Diskusi 4 EFL Curriculum and Materials Development
.jpg)
Study the following objective in language learning:
“Students
should be able to write a-750 argumentative essay using appropriate text
structure”
Do you think the objective follows
ABCD model? Is it specific? Feasible? From the cognitive category, what level
does it belong to?
Jawaban 1:
The learning objective specifically defines the
goal or the purpose of the lesson. This reasonably signifies what and how to
teach for the teachers. This basis serves important expectation of what
materials are taught and skills the students need to learn and retain in order
to establish those learning objectives. Here, O'Loughlin (2022) suggests that
teachers must evaluate weaknesses and strengths when structuring curriculum
objectives. This is because the teachers are required to know more earlier
about the students’ writing competence (weaknesses and strengths) and to be
able to provide the appropriate related assessment program in order that the
students can still improve and develop their language skills represented by
desired learning behaviors under desired conditions and degrees. At the end of
the program, they can generate an argumentative essay with the correct
structure, and great content writing that can inform, persuade, and convince
the readers to change their minds with a better understanding of the topics
given, and a wide range of correct grammaticality and syntactic structures. The
accompanying assessment program for writing an argumentative essay must be
administered gradually, continually, and sustainably.
In relation to ABCD model as the learning
objective, the teachers intentionally determine the exact path of achieving
specific learning objectives at the exact condition and degree. To this matter,
the behavior is observable and measurable. In other words, this already
fulfills the specifications and feasibility of conducting a teaching-learning
process with the exact target. Besides, the set objective aforementioned
represent the cognitive level of creation based on Bloom’s revised taxonomy. In
this category, the students work hard to empower the continuum of their
competence encompassing their schemata (background/ prior knowledge), the
culture that provides them support and guidance as they develop knowledge and
thinking skills, cognition in terms of sufficient knowledge of vocabulary and
their meaning, grammar and syntactic structures, and etc. These supporting
components will interact for each other and affect the ways they put the ideas
in the form of intelligible written communication. Moreover, that objective is
also directed to inculcate active learning because the students are taught how
to collect, process, and apply information. Owing to the explanation above,
learning objectives are actually linked to delivery of content and assessment
as three important components of the curriculum to obtain the maximum benefit
in which Biggs (2003) calls this type of process as the constructive alignment.
Thus, the A.B.C.D. method writing objectives is an excellent starting point for
writing objectives (Heinich et al., 1996 in Khan et.al, 2012).
Reference
Biggs, J. 2003. Aligning Teaching and Assessing to Course Objectives.
In Teaching and learning in higher education: New trends and innovations (pp.
13–17). Oliveira de Azeméis, Portugal: niversity of Aveiro.
O'Loughlin, Cody. 2022. How to Develop Learning Objectives for Your
English Lesson Plan: Ensuring Your Students Hit Their Language-Learning Goals.
https://nytlicensing.com/latest/methods/develop-learning-objectives-english/.
Accessed October 8, 2022.
Khan, Thamkin et.al. 2012. Learning Objectives: “Perfect is the Enemy
of Good!”International. Journal of User-Driven Healthcare, 2(3), 45-63,
July-September 2012.
https://www.researchgate.net/publication/276461674_Learning_Objectives.
Jawaban
2:
Taken from the module, what Soepriyana says, goals and objectives are prominent
in developing a course since they will take part in identifying course
contents, teaching-learning process, and assessment. Clear goals and objectives
will help students learn and organize what students need to do to achieve their
goals. In the module, there are also some differences between goals and
objectives. Goals are broad, and objectives are more detailed. However, good
goals will lead to good objectives. A well-written objective will show what
students/learners are expected to do and recognize if a task is completed. It
is also precise and feasible. (2016: 4.13 -4.16). Soepriyana also mentions a
common instructional objective model used by educators from any discipline
following ABCD, A = audience, B = Behavior, C = Condition, and D = Degree.
Breaking down the objective above, I think that objective has followed the ABCD
model, making it specific and feasible.
A = Students
B = able to write
C= a 750 argumentative essay
D = how well the behavior should be done - using appropriate text structure.
Regarding the cognitive category, I think this objective is classified into
" creation " (2016: 4.18) since after learning appropriate text
structure, the students can compose (write) the essay. The learned material is
an appropriate text structure, and the situation is argumentative. Students
will learn about kinds of text structures and, to be specific, an argumentative
structure, and finally, students can compose a 750 argumentative essay.
Thank you, Ibu
Reference:
Soepriyatna. 2016. EFL Curriculum and Materials Development. Tangerang
Selatan: Universitas Terbuka
Jawaban 3:
A.First
I feel interested to comment on your post.Yes I do agree with you.The
objective above is specific and feasiable.Why?,because the objective above has
already presented what scope that the students are expected to do at the end of
the unit /lesson,in this case ,the material is about argumentative essay.At the
same time the objective above is feasible,since we can infer that in the
learning process the teacher has been given the adequate insight toward the
materials because the learning process conduct based on the objective.So we can
ensure that the performance /behavior that is expected to do meet the students'
competency .We need to always remember that the Learning objectives should be
brief, clear, specific statements of what learners will be able to do at the
end of a lesson as a result of the activities, teaching and learning that has
taken place. They are sometimes called learning outcomes.
B.Second,in the part of the cognitive level we have different view.In my view
the objective above is belong to application level,since in writing the argumentative
essay the students apply their knowledge which has been got before in
accomplish the performance/behavior expected.On the other word,the student
apply the learned materials in new topic.
C.Next,I am not really sure the objective above follows the ABCD models.I can
find the A,B,D,but not for the C.I think the objective miss one items of the
model,which is the C(in what kind of condition we want our students able to do
the performance /behaviour)
DEAR SIR...
please give the feedback on my doubt toward the model,is it follow the ABCD
model or otherwise??
