, Leslie. (2006). Ship or Sheep?: An Intermediate Pronunciation Course (3rd ed.). Cambridge: Cambridge
University Press.
(2) Jonathan, M. (2007) English Pronunciation in Use: Elementary. Cambridge: Cambridge University Press
(3) Jonathan, M. (2007) English Pronunciation in Use: Elementary. Cambridge: Cambridge University Press
(4) Jonathan, M. (2007) English Pronunciation in Use: Elementary. Cambridge: Cambridge University Press

step 4. declare the course materials

·       Problems in pronunciation letters sounds, sound groups, words, utterances.

·       Speech organs: the vocal cord, palate, teeth, tongue, lips.

·       Friction consonants: /f, v, θ, ð, s, z, ʃ, ʒ, h

·       etc

step 5 : explain the learning strategies

·       Lecturing, Discussion, Question-Answer.

·       Demonstration, Drilling,Discussion, Question-Answer

·       Demonstration,Drilling,Discussion,Question-Answer,Quiz 1

·       etc

step 6. explain the time allotment

·       4 x 50 minutes

·       2 x 50 minutes

·       4 x 50 minutes

step 7. declare the assessment
Pronounce these words and phrases correctly:
- proof
- prove
- think
- this
- fussy
- fuzzy
- clothing
- closing
- rubbish
- garage
- bought
- dog
- dock
- chin
- joke
- a dwarf stove
- a nice thing
- both sides
- a big pool
- a glass door

step 8. Grading
There will be four assessments:
• Classroom Participation : 20%
• Quizes : 30%
• Mid-term test : 20%
• Final test : 30%

Jawaban 13:

1. The case to be studied:
TEFL1 is designed for S1 students of English Education Students as one of a series of TEFL courses that need to be taken as one of the major subjects. 

2. The process
Step 1: Write the title page
Course name: TEFL 1
Credit: 3
Prerequisite: English education students
Semester: III

Step 2: Write the lecturer's information
Name: Dr Killa Junaidi
Email address: Killa.Junaidi@lecture.id
Contact number: 08123445566
Office hours: Monday: 14.00-16.00 Wednesday: 11.00-12.00

Step 3: Write the Course description
Course description
TEFL1, Teaching English as a Foreign Language, is designed for S1 students of English Education Students as one of a series of TEFL courses that need to be taken as one of the major subjects. The course equips students with the knowledge and skills required for teaching English as a foreign language in a practical setting. Additionally, students will be furthering their understanding of teaching standards in an international environment.

Step 4: Formulate the goals of the course
Course goal
TEFL 1 aims for students to learn teaching at a pre-entering level in an international teaching standard. Students will explore the knowledge of teaching and lesson planning and develop various teaching techniques and skills to be applied to their teaching.

Step-5: Specify course objectives
Course objectives
By the end of the course, the students will be able to show their ability to effectively teach general English as a foreign language to English senior high school students and English course students.

Step 6: Write down the resource
Required materials
Thornbury, Scott, and Watkins Peter. (2007). The CELTA course. University of Cambridge: Cambridge University Press.
https://www.britishcouncilfoundation.id/en/wider-work-english/courses-resources-teachers

Step 7: Write down the course schedule


Step 8: Describe the evaluation and grading

 

Step 9: Guide the students on how to study this course

Example: not all

Assignment 1 - Essay writing about the background of a student

Task description

Students need to write a 750-word academic essay about the background of a learner who will be observed on the second meeting of the course. The essay will be based on the interview and the general observation during that lesson. The paper is written based on APA, the 7th edition. It will be sent to the lecturer before the third session runs. 

Assignment 2 - Essay writing about analyzing students' needs

Students need to analyze students needs based on the second observation. They need to create a lesson based on their observation, the background of the students, and the program and analyze them to fit in a lesson. The study includes classroom activities, and the stages students would do during the teaching process. Students have to write.

Step 10: Mention any policies that you want your students to obey

1.    To get an outstanding result; besides, students have to submit all of the assignments without any lateness. Students also need to attend a class minimum of 80% of attendance. 

2.    Missed test: a make-up test with distinguished credit will be granted only in case of emergency and reasonable excuses. The students must contact the administrator and the lecturer by the test date. Any reasons after the date will be deducted from the credit.

3.    In a pair work, every member might have a different result. However, one of the credit criteria will include how both can tally the lesson as a whole.

Reference:
Soepriyatna. (2017). Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 14:

1. The case to be studied =
Conducting a Needs Analysis to develop a course syllabus that will be used to teach complete paragraph writing to second semester students in the English Language Education Department.

