EFL CURRICULUM ANALYSIS Syllabus 2013 Lecturer: Prof. Dr. Nenden Sri Lengkanawati nendensl@indo.net.

id COURSE DESCRIPTION and OBJECTI ES! Curriculum analysis basically deals with an attempt to analyze the EFL curriculum into its components or elements, to examine those parts and the way they fit together to make a whole, to identify the beliefs, underlying theories or principles to which the language curriculum de elopers were committed and which has either explicitly or implicitly shaped the EFL curriculum !see "osner, #$$%&#%'. (n order that students are able to analyze EFL curricula which are de eloped in (ndonesia and in other countries, this course is designed to make students familiar with) !#' basic concepts in curriculum and the elements of curriculum& !%' *pproaches to EFL curriculum de elopment& !+' models of curriculum de elopment& !,' stages in EFL curriculum de elopment& and !-' frameworks for EFL curriculum analysis. .he ob/ecti es of this course are) !#' to make students familiar with the basic concepts and elements of EFL curriculum& !%' understand approaches to EFL curriculum de elopment& !+' to ha e knowledge of curriculum models& and !,' to ha e the ability to describe, examine, and analyze curriculum of language teaching.
ACTI ITIES!

Course acti ities include class lectures, indi idual chapter report writing, chapter report presentations and class discussions, mid0term exam and research based paper writing and presentation as the final exams.
ASSESSMENT POLICIES!

*ll assessments in this unit of study will be done in conformity with the policies in the uni ersity. Pl"as" #"$"# %& %'"s" (&l)*)"s $&# su*' +a%%"#s as $&ll&,s#. Class participation) 1tudents are expected to get in ol ed in classroom acti ities and attendance should at least be 234 of the whole sessions. .hey are not allowed to take any exams if their attendance is under 234 of the whole sessions. Lateness to classes may be tolerated not more than#- minutes. %. Chapter 5eport writing and presentation !# point'. .he paper and the power point slides should be submitted a week ahead of the presentation. +. 5esearch based "aper !#-6%3 pages' du" A(#)l 2.- (f the paper consists of more than %3 pages, it will not be scored. ,. 7id semester and final exams !% points' -. 5esearch0based paper writing and presentation !% points'. .he paper will not be scored if it is submitted later than the due date. 8. "lagiarism and academic dishonesty will not be tolerated 9. *ll mobiles should be turned off or silenced: ibrated during the class sessions 2. .he leader of the class should e0mail the list of the presenters; names for 5<" presentations no later than %- *pril, %3#, *ll students enrolled in this unit of study are expected, without exception, to make themsel es familiar with these policies.

SESSIONS WeekOne Feb 5 /""0 T,& Feb 12

TOPICS =eneral description about the course, class acti ities, and course e aluation system. <asic concepts in EFL Curriculum and Curriculum Components?@efinition, *pproaches, .he Elements of language curriculum .he origins of language curriculum de elopment From syllabus design to curriculum de elopment Beeds *nalysis) =oals and Db/ecti es formulation 1ituation analysis) societal factors, pro/ect factors, institutional factors, teacher factors, learner factors, adoption factors, profiling the factors identified in the situation analysis. "lanning goals and learning outcomes) the ideology of curriculum, stating curriculum outcomes, non0language outcomes and process ob/ecti es. =oals Content and 1eEuencing Course planning and syllabus design) the course rationale, describing the scope and seEuence, planning the course structure, preparing the scope and seEuence plan "ro iding for effecti e teaching) the institution, the teachers, the teaching process, the learning process .he role and design of instructional material) authentic ersus created materials, textbook, e aluating textbook, adapting textbook, preparing materials for a program, managing a materials writing pro/ect, monitoring the use of materials. 7aterials @esign) Framework, <lueprint, the source, and de elopment. *pproaches to e aluation) purposes of e aluation, formati e e aluation, illuminati e e aluation, summati e e aluation, (ssues in program e aluation, procedures used in conducting e aluation. .esting) 7aking the tests, matching the tests,

ACTI ITIES .eacher;s presentation Class discussion .eacher;s presentation A Class discussion

RESOURCES .he 1yllabus >andouts .eacher;s Botes "osner, C. !#$$%, pages #0++'

/""0 T'#"" Feb 19 Week Four Feb 26 Week Five March 5

.eacher;s presentation and class discussion .eacher;s presentation Class discussion 1tudent;s 5eading 5eport "resentation A Class discussion "resenter #) "resenter %) "resenter +)