Jawaban 4:
Text
Argumentative is one of the lesson material for students that belongs to the
teaching of monolog text. As we all know that Bloom Taxonomy offers a framework
for categorizing educational goals that students are expected to attain as
learning progresses.
Learning objectives can be categorized as the goals that should be achieved by
the students at the end of a lesson. The objectives of a lesson describe the
knowledge and competencies that we want for our students to learn from our
lesson. Your choice of materials, topics and logical structured presentation of
a lesson has a direct influence on the objectives or goals you want your
students to achieve.
This process can be simplified by following a basic formula: The ABCD approach.
By using this formula, you will be able to create clear and effective
objectives. It consists of four key elements: (A) Audience, (B) Behavior, (C)
Condition, and (D) Degree. I assume that the model is encouraging all students
in critical thinking process through the writing argumentative essay. Audience=
the students. Behavior=classification of the students related with their skill
in writing argumentative essay. Condition=the 750 words argumentative essay
using appropriate text structure. Degree= the level of writing the essay and
the assessment given regarding with the text made by the students.
Bloom identified six levels within the cognitive domain, from the simple recall
or recognition of facts, as the lowest level, through increasingly more complex
and abstract mental levels, to the highest order which is classified as
evaluation.
The level of cognitive category that the students’ activity in writing around
750 words in their writing essay as the part of gaining their capability of
knowledge of observing the reality. The activity in writing argumentative essay
is part of level of cognitive. In my perspective that Application refers to the
ability to use learned material in new and concrete situations. such things as
rules, methods, concepts, principles, laws, and theories. The structure of
argumentative text as become the application on the students capability in
their brain and the students can gain the competence in the third level after
they pass the level knowledge and comprehension. Learning outcomes in this area
require a higher level of understanding than those under comprehension. In the
part of application, the students will learn in apply their knowledge and their
understanding regarding the perspective of observation for social phenomenon
and the students learns to explore themselves. The students’ capability in
apply their cognitive skill into their writing an argumentative essay. In this
case, they can explore themselves in convey their views and arguments for
supporting the topic of argumentative essay clearly and structurally.
Thank
you....
References:
Soepriyatna. 2016. EFL Curriculum and Materials Development. Tangerang Selatan:
Universitas Terbuka.
https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach
https://repository.uinjkt.ac.id/dspace/bitstream/123456789/59169/1/1117014000087_Maulidini_Aulia_Tasya.pdf
Jawaban 5:
The ABCD formula (Audience, Behavior, Conditioning, Degree) was put forward by
Baker (1971), that a good learning goal is to contain elements of Audience,
Behavior, Conditioning, Degree, usually the Conditioning (C) element is at the
beginning of the goal sentence, followed by other elements.
The ABCD Model breaks down a well written learning objective into 4 parts :
- A ( Audience ) : Who will be doing the behavior?
- B ( Behavior ) : What should the learner be able to do? What is the
performance?
- C ( Condition ) : Under what conditions do you want the learner to be able to
do it?
- D ( Degree ) : How well must the behavior be done? What is the degree of
mastery?
From the following objective in language learning:
“Students should be able to write a-750 argumentative essay using appropriate
text structure”
The model can be realized into :
• A : Students
• B : Write
• C : -
• D : a - 750 argumentative essay using appropriate text structure.
From the results of the analysis above, the learning objectives do not follow
the ABCD model, because the C - Conditioning process is not written in the
learning objectives. However, this objective in language learning is specific
and feasible, because the C process in the learning objectives may be carried
out when students listen to the teacher's explanation at the beginning of
learning, so this is categorized into the "Application" level, namely
applying what is learned into new situations.
Thank you Ibu,
Jawaban 6:
The
ABCD learning objective model consists of 4 elements, namely:
1. Audience (Participants)
Identification of training participants is important in formulating learning
objectives. Some things that need to be considered from the training
participants include, who is the target of the training program that will be
prepared? What is their current level of knowledge? What kind of language
should be used? And how best to meet the needs of this group?
2. Behavior
The behavior in this section refers to the behavior that the trainee must
exhibit at the end of the learning session. In determining behavior, it must be
as specific as possible and avoid words that are difficult to measure, such as
knowing, understanding, etc. Verbs that can be used, such as “demonstrate”,
“identify”, etc. To determine this verb, you can refer to Bloom's taxonomy which
has been described in the previous article.
3. Condition
The conditions in this section refer to the conditions under which the trainee
is expected to achieve the targeted behavior. This condition can be interpreted
as a stimulus for participants. Usually this condition is given in the form of
a noun that can help participants in achieving the desired behavior.
4. Degree
This last element is used to measure the achievement of learning objectives.
This relates to the second element, behavior. In the second element it is
emphasized that the determination of the verb must be specific and measurable.
In this element, the measurement standards are further explained.
“Students should be able to write a-750 argumentative essay using appropriate
text structure”
The above learning objectives according to the ABCD learning objective model
can be explained as follows:
The above learning objectives according to the ABCD learning objective model
can be explained as follows:
• Students as Audience (A)
• should be able to write as Behavior (B)
• using appropriate text structure as Conditions (C)
• a-750 argumentative essay as Degree (D)
The learning objectives can be done because they meet and match the ABCD
learning objectives model.
This learning objective has also been included in the cognitive category level
3 because at this level it is about students' abilities in logic and reasoning
(reasoning), analyzing, evaluating and making.
Demonstrate mastery and deep understanding of the subject. In addition to being
able to apply ideas and concepts in ordinary and general circumstances,
students are also required to be able to apply them in various ways.
Able to synthesize, analyze and evaluate any ideas and information into the
required context.
Describe the connection between information and concepts into a form that suits
your needs.
Can interpret every complicated idea in the learning material.
Can explain an idea from reality in easy-to-understand terms.