2. Each process in designing a course syllabus
- Write the title page =
Subject; Academic writing and speaking
Credit ; 4
Semester ; 2
Classroom ; K15
Class day Tuesday
Class time 07.30 – 10.00

-Write lecturer’s information =
Instructor name ;Dr. Munif, M. Pd.
Email ;Munifrudi109@gmail.com
Contact
(if necessary); 081367398725
Office phone ; (031) 3234751

- Write course description=
This course supports students' competence to understand English texts and express ideas using acceptable and coherent English with linguistic elements that are correct and in context related to problems. This course focuses on two English language skills, namely: writing and speaking in an academic context. The purpose of general instruction in this course is that students are expected to be able to express ideas by having complete paragraph writing skills and skills present in accordance with the paragraphs that have been written using acceptable and coherent English with correct and contextual linguistic elements.

- Formulate goal of the course & course objective =
1. Students are able to understand and identify the characteristics of introductory sentences
2. Students are able to identify topics and controlling ideas
3. Students are able to make a complete topic sentence
4. Students are able to identify and create supporting sentence in full
5. Students are able to identify how to make concluding sentence in full
6. Students are able to write introductory, topic, supporting, and concluding sentences using

-Write down resource=
1. Fazio, Gene et.al. (1990). Practicing Paragraphs. Chicago: Hold, Rinehart, and Winston, Inc
2. Greene, Anne E. (2013). Writing Science in Plain English. Chicago: The University of Chicago.
3. Jordan, R.R. (1999). Academic Writing Course. New York: Longman.
4. LeBeau, C. & Harrington, D. (2003). Getting Ready for Speech: A Beginner Guide to Public Speaking. Oregon: Language Solution, Inc.

- Write down course schedule in a table=
Week 1 Academic writing in English
Week 2 Introductory sentence (Subject and predicate)
Week 3 Topic sentences (active and passive sentences)
Week 4 Supporting sentences
Week 5 Supporting sentence and irrelevant sentence
Week 6 Concluding sentence and the varities of sentence
Week 7 Review introductory, topic, concluding sentence
Week 8 Mid-term Test
Week 9 Body language and bad body language
Week 10 Bad visuals, good visual
Week 11 Good body language, good visual, signposting
Week 12 Semester Test

- Describe evaluation and grading =
1. Class attendance 15%
2. Class performance 10%
3. Structured work (Homework, Question-answer) 10%
4. Mid-term test 30%
5. Semester test 35%
Total 100%

- write Policies and Procedures=
attendance : Student has to attent to the class at least 75 % face to face
late : 10 minutes late is absent
Final test : Student does not send final test it will not pass the course

Jawaban 15:

The case to be studied is “Motivating Students’ Perspective in Speaking for Students’ at 5^th semester in English Education Department in IKIP Siliwangi Bandung”.

Process in designing the course syllabus

Write the title page.

·       Course Name: Speaking for General Communication

·       Course Code: 4222622124

·       Credit (sks): 2

·       Semester: 5

Authorization.

·       Syllabus Designer Coordinator Name: Anita Anggraeni, M.Pd.

·       Expertise coordinator: Anita Anggraeni, M.Pd.

·       Head of Study Program: Dr. Irma Savitri Sadikin, M.Pd.

Write course description.

The activities mostly consist of speaking practice, lectures, and discussions. The students' achievement is evaluated based on their speaking performance in classroom activities as well as their participation.

Formulate goal of the course.

This course is designed to help students improve their ability to convey their ideas, emotions, and feelings in non-academic contexts using more formal language (introduction to formal English use in various public speaking activities).

Specify course objectives.

The activities mostly consist of speaking practice, lectures, and discussions. The students' achievement is evaluated based on their speaking performance in classroom activities as well as their participation. Focus should be placed on accuracy, communicativeness, fluency, and appropriateness. The subjects cover giving speeches, presiding over meetings, facilitating discussions, reporting, conducting interviews, debating, etc.