5ichards, C.C. !%33%)#0%%' 5ichards, C.C. !%33%) %+0-3' 5ichards, C.C. !%33%)-#02$' <rown, C.@. #$$- !9#0 #39' 5ichards, C.C. !%33%)$30###' 5ichards, C.C. !%33%)##%0#,%' Bation and 7acalister, %3#3) +90 8$' 5ichards, C.C. !%33%)#,-0#$-' 5ichards, C.C. !%33%)#$20%,8'

Week Six March 12

1tudent;s 5eading 5eport "resentation A Class discussion "resenter ,) "resenter -) 1tudent;s 5eading 5eport "resentation A Class discussion "resenter 8) "resenter 9)

Week Seven March 19

Week Eight March 26

1tudent;s 5eading 5eport "resentation A Class discussion "resenter 2) "resenter $)

5ichards, C.C. !%33%)%-#0%99' <rown, C.@. #$$!#+$0#9$'

"resenter #3) 5ichards, C.C. !%33%)%280+32'

Week Nine April 2

"resenter ##)

<rown, C.@. #$$#320#+2

organizing and using the test results. SESSIONS Week en TOPICS ACTI ITIES RESOURCES

April 9
Week Eleven April 16

MID TERM E1AM

1tudent;s presentation and teacher;s comments. "resenter #%) "resenter #+) "resenter #,) "resenter #-) 1tudent;s presentation and teacher;s comments. "resenter #8) "resenter #9) "resenter #2) "resenter #$) "resenter %3) "resenter %#) "resenter %%) Frahnke, F. !#$29'

.he "lace of 1yllabus in Language .eaching 1ix types of language teaching syllabus .he 1tructural 1yllabus .he Botional:Functional 1yllabus

Week !elve April 2"

.he 1ituational 1yllabi .he 1kill0<ased 1yllabi .he .ask0<ased 1yllabus

Frahnke, F. !#$29'

.he Content0<ased 1yllabus Choosing and integrating syllabi Begotiated 1yllabuses English Curriculum in (ndonesia

Frahnke, F. !#$29' Bation and 7acalister !%3#3)#,$0#-$' .he presenter should serach from the internet) F.1", %3#+ English Curriculum 1tudents; "apers

Week hirteen April "#

5esearch0<ased "aper "resentation

1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing 1tudents; 5<" "resentation !%3 minutes #3 minutes for discussion' +3 minutes for debriefing

Week Fourteen Ma$ %

1tudents; "apers

5esearch0<ased "aper "resentation

Week Fi&teen Ma$ 1'

5esearch0<ased "aper "resentation

1tudents; "apers

Week Sixteen Ma$ 21

5esearch0<ased "aper "resentation

1tudents; "apers

References
Brown, J.D. 1995. The Elements of Language Curriculum Boston, !ass. "einle#"einle $u%lishers &rahn'e, &. 19(). Approaches to Syllabus Design for Foreign Language Teaching. Englewoo* Cliffs +ew Jerse,. +ation, -...$ an* !acalister, J. 2/1/. Language Curriculum Design. +ew 0or' 1outle*ge. $osner, 2eorge J. 1992.Analyzing The Curriculum. +ew 0or' !c2raw3"ill, -nc. 1ichar*s, J.C. Curriculum Development in Language Teaching. The 4nite* .tates of 5merica Cam%ri*ge 4ni6ersit, $ress.

ASSI2NMENTS A- C'a(%"# R"(&#% /#)%)n3 #. * Chapter report is not an outline to be presented. %. * report should co er the following aspects. a. *n (ntroduction, which should con ey the significant topic!s' related to the current issue, the position of the topic, and the co erage of the topic. !%-4' b. .he content of the chapter, which should be enriched by some examples or illustrations to clarify the concepts put forward. !,34' c. 1ome related information from other resources. !#34' d. Conclusion !#34' +. (n writing the report you should pay attention to mechanic !-4', language use !-4', and organization !-4' M"d)a $&# C'a(%"# R"(&#% (#"s"n%a%)&n s'&uld b" %u#n"d )n al&n3 ,)%' %'" *'a(%"# #"(&#%#. .he slides should be readable from the farthest place in the classroom !the size of the font should be at least %3' %. Gou are not allowed to copy the full texts of your chapter report onto the slides. +. Hrite a chart as an outline of your presentation. ,. .he slides must not be too wordy. B- C'a(%"# R"(&#% P#"s"n%a%)&n *spects Content 7edia Language) =rammar Criteria, 1cores and @escription .he inclusion of other resources as well as research findings or illustration. 5eadability of the media, Bot too wordy, and the effecti eness of using the media Limited mistakes:errors !,'. 1e eral mistakes !+'. 7any mistakes !%'. .oo many mistakes !#' "oints $ , + 9 Gour 1core