Jawaban 7:
According
to Soepriyatna (2016: 4.14), objectives are broad statements of desired
outcomes. There are no precise procedures, components, or methods for achieving
goals. However, excellent targets result from good goals. Typically, goals are
expressed as abilities that are further detailed as targets. The A. B. C. D.
technique might be helpful when composing learning objectives and outcomes. The
ABCD model is a typical educational aim model used by educators from various
fields.
Additionally, the audience is represented by the letter A. The letter B
follows. Wordplay on "behavior." The letter "C" stands for
"condition." D is for "degree." If you want to understand
how to develop clear educational goals, the ABCD model is a fantastic place to
begin. An objective has to include the following information: 1) The kind of
students for whom the objective is written (such as English as a Second
Language, Adult Basic Education, or General Equivalency); 2) Behavior the verb
that describes what the audience will be able to do (e.g., describe, explain,
find, communicate)3) Condition the circumstances in which the audience will do
the activity (for example, when a learner buys medicine from the pharmacy, he
or she will be able to read the dosage instructions): 4) The extent to which
the act was accepted (i.e.. how well the learner performs the behavior). All of
these components should be present in the aim. However, they need not be listed
in this specific sequence (ABCD) (Thomlinson and McTighe, 2006).
1.
Do you think the objective follows the ABCD model?
It has some similarities to the ABCD concept but is not quite there yet.
2. Is it specific?
No, it is not. The are no limitations on how many words of an argumentative
essay a student should write. The objective above should limit the number of
minimum words in creating an argumentative essay so that the students can write
more precisely the number of words they should write in the text. The objective
should be like this “Students should be able to write a-750 words of an
argumentative essay.” Besides, in terms of Condition (C), the objective does
not specify the duration of students writing the essay. The objective should be
like this “Students should be able to write a-750 words of an argumentative
essay using appropriate text structure in a class of 60-hour English course.
3. Is it feasible?
Yes, it is feasible. The objective can be applied as long as the objective maker
specifies the duration. The views of Soepriyatna (2016:4.16) and the author
coincide here. He stresses the need to have realistic and specific goals.
Unclear and undefined goals are useless.
4. From the cognitive category, what level does it belong to?
Soepriyatna explains (2016: 4.18) that in order to develop a solid goal, you
need to focus on using action verbs. An action verb (in this case,
"write") is used to define the desired student behavior in the
objective, as mentioned above. The action verb is under the Application level
of the cognitive hierarchy. This factor is based on Bloom's Taxonomy of
Cognitive Objectives for Education.
http://mason.gmu.edu/~ndabbagh/cehdclass/Resources/IDKB/bloomstax.htm
At this level, Application refers to using learned material in new and concrete
situations. This may include the application of such things as rules, methods,
concepts, principles, laws, and theories. Learning outcomes in this area
require a higher level of understanding than those under comprehension. The
Verbs that can be used are apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve, use, and
write.
Thank you for the opportunity.
References
Soepriyatna. 2016. EFL Curriculum and Materials Development.
Tangerang Selatan: Universitas Terbuka
Tomlinson,
C. A., & McTighe, J. (2006). Integrating Differentiated Instruction
Understanding by Design: Connecting Content and Kids. Alexandria, VA:
Association for Supervision and Curriculum Development
http://mason.gmu.edu/~ndabbagh/cehdclass/Resources/IDKB/bloomstax.htm
Jawaban 8:
Learning objectives are statements
that describe what the learner will able to do after completing the instruction
whether it is a course, or a class. Learning objectives specify what learners
will be able to perform or to be considered competent. When we refer to
learning objectives, we are talking about specific learning objectives, not
goals, not aims or not general objectives, but specific objectives that tells
exactly what the learners should be able to do at the end of lesson. These are
written in very measurable specific terms. Anyway different terms are used in
different work spaces. Therefore, it is beneficial for us to be exposed to as
many terms as possible.
Based on the definition above, we
need good learning objectives because it guides us in planning a lesson, in
using of teaching techniques, and in selecting the assessment and evaluation
methods. On the other hand, it provides us an effective and efficient tool for
course planning and ensures the development of valid and reliable assessment,
and it helps in selection of instructional content, suitable teaching
techniques and evaluation methods. If we see in the students’ side, I believe
that objectives should be stated before begin the course content, and tells
exactly what is expected and any necessary for success.
We now examine the ABCD method (Audience,
Behavior, Condition, Degree). As we know, the ABCD method of writing objective
is an excellent starting point for writing objectives. In this system, A is for
audience “who are your learners?”, B for Behavior “what do you expect them to
be able to do?”, this should be an observable behavior. Even if the actual
behavior is covert in nature, if we cannot see it, touch it, or hear it, we
cannot be sure that our audience really learned it. C for Condition, “how under
what circumstances or context will the learning occur?”. The last one is D for
Degree, “how much will be accomplished?” or “How well will the behavior needed
to be performed and to what level?”
“Students should be able to write
a-750 argumentative essay using appropriate text structure”
A : Students
B : should be able to write an essay
C : using appropriate text structure
D : approximately in 750
argumentative
Thank you very much.
Jawaban 9:
The
goals that a learner should accomplish at the end of a class are known as
learning objectives. The fundamental knowledge and abilities that we want our
students to learn from our class are described in the lesson's objectives.
According to Robert Mager, learning objectives should be precise, quantifiable
goals that support students' learning as well as instructors' instruction.
The ABCD model of instructional objectives is a simple formula that can be used
to streamline this process. You can establish precise and useful objectives by
utilizing this formula. It consists of four key elements: (A) Audience, (B)
Behavior, (C) Condition, and (D) Degree.
A - Audience :
Determine who will achieve the objective.
B - Behavior :
What? What do you expect them to be able to do? This should be an overt,
observable behavior, even if the actual behavior is covert or mental in nature.
If you can't see it, hear it, touch it, taste it, or smell it, you can't be
sure your audience really learned it.