Write down resource

Language Improvement for English Techers. A Methodology and Training Book. British Council Book

Write down course schedule in table

Week-1	Orientation and learning objectives are explained, along with modules and courses, in the introduction.
Week-2	a. Giving Advice b. Clarifying c. Giving Suggestion
Week-3	a. Brainstorming b. Like and Enjoy c. Asking for d. Giving Permission
Week-4	a. Agreeing and Disagreeing b. Expending the conversation. c. Giving Examples
Week-5	a. Expressing Understanding b. Doing a survey c. Telling the result of the survey
Week-6	Starting a conversation Offering and Accepting or Refusing Food or drinks Asking for and Offering advice
Week-7	Expressing an Opinion Keeping Conversation going: by asking questions or by responding
Week-8	Midtest
Week-9	Talking about sports Taking a survey about sports Discussing survey Result
Week-10	Refusing to do something Asking for Explanation or Examples Giving and Getting Feedback
Week-11	Asking for help and answering the help Asking for direction Giving direction
Week-12	Asking for Clarification Understanding Emotion
Week-13	Telling some anecdotes Identifying a causal chain
Week-14	Presentation Preparation Taking a survey: How to overcome stress or How to be successful in learning
Week-15	UAS

Describe Evaluation and Grading

1. Grading formula

·       Unit test (including daily work): 70%

·       Midtest: 15%

·       UAS: 15%

2. Grading Scale

·       A: 85 – 100

·       B: 75 – 84

·       C: 61 – 74

·       D: ≤60

Guide the student how to study this course

·       Group discussion of the material

·       Students work in groups to create and practice dialogue.

·       utilizing the phrase how to present and conduct a survey

Mention any policies that you want your students to obey

·       The standards of speaking for general communication are integrated in this course, and meeting deadlines is crucial to every activity.

·       In order to arrange for finishing the work if you are unable to attend the class, you must consider orders appropriate information.

Jawaban 16:

1. The case to be studied
Needs analysis in the area of English for general purposes is rarely conducted, including English learning and teaching in elementary schools (Yalden,1985: 91; in Sukarno, 2008: 67). According to Richards (2001: 51-53), teachers have informally conducted needs analysis for years. The reasons are :
1. Teachers conduct needs analysis to specify contents in learning English. Teachers’ efforts to specify the contents of the learning are increasingly required when the English learning and teaching approach shifts from a teacher-centered approach to a learner-centered approach.

2. The second focus, needs in terms of ways of learning, derives from a conceptual framework of teaching English to young learners (TEYL). English in elementary school is delivered to young learners.

References:

https://statik.unesa.ac.id/s1pbing/file/ba2a6a93-b260-4509-9ffb-ff31b25ad0ae.pdf

Jawaban 17:

1. The Case to be studied:
Conducting Needs Analysis to develop a course syllabus that will be used to teach writing and Grammar to the first-semester students at the English Education Department.

2. Each process in designing a course syllabus
- Step 1: write the title page
Course name: Introduction Writing and Grammar
Course code: ESL01
Credit: 4
Semester: 1

- Step 2: Write the lecturer’s information
Lecturer: Dr. Sri Wahyuni , M. Pd
Contact: 0813-6677-8899
e-mail: sriwhyuni03@gmail.com

- Step 3: Write the course description
The use of proper English grammar when writing sentences and paragraphs is emphasized in Introduction to Writing and Grammar. Students learn pre-writing techniques and how to structure a paragraph with a theme sentence, two or three supporting sentences, and a closing sentence. Students will be able to compose narrative and descriptive paragraphs on a variety of subjects by the end of the course. Syntax, appropriate punctuation and mechanics, and word forms are all stressed. The present, past, and future tenses, irregular verbs, and question construction are all introduced.

- Step 4: Write the goal of the course
After completing this course, students are expected to be able to understand and be able to use of proper English grammar when writing sentences and paragraphs is emphasized in Introduction to Writing and Grammar.

- Step 5: Write specific course objectives
Upon successful completion of this course, students will demonstrate the ability to do the following:
1. write accurate simple and compound sentences using the grammatical structures studied in the course; apply the structures to their own writing;
2. generate ideas and prepare to write using simple prewriting strategies; write effective paragraphs using the modes of description and narration in supporting their ideas;
3. identify and use basic syntax using simple and progressive tenses;
4. identify the eight parts of speech.
- Step 6: Write down resources
Required Text:
- Basic English Grammar 3rd ed., Azar, B.& Hagen, S.
- Fundamentals of Academic Writing, Butler, Linda.