"ronunciation "ay attention to word pronunciation and intonation Encoding @ecoding .he concepts were easily understood by the floor. .he presenter shows his:her knowledge about the topic discussed. .he presenter can cope with the Euestions from the floor. @uring the presentation, the presenter makes use of the media as her:his guidelines without reading the slides.

8 8

"resentation .echniEue .otal 1core

,3 !*' 5

C- Pa("# /#)%)n3 Ass)3n+"n% "lease write a paper related to curriculum analysis for example, you analyze existing English language curriculum used in (ndonesia in terms of) whether each component of the curriculum fits together to make a wholeI whether the materials fit the suggested teaching methodsI "roblems in the implementation of the curriculumI O%'"# Su33"s%"d T&()*s $&# RBP #. Compare #$2,, #$$,, and F.1" related to teachers; perception on the materials, implementation, similarities and differences between those curricula. %. Compare either #$2,, #$$,, or F.1" with one of the EFL curricula used in other countries. +. Collect the teachers; perception on the implementation of %3#+ English Curriculum in the schools the try out are taking plce. ,. Comparing F.1" and the %3#+ English Curriculum -. Collecting information from the teachers who are implementing the %3#+ English Curriculum related to how they integrate character building in the 5"" as they reEuired in the curriculum.

.he paper is due on + 7ay. .he papers submitted late will not be scored. Notes: 1. The 8a8er shoul* %e t,8e* in one an* a half s8aces %etween the lines with the 57 si9e of the 8a8er. 2. +ot more than 2/ 8ages or the 8a8er will not %e score*. 3. E6aluation Criteria for 1esearch3%ase* 8a8er an* cha8ter re8ort writing shoul* %e inserte* on the last 8age of the 8a8er. 7. The scoring for this 8a8er will %e %ase* on the following ru%ric.

R"as"#*'4bas"d Pa("# S*&#)n3 Rub#)* .tu*ent;s +ame .tu*ent;s +um%er To8ic ASPECTS Abstract WEIGHT SCORE 2 2 2 2 Sub Total 8 Introduction Burning issues 1 <%=ecti6es of the research 1 5 %rief theoretical foun*ation 1 1ele6ant 8re6ious research re8ort 1 Thesis statement 1 .tatemment of the 8ro%lems?research @uestions 1 .ignificance of the stu*, 1 Sub Total !iterature Re"ie# Theories rele6ant to the o%=ecti6es 1elate* 8re6ious research .,nthesis?conclu*ing remar's Sub Total Researc% &et%odolo' ( Design Data collection .am8le -nstrumentation $roce*ure Data anal,sis Sub Total Data 8resentation to answer research @uestions -nter8retation to the fin*ings Conclusion 1ecommen*ation Sub Total "ow to @uote "ow to write the author in the @uotation "ow to write Bi%liogra8h,. 2rammar Coherence Sub Total TOTA! SCORE 2 2 1 $ 1 1 1 1 2 ) 2 2 1 1 ) , 1 1 2 2 -. CONTENTS Burning issues <%=ecti6es !etho*olog, >in*ings

*indin's and +iscussion

Citation

!an'ua'e

Researc%/0ased Pa1er Presentation

.tu*ent;s +ame .tu*ent;s +um%er To8ic The 2ra*ing Criteria &nowle*ge a%out the to8ic 2) $ronunciation 3 2rammar 3 The Effecti6eness of the me*ia 3 Enco*ing # Deco*ing 7 Total

C5APTER REPORT PRESENTATION $resenter;s +ame .tu*ent;s -D To8ic Date 5s8ects Criterion .core an* Descri8tion 9 The inclusion of other resources as well as research fin*ings or illustration A9B Cithout enrichment A)B 5 1ea*a%ilit, of the me*ia +ot too wor*, Effecti6eness of using it 7 Limite* mista'es?errors. A7B .e6eral mista