C - Condition :
How? Under what circumstances or context will the learning occur? What will the
student be given or already be expected to know to accomplish the learning?
D - Degree :
How much? How much will be accomplished, how well will the behavior need to be
performed, and to what level? Do you want total mastery (100%), do you want
them to respond correctly 80% of the time?
For instance, ABCD model in this learning objective “Students should be able to
write a-750 argumentative essay using appropriate text structure” can be
illustrated as follows:
A - Audience : students
B - Behavior : write an argumentative essay
C - Condition : - (There's no condition that meets the requirement)
D - Degree : 750 words with appropriate text structure
This learning objective has fulfilled model ABCD in specifying instructional
although it doesn't have a condition criterion since there may be times when it
is not necessarily added. In addition, it's specific enough as it breaks down a
broad topic into manageable components, and they are explicit about the desired
outcomes related to these components. Furthermore, it's also feasible since it
stated a reasonable number of words the students need to write.
In terms of cognitive level, this learning objective is categorized into
evaluation in Bloom's Taxonomy. To complete this task, the students must be
able to make judgments about knowledge, make decisions and supporting views,
and have an understanding of the topic.
Reference:
http://www.cusoeprofessionaleducation.org/uploads/2/9/5/8/29585257/writig_objectives_abcd2014.pdf
https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
Jawaban 10:
I
think the objective in language learning: “Students should be able to write
a-750 argumentative essay using appropriate text structure” fulfils the ABCD
model. A means audience. The audience in objective language teaching is the
people who will be doing the behaviour, so the Audience is “Students”.
Meanwhile, B is Behaviour. It is what should the audience be able to do or the
performance that should the audience show. It is usually in the form of an
action verb. The behaviour in this learning objective is “should be able to
write an argumentative essay”. Condition (C) is “using appropriate text
structure” under what conditions you want the learner to be able to do. The
text must be 750 words the degree that should the students fulfil.
In terms of preciseness, the objective is quite specific enough. Preciseness
means that the objective must not vague and ambiguous. The specification and
preciseness are shown from its criterion and degree.
In terms of feasibility, the objective is feasible enough. The feasibility of
the learning objective is that it should be realistic. The requirement of the
task is feasible or it is still in the scope of the student’s ability?
In terms of cognitive category, the objective can be categorized into creation.
The action verb “write” belongs to creation. The creation level is compiling
component ideas into a new whole or proposing alternative solution(Soepriyatna,
2019).
References
Soepriyatna. (2019). EFL Curriculum and Materials Development. Universitas
Terbuka.
Jawaban 11:
A good objective should have three components according to Mager,1975 as cited
by Brown 1995) They are performance (what the students will be able to do),
condition (important conditions under which the performance is expected to
occur), and criterion (quality or level of performance that will be considered
acceptable.
In my opinion, I think the objective follows ABCD model;
(A)udience, “the students”
(B)ehaviour, “to write argumentative
(C)ondition, “a-750 argumentative essay
(D)egree,”at least 750 argumentative essay using appropriate text structure.
Furthermore, yes, it is specific and feasible. Then, for cognitive category, It
is categorized into " creation " (2016: 4.18) because this objective
ask the students to be able compose (write) the essay at least 750
argumentative essay after learning appropriate text structure. It means
students create a writing. What is learned: They learned appropriate text
structure, and use it to write a 750 argumentative essay.
Thankyou in advance
Jawaban 12:
Yes,
I think so that objective be able followed by ABCD model. It is spesific and also
feasible. Here is the cognitive category level belong to :
Learning objectives can be identified as the goals that should be achieved by a
student at the end of a lesson. The objectives of a lesson describe the base
knowledge and skills we want our students to learn from our lesson. Simply put
it’s what the student can do after they unit has been introduced. Your choice
of materials, topics and logical structured presentation of a lesson has a
direct influence on the objectives or goals you want your students to achieve.
Having a clear learning objective assists the facilitator or teacher in the
basic course design. It helps with the creation of assessment, which in return
showcases the student’s ability to achieve the objectives through collecting
data. Monitoring a student’s progress throughout the learning process is vital
to understand whether they are able to reach the learning objective or not.
Furthermore, assessing students help the teacher to realize whether teaching
methods should be adjusted or not.
Having specific goals help the logical flow of a lesson. It’s vital that a
lesson is tailored to achieve detailed lesson objectives. In order for the
lesson to have a positive and constructive outcome. Basically, to make sure
that students achieve the aim of the lesson.
This process can be simplified by following a basic formula: The ABCD approach.
By using this formula, you will be able to create clear and effective
objectives. It consists of four key elements: (A) Audience, (B) Behavior, (C)
Condition, and (D) Degree.
A-Audience: Determine who will achieve the objective.
B-Behavior: Use action verbs (Bloom’s taxonomy) to write observable and
measurable behavior that shows mastery of the objective.
C-Condition: If any, state the condition under which behavior is to be
performed. (Optional)
D-Degree: If possible, state the criterion for acceptable performance, speed,
accuracy, quality, etc. (Optional)
Audience
First you need to establish what prior knowledge your students have. Assess
whether your students know any of the materials you want to present. What
experiences do they have prior to coming into the classroom? By taking into
account their valuable prior-knowledge you will be able to create an innovative
lesson, with unique content. Content that your students don’t know about yet.
Prior knowledge can be assessed by giving all students a pre-test or a
pre-course quiz. It’s vital to accurately understand a student’s prior
knowledge to avoid misconceptions and misunderstandings. In this way you can
avoid repeating information they already know as well as adjust your learning
objectives accordingly.
This also gives you the opportunity to get to know your students that will help
you adapt your teaching styles and methods. It’s important to know what
motivates your new audience, what are their values and personality types. You
can also discover what kind of learners they are. By assessing your students’
prior knowledge, you can add activities and worksheets that they will find
interesting and can relate to.