- Step 7: Write down the course schedule
Week 1 Using BE
Writing Assignment 1
Week 2 Using BE and HAVE
Writing Assignment 2
Week 3 Using the Simple Present
Week 4 Using the Present Progressive
Writing Assignment 3
Week 5 Midterms
Week 6 Talking about the Present
Week 7 Nouns and Pronouns
Week 8 Count and Noncount Nouns
Writing Assignment 4
Week 9 Expressing Past Time
Writing Assignment 5
Week 10 Expressing Future Time
Week 11 Final Exams


- Step 8: Write grading procedures
- Methods of students’ assessment
The following categories and percentages represent how your final grade will be determined.
- Participation/Homework/Preparation.20%
- Chapter Tests......................20%
- Paragraphs/Compositions............20%
- Midterms ..........................20%
- Finals.............................20%

- Grading Policy:
A=100%-90%
B=80%-89%
C=70%-79%
D=65%-69%
F=below 65%

- Step 9: Write down other policies:

1. It is very important that you attend all of your classes. A student this College is expected to attend classes in order to progress satisfactorily toward completion of course objectives. A student who is not meeting course objectives may be withdrawn from the course at the discretion of the instructor.
2. If you must be absent from class, it is your responsibility to find out what work you missed in class, as well as any homework assignments and announcements about tests.

Jawaban 18:

Case to be studied: Conducting Needs Analysis to develop a course syllabus that will be used to teach Paragraph Writing (3 SKS) to the second semester students at the English Education Department.

Jawaban 19:

1. The case to be studied
Conducting Needs Analysis to develop a course syllabus that will be used to teach Basic English Grammar to the first-semester students at the English Education Department
Each process in designing a course syllabus
Step 1: Write the title page
○ Course name: Basic English Grammar I
○ Course code: BAE-122
○ Credit load: 2
Step 2: Write the course description
This course is for intermediate ESP students and focuses on a deeper understanding of the form, meaning, and use of (e.g., connectors, comparisons, passive voice, count/noncount nouns, gerunds, infinitives, as well as adjective clauses, and noun clauses).
Step 3: Write the course objective
Upon the completion of this course, students are expected to be able to:
Understand the grammatical concept for; identify grammatical errors related to; apply appropriate grammar in sentences using (e.g., connectors, comparisons, passive voice, count/noncount nouns, gerunds, infinitives, as well as adjective clauses, and noun clauses).
Step 4: Decide and write the soft skills attributes that are required by the students
e.g., Active, Critical, Creative, and Discipline
Step 5: Write the number of meetings, meeting time, and class location. Class location is required to be written because many universities now apply hybrid learning methods.
14 topic-based meetings and 2 examinations
Zoom/Google Meet/e-Learning/WAG/Telegram. Please log in to elearning.university.ac.id> frequently to see any announcements or updates. The lecturer will use the site and WAG/Telegram to make announcements or notify you of any changes or updates and/or Room 102, Room 205.
Wednesday, 07.00 – 08.40; Friday 07.00 – 08.40.
Step 6: Write the delivery method
Lecture, Practice, Discussion, Assignments Step 7: Write the attendance policy
○ A minimum of 75% of the total number of lectures. (Permission is given for the case of hospitalization, death, or activities allowed by the faculty or university) ○ Students must attend the examination on the scheduled day.
○ Students must submit assignments at the set time.
○ Activating the camera during Zoom/Google Meet class is mandatory unless the lecturer tells the student(s)/the class otherwise.
Step 7: Write the evaluation
The evaluation comprises of
• In-class tasks: these class activities are conducted on a weekly basis wherein students are required to either individually or in pairs do the tasks provided in the module. • Quizzes: these are individual written tests which are conducted twice throughout the semester.
• Mid and final-term examinations: these are in-class individual written tests and are conducted based on the academic calendar set by the faculty.
• Participation, discipline, punctuality, and other positive attitudes are also considered for evaluating the final result gained by the students.
Step 8: Write the final score components
○ Assignments 10%
○ Quizzes 20%
○ Midterm Exam (UTS) 30%
○ Final Exam (UAS) 30%
○ Soft Skills 10%
Step 9: Write the recommended readings
e.g. Azar, Betty S. (2003). Fundamentals of English Grammar. (3rd ed). New York: Longman.
Step 10: Write the schedule for each week which comprises the main topic, sub-topics, and the readings

References
Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press. Hutchinson, T. & Waters, A. (1987). English for Specific Purposes. Cambridge: CUP.