Now, you can also make sure that the content you want to present are relevant
to their reference frameworks. You can add extra materials and topics to
challenge them and to tailor the learning objectives to the skills that they
need to obtain and not the skills they already have.
After identifying your Audience by keeping the above-mentioned alternatives in
mind you can start writing down your learning objectives. Usually it starts
with a phrase like,
“After reviewing this section, students will be able to…” or “After completing
this activity, learners will be able to…”
Behavior
It’s quite simple to understand the different behaviors shown by students. By
using the Blooms taxonomy theory, you could classify individuals into three
different groups by assessing their intellectual behavior. Behavior can be
assessed by observing and measuring a student’s ability to apply new skills
they have learned and how they display knowledge of the new skills.
Here is a list of the classifications by the Bloom’s Taxonomy to measure
proficiency and competence from a learner:
Bloom states that learning occurs in three different learning domains:
Cognitive, Affective, and Psychomotor.
Cognitive domain learning refers to the student’s ability to think and use
their brain power. Psychomotor domain learning refers to a student’s physical
ability to use an instrument or tool. Affective domain learning refers to the
student’s ability to resolve conflict and their emotional stability and growth.
Cognitive Domain
The cognitive domain is further divided into two sub-categories: Cognitive
process dimension and the Knowledge dimension.
1.Cognitive process dimension
This domain involves the process we use to apply and showcase our intellectual
skills. Ranked from lower to higher order complexities: remember, understand,
apply, analyze, evaluate, and then finally create.
2.Knowledge dimension
Students have different ways of showcasing and applying their knowledge just as
much as they learn in different ways:
Metacognitive: Learners focuses on contextualizing, self-knowledge, strategy,
and cognitive tasks.
Conceptual: Learners focuses on theories, assemblies, categories and groupings,
ideologies and generalizations.
Factual: Learners focuses on facts, specific details and terminology
Procedural: Learners focuses on using different algorithms, techniques and
methods, following step-by-step guidelines for specific scenarios.
Basically, the cognitive domain refers to the kind of intellectual learners we
are whereas the knowledge domain identifies the ways in which we use knowledge.
The cognitive process levels are categorized from lower-order to higher-order
thinking skills: remember, understand, apply, analyze, evaluate, and create.
Affective Domain
This domain refers to the emotional capability of an individual and in which
ways they act and react towards is. It puts emphasis on five subjective
influences such as values, emotions, motivations, appreciations, and personal
attitudes.
The five levels under the Affective domain refers to Characterizing – To be
able to manage and resolve. Organizing – to be able to formulate, balance and
discuss. Valuing – To be able to support and debate. Responding – To be able to
volunteer, work together and to follow, and Receiving – To be able to differentiate,
accept and listen.
The learner can be affected and influenced in many different ways. Learning
objectives need to meet the different needs of a learner.
Psychomotor Domain
Psychomotor domain is the learning and combination of old and new skills that
involves physical movements.
Once you understand the behavior of your learners you will be able to adapt
your learning objectives according.
Condition
The third step in the ABC procedure is looking at the different conditions. Ask
yourself when writing your lesson aims and objectives – What conditions am I
surrounded in?
This can also refer to specific tools and materials a student may need to apply
in the lesson as well as the classroom situation. If you have a very small
classroom you can’t have a lesson objective where students should roam around
and ask each other questions. You won’t get the outcome you desire. Do your
students have the necessary equipment to be able to perform and achieve the
lesson objective?
Think practically – What kind of equipment is available to you, are they
necessary in order for you to achieve the aim? What kind of equipment should
not be allowed in the classroom? Will the conditions of having too many things
in the classroom be disruptive and hinder the learning outcome?
Remember that conditions influence the learner’s performance and in effect the
overall behavior. The following examples does not describe conditions:
a. Given a three-part lecture.…
b. After completing this unit….
c. Given that the student has passed an introductory course….
Degree
The last step in the ABCD Approach is ‘Degree’. This basically refers to the
level in which a learner should perform for it to be seen as credible. The
learning objective should either be at its highest level, which means that the
student can produce the aim with precision and without any mistakes. Leading to
the lowest level where the student can’t produce the aim at all and are making
many mistakes.
To which degree should the students be assessed against to be classified as
‘achieving the aim’?
The degree can be described as: A student can “successfully construct” or A
student can “accurately describe.” Be sure to elaborate on ‘successful’ and
‘accurate’ to make sure the students are fairly assessed.
You can be more specific in your assessment criteria in stating: A student can
“list all 12 moving parts” or A student can “name all parts of a machine.”
When writing down the degree to which students are assessed in your learning
objective make sure that it’s stated accurately. Unacceptable criteria are
vague for example: “must be able to make 80 percent on a multiple-choice exam”
or “must pass a final exam” or “to the satisfaction of the instructor” are not
precise enough and can’t count as a degree.
Rather change “To the satisfaction of the instructor” to “according to an
instructor-supplied checklist of criteria.”
The assessment criteria should be easily measured by looking at the student’s
performance.
Many instructors, teachers and facilitators don’t value the importance of
writing learning objectives. It’s vital to any class and should be given some
thought. Learning goals, aims and objectives should be very clear before doing
any kind of lesson plan. A teacher should know what they are working towards in
order for students to reach their full potential and achieve the aim of the
class. Writing a decent and thorough learning objective shows competency and
skill of the instructor.
Using the ABCD method (Audience, Behavior, Condition and Degree) will help you
clarify your learning objectives and ultimately help you and your students
achieve a better outcome.
Jawaban 13:
Curriculum
development, syllabus design, and program design begin with needs assessment,
goal formulation, and finally the goal specification. In the modules I have
read that goals are formulated as broad statements about the desired
achievement and in goals there are no specific Steps, components and ways to
achieve them. Goals are usually formulated in skills which are then detailed
into goals. The instructional objective model used by educators is to follow
the acronym ABCD, which means (A) audience, (B) behavior, (C) condition, (D)
degree.
In my understanding that the objective “Students should be able to write a-750
argumentative essay using appropriate text structure” is specific and
cognitive.
The student = A (audience) / objective 1
Write argumentative essay= (B) behavior
a-750 argumentative essay= (C) condition
at least a-750 argumentative essay using appropriate text structure= (D) degree
the conclusion is that objective 1 fulfills the ABCD model in determining
instructional objectives. In this case, the goal is that students are asked to
(write) essays of at least 750 argumentative essays after they have studied the
structure of the appropriate text, then the material studied is that they study
the structure of the text.
Reference:
Soepriyatna. 2016. EFL Curriculum and Materials Development. Tangerang Selatan:
Universitas Terbuka
Jawaban 14:
A learning
objective is the teacher’s purpose for creating and teaching their course.
It is specific that the teacher wants the course to raise. It is in line with
Brown, who said that an instructional objective is defined as specific
statements that describe particular knowledge, behavior, and/or skills that the
students will be expected to know or perform at the end of a course or program.
(Brown, 1995).
Audience = students
Behavior = should be able to write
Condition = a-750 argumentative essay
Degree = using appropriate text structure
It is also feasible. Since the students go through sequence of learning
activities as their process to comprehend and construct their knowledge then
finally, they are able to produce writing.
Since the students are asked to write an argumentative essay, it means that
writing is about apply their knowledge after comprehending the materials. So,
it belongs to “application” category.
Thank you
Reference:
Soepriyatna. 2017. EFL Curriculum and Materials Developments. Universitas
Terbuka.
https://study.com/academy/lesson/comparing-goals-learning-objectives.html
https://www.easygenerator.com/en/blog/how-to/learning-objectives--vs-learning-outcomes/
Jawaban 15:
1. Referring the Bloom’s Taxonomy, the objective follows the ABCD model in
specifying the learning objective.
A = Audience/ who will achieve the objective (Students)
B = Behavior/ what should the students be able to do (to write an
argumentative essay)
C = Condition/ the condition that the students should behave (write a -750
argumentative essay)
D = Degree/ how well the students should behave (students should use
appropriate text structure)
2. The objective is feasible because the students are expected
to reach 750 words in creating an argumentative essay which is reachable to do.
However, the objective is not specific enough in terms of
specifying the degree (using appropriate structure). It might be clearer if the
objective also mentions the language features in expressing argumentative
essay. For example: Students should be able to write a-750 argumentative essay
using the text structure of simple present and appropriate conjunctions to
combine ideas in an argumentative essay.
3. The cognitive category of the objective is application, where
the students are expected to apply the learning material into real action or
actual situation. What is learnt by the students = appropriate text
structure to be used in argumentative essay.
Reference:
Soepriyatna. 2017. EFL Curriculum and Materials Developments. Universitas Terbuka.
https://www.academia.edu/36189319/Apply_Taxonomy_Bloom_in_Lesson_Plan
https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
Jawaban 16:
Specific
and formulated objectivea will help students to identify the material,
assessment, and teaching-learning process. The students are guided by having
clear objectives regarding what they need to learn and how to proceed in
achieving them.
ABCD is an instructional objective model that is very common.
A = Audience = who will be doing the behavior
B = Behavior = what should the learner be able to do? what is the performance?
C = Condition = how well the behavior must be done. what is the degree of
mastery?
D = Degree = how well the behavior must be done. what is the degree of mastery?
"Students Should be able to write a 750 argumentative essay using
appropriate text structure"
A = Students
B = able to write
C = using appropriate text structure
D = a-750 argumantatuve essay
the objective above is in Analysis cognitive category since the students will
be applying learned materials to actual or new situations.
Thank you Ibu
Jawaban 17:
An instructional objective model used by teachers follows the acronym ABCD:
A=Audience, B=Behavior, C=Condition, D=Degree.
• A: Audience: Who will be doing the behavior?
• B: Behavior: What should the learner be able to do? What is the performance?
• C: Condition: Under what conditions do you want the learner to be able to do
it?
• D: Degree: How well the behavior must be done? What is the degree of mastery?
This ABCD model is a good starting point when learning how to derive
well-stated instructional objectives.
The instructional objective:
“Students should be able to write a-750 argumentative essay using
appropriate text structure”.
This objective can be realized into:
A: Students
B: write a 750 argumentative essay
C: -
D: using appropriate text structure
· This
objective does not fulfill the acronym ABCD. There is no ‘C’ section in this
statement.
· This
objective seems not feasible too, realizing the number of available hour.
· In
term of cognitive level, the objective is categorized into ‘creation’ level.
Creation means putting elements together to form a new coherent or functional whole e.g. write a thesis, compose a poem, create a narrative, etc. Appropriate learning outcome verbs for this level include: arrange, compose, construct, create, design, write, etc.
Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan: Universitas Terbuka.
Jawaban 18:
“Students should be able to write a-750 argumentative essay using appropriate
text structure”
DISKUSI 4 EFL CURRICULUM
Do you think the objective follows ABCD model? Is it specific? Feasible? From
the cognitive category, what level does it belong to?
I think the objective doesn’t follow ABCD model, because ABCD model is not a learning
model. It is not like CTL, Cooperative Learning, GBA, Direct Method, Grammar
Translation Method, etc, but it is just a type of the principles in formulating
the lesson plan. So, it has no relation with the objective above that is
emphazied on writing skill.
It is not specific, and not feasible because the cognitive category does not
belong to the ABCD model. I think ABCD model on the lesson plan formulation
focus on : listening, mentioning, distinguishing, and describing,. ABCD model
is not feasible for achieving this learning objective because the learning
objective above is focussed on writing skil, so the cognitive level must be on
C6 based on the Taxonomy Bloom’s cognitive level.
Writing, rewriting, creating, designing are the highest level on Taxonomy
Bloom, while ABCD model can be still categorized on C1 – C3 or Knowledge –
Understand – Apply. Writing is on the highest level of the cognitive level
because it is about Creating, creating a critical writing.
The objective above is ‘“Students should be able to write a-750 argumentative
essay using appropriate text structure. It is an argumentative essay which need
skill in writing and it will be a critical writing about something.
Thanks
Jawaban 19:
The goals a student should have accomplished by the time a lesson is through
are what can be referred to as the lesson's learning objectives. The essential
information and abilities that we hope our pupils will acquire as a result of
our instruction are outlined in a lesson's objectives.
Put another way, it refers to what the student can accomplish after the unit
has been presented to them. The materials, topics, and logically
structured presentation of a lesson that you choose to employ in your classroom
will have a direct impact on the objectives or goals that you want your
students to complete, and this impact will be direct and immediate.
Having clear objectives is beneficial to the lesson's overall progression of
thought. This method can be made more straightforward by adhering to a
fundamental formula known as the ABCD approach. You will be able to establish
objectives that are well-defined and productive if you follow this approach.
There are four essential components: (A) Audience, (B) Behavior, (C) Condition,
and (D) Degree.
According to Bloom (1956), three distinct learning domains are involved in the
process of learning: cognitive, affective, and psychomotor. Lower-order
thinking skills are categorized below higher-order thinking skills in the
cognitive process tiers, which are as follows: recall, comprehend, apply,
analyze, evaluate, and create.
The
following statement, "students should be able to write a-750 argumentative
essay using appropriate text structure," follows the ABCD model as
explained down below:
Audience: Students
Behavior: Able to write an essay
Condition: The 750 argumentative essay
Degree: Using appropriate text
The level of cognitive process in this statement/instruction is in application in which the students are able to use their knowledge to make their own essays.
Source:
Bloom, B.S., (Ed). 1956. Taxonomy of Educational Objectives: The Classification of Educational Goal. Handbook I: Cognitive Domain. New York: Longman.
Jawaban 20:
One of the crucial jobs of the teacher or instructor in
processing the learning of the pupils is creating a lesson plan. A teacher or
instructor must be able to clearly and firmly articulate learning objectives in
order for the learning process to be conceptualized in the right way. The
learning objectives themselves serve as a guide for teachers as they carry out
teaching and learning activities to develop specific competencies.
Sorting this particular learning aim into its four parts,
ABCD, will make it easier to elaborate on and formulate. The technical
development of learning objectives in ABCD style was described by Hamzah B. Uno
(2008). A stand for audience (students and other student
targets), B for behavior (observable behavior as a result of
learning), C for condition (necessary conditions that must be
satisfied in order for the desired behavior to be attained), and D for
degree (acceptable level of performance).
Audience
The audience is one of the key components in the creation of a learning aim.
"Audience" refers to listeners or participants linguistically.
Students who function as both subjects and objects in the learning process are
what is meant by the audience in the context of education, therefore learning
objectives must take this into account while developing them.
Behavior
Following the learning process, pupils are expected to exhibit certain
behaviors or possess certain abilities.
Condition
The state of a student is referred to as their state both before and after participating
in educational activities. Words that denote conditions, for instance,
watching, listening to the teacher explain, talking, etc.
Degree
comprehension level. The degree represents the minimal standard of achievement
required to produce the desired behavior. The degree level is determined by the
importance of the information to be covered in class and how much mastery of
that material or certain conduct is required of the pupils.
In the application of the ABCD component for learning purposes,
Students should be able to write an a-750 argumentative essay using appropriate
text structure.
It can be translated into
A: Students (as audience)
B: Should be able to write (as a characteristic)
C: using appropriate text structure (as a condition because they will try to
observe the use of appropriate text structure).
D: 750 argumentative essays with appropriate text structure (based on the level
of success required)
The ABCD component is one of the four previously mentioned
components that is explicitly included in this section. Naturally, this can be
done by taking a look at the four components because they were incorporated
into the initial design of the desired learning outcomes. And when examined at
the cognitive level, level 3, which demonstrates a high degree of competence
and incorporates thinking, is the goal of this learning. At this level, it also
covers creating, evaluating, and analyzing activities.
Reference
http://staffnew.uny.ac.id/upload/132310873/pengabdian/Planning+Pembelajaran+dan+Petangan.pdf
Hamzah B. Uno. 2008. Learning Planning. Jakarta: PT Bumi Aksara.
https://www.ainamulyana.com/2018/06/level-cognitive-pada-kisi-kisi-karena.html#:~:text=Level%20cognitive%20is%20level%20ability,which%20more%20high%20that %20covers
Jawaban 21:
ABCD
learning objectives model consists of 4 elements, namely: Audience
(participants), Behavior (behavior), Conditions (conditions), and Degree
(levels). Further explanation regarding these four elements will be described
below:
1. Audience
In formulating learning objectives, we must first identify who the learners
will receive our material, how much do our students know about the material to
be taught and what they need at the time of learning so that the target
learning objectives are as expected.
2. Behavior
In this stage, it is related to student behavior after going through the
learning process. The behavior in question is adjusted to the learning
objectives and in accordance with what is stated in Bloom's taxonomy.
3. Conditions
The condition in question is a situation where students have completed learning.
In this condition students are given a stimulus or a media or teaching material
to support what is learned in order to achieve the targeted learning
objectives.
4. Degree
In this section, measurements are made of how successful the learning objectives
have been formulated. This is related to the behavior section but it is more
emphasized what is used as a measuring tool.
Based on the explanation above, I think that objective has followed the ABCD
model, making it specific and feasible.
A = Students
B = able to write
C= a 750 argumentative essay
D = using appropriate text structure.
According to the cognitive level, the learning objectives are put into the
applying level because students show the understanding they have gained and
then they pour it in a certain form. at this level can also assess how far the
student's ability after understanding a material through the results shown in
this applying process.
Thank you.
Jawaban 22:
Robert
Heinich and his colleagues, Michael Molenda, James D. Russell, and Sharon E.
Smaldino developed the ABCD learning objectives model in a book entitled
"Instructional Technology and Media for Learning" in 2001. As the
name implies, the ABCD learning objectives model consists of of 4 elements,
namely: Audience Behavior, Conditions and Degree.
Further explanation regarding these four elements will be described below:
A= Audience
Identification of training participants is important in formulating learning
objectives. Some things that need to be considered from the training
participants include, who is the target of the training program that will be
prepared? What is their current level of knowledge? What kind of language
should be used? And how best to meet the needs of this group? The preparation
of the training program makes it possible to conduct a survey in advance
regarding the description of the participants who will be the target of the
training program.
B=Behavior
The behavior in this section refers to the behavior that the trainee must
exhibit at the end of the learning session. In determining behavior, it must be
as specific as possible and avoid words that are difficult to measure, such as
knowing, understanding, etc. Verbs that can be used, such as “demonstrate”,
“identify”, etc. To determine this verb, you can refer to Bloom's taxonomy
which has been described in the previous article
C= Condition
The conditions in this section refer to the conditions under which the trainee
is expected to achieve the targeted behavior. This condition can be interpreted
as a stimulus for participants. Usually this condition is given in the form of
a noun that can help participants in achieving the desired behavior.
D= Degree
This last element is used to measure the achievement of learning objectives.
This relates to the second element, behavior. In the second element it is
emphasized that the determination of the verb must be specific and measurable.
In this element, the measurement standards are further explained.
Thank you,
Reference.
https://pusdiklat.perpusnas.go.id/berita/read/167/model-tujuan-pembelajaran-abcd
Jawaban 23:
Formulating an instructional objective in designing a syllabus is important to do. Soepriyatna (2017) states that objective is specific statements that describe certain knowledge, behaviors, and/or skills that the students will be expected to know or perform at the end of a course or program. Model ABCD can be used in constructing the instructional objective. A is for Audience, B is for Behavior, C is for Condition and D is for Degree.
Furthermore, according to Soepriyatna (2017), ABCD’s model can be explained as
follow:
Audience = Who will be doing the behavior?
Behavior = What should the learner be able to do?
What is
the performance?
Condition= Under what conditions do you want the learner to be able to do it?
Degree = How well the behavior must be done?
What is
the degree of mastery?
The following is the analysis of the ABCD’s model from the instructional
objective given:
“Students should be able to write a-750 argumentative essay using
appropriate text structure”.
A = Students
B = Write an argumentative essay
C = -
D = a-750 argumentative essay, use appropriate text structure.
The instructional objective given does not fulfil Model ABCD in specifying instructional objective. The instructional objective does not explain under what condition the performance takes place. It is also considered that the instructional objective is not feasible too since it does not describe the duration of time or under what condition the task should be completed by the students.
Considering the cognitive category, the instructional objective is categorized
into “creation” level. Creation level means the learners are able to produce
new or original work. The learned material is argumentative essay,
the behavior is to write an argumentative essay, and the degree
is a-750 argumentative essay using appropriate text structure. It
means that the students are needed to produce a-750 argumentative essay with
appropriate text structure and it is in the level of creation.
Reference:
Soepriyatna. 2016. EFL Curriculum and Materials Development. Tangerang Selatan:
Universitas Terbuka
Jawaban 24:
Soepriyatna (2019) stated that the results of needs assessments are helpful in
formulating goals and objectives, and are the key to curriculum design. In this
regard, Soepriyatna (2019) noted that well-crafted and clearly defined
objectives help identify course content, structure the program, and select relevant
and meaningful activities and assessments.
Robert Heinich et al (in Dian, 2021) mentioned that the ABCD learning objective
model consists of 4 elements, namely: Audience (participants), Behavior
(behavior), Conditions (conditions), and Degree (levels). Objectives will
include 4 different components: Audience, Behavior, Condition, and Degree.
Goals must be observable and measurable to be effective. The use of words such
as understand and learn in writing purposes is generally unacceptable because it
is difficult to measure.
The ABCD model is a good starting point when learning how to achieve
well-stated instructional goals (Soepriyatna, 2019). In this case, from the
learning objective above, we can describe it as follows:
A = Audience (Who will perform the behavior?) = The students
B = Behavior (What should students be able to do?) = to write argumentative
C = Condition (Under what conditions would you like the learners to be able to
do this) = a 750 argumentative essay
D = Degree (How well should the behavior be done? What's the mastery level?) =
using appropriate text structure.
According to Bixler in Rochmahwati & Ahmadi (2017), there are three types
of objectives; Cognitive, Affective, and Psychomotor. Cognitive includes
knowledge or information recall, comprehension or conceptual understanding, the
ability to apply knowledge, the ability to analyze a situation, the ability to
synthesize information from a given situation, and the ability to evaluate a
given situation (Bixler in Rochmahwati & Ahmadi, 2017).The learning
objective “Students should be able to write a-750 argumentative essay using
appropriate text structure”. In this case, the objectives are part of the
cognitive analysis category because in the learning objectives it is stated
that students will apply the material learned in actual or new situations.
References:
Soepriyatna. 2019. EFL Curriculum and Materials Development.
Tangerang Selatan, Banten: Universitas Terbuka.
Rochmahwati. P & Ahmadi. 2017. English Curriculum and Material Development. Ponorogo: STAIN Po PRESS
Dian. NF. 2021. Model Tujuan Pembelajaran ABCD. https://pusdiklat.perpusnas.go.id/berita/read/167/model-tujuan-pembelajaran-abcd accessed on Sunday, October 16, 2022
.jpg&description=Diskusi 4 EFL Curriculum and Materials Development){kind=link}