Jawaban 20:

The case to be studied is a need analysis: the process of identification and evaluation of needs.
The process of designing a course syllabus is as follows:
1. Write the Title Page
The first step in designing a course syllabus is writing the title page. It provides information on the course name, course code, credit, prerequisite, and semester.
2. Write Lecturer's Information
The second step is writing the lecturer's information. It provides information on the name of the lecturer, address, e-mail, phone number, and office hours.
3. Write Course Description
The course description contains an overview of how to conduct the course and the students' need for commitment and participation.
4. Formulate the Goals of the Course
The syllabus designers need to write the goal of the course. It is the overall aim of the course.
5. Specify Course Objectives
Specifying the course objectives means breaking down the goals into more specific objectives.
6. Write the resource
The syllabus designer should write the resources that would be used in the course. It will help the student to prepare the resources needed.
7. Write down the Course Schedule in a Table
We should write down the schedule in a table to distribute the time allocation.
8. Describe Evaluation and Grading
The information on evaluation and grading will help the student prepare for the test well.
9. Guide the student on how to study this course
The teacher gives some tips or suggestions to the students so that they will learn well.
10. Mention any policies that you want your students to obey
Different lecturer or teacher and institution have different policies, and not all students understand policies. It is better to state the policies in the syllabus.

Jawaban 21:

1. The case to be studied
The case is developing a course syllabus. Syllabus describes the course aims that cover what will be done teachers and students, and the content of material that is paraphrased in its goals and objectives.

2. Each process in designing a course syllabus
Process in designing a course syllabus as stated by Breen, (2001) is as follows:
- Aims
The aims are written in goals and objectives of the syllabus.
- Content
The material used in the syllabus that is selected for the course to overall goals and objectives.
- Methodology
As a teacher, we must understand how to transfer the knowledge and skills to students, so it refers to how the course materials and activity delivered by the teacher and done by the students;
- Evaluation,is assessing outcomes of the learning activity and judging other elements of the curriculum.

Jawaban 22:

A. The Case
The School Principal of a Chemical Analyst Vocational School assigned an English teacher to design a syllabus to teach English for Work to XIII level students at the school. The course will be for one semester.

B. The process to design a course syllabus
Step-1: Write the title page
• Course name: English for work
• Prerequisite: No
• Semester: 1
Step-2: Step-2: Write teacher’s information
• Name: Leonie Mutiara, M. Hum.
• Email address: mutiara.leonie@gmail.com
• Contact number: 081932432231
• Office phone: (0251) 8323138
Step-3: Write course description
• This course is for chemical analyst fresh graduate to prepare for getting a job. The emphasis is on writing and conversation skills
Step-4: Formulate goal of the course
• After finishing all required lectures, the students are expected to be able to create application documents and be ready for a job interview.
Step-5: Specify course objective
• Use simple tenses to describe past activities
• Use simple tenses to describe present condition
• Use perfect conjunctions to compile ideas
• Combine ideas in a good structure
• Construct ideas into paragraph
• Comprehending question sentences orally
• Comprehending the purpose of the questions
• Construct sentences replying to the questions
• Construct natural sentences
Step-6: Write down resource
• https://www.indeed.com/career-advice/resumes-cover-letters/cover-letter-importance#2
• https://resumegenius.com/cover-letter-examples/recent-graduate-cover-letter
• https://www.livecareer.com/resources/cover-letters/how-to/write/entry-level-cover-letter
Step-7: Write down course schedule in a table
• Week 1: Unit 1
• Week 2: Unit 1
• Week 3: Quiz Unit 1
• Week 4: Unit 2
• Week 5: Unit 2
• Week 6: Quiz Unit 2
• Week 7: Discuss project result
• Week 8: Mid Sem Test
• Week 9: Unit 3
• Week 10: Unit 3
• Week 11: Role Play Unit 3
• Week 12: Role Play Unit 3
• Week 13: Quiz Units 3
• Week 14: Reflection Unit 1-3
• Week 15: Final Sem Test
Step-8: Describe evaluation and grading
Grading Formula:
• Personal project: 15%
• Quizzes: 15%
• Mid Sem Test: 30%
• Final Sem Test: 40%
Grading Scale:
• 90 - 100 = A
• 75 - 89 = B
• 60 - 74 = C
• 45 - 59 = D
• 0 - 44 = F
Step-9: Guide the student how to study this course
• Be active participants in the classroom
• Maintain a constructive and positive learning environment for the class
• Submit complete projects
• Attend all quizzes
• Attend Mid Sem Test
• Attend Final Sem Test
Step-10: Mention any policies that you want your students to obey
• Attendance
Students must at least meet the 80% of attendance. Information due to absence is a must.
• Classroom etiquette
Smartphones and electric devices are allowed to be used under teacher’s permission

Reference:
Soepriyatna. 2017. EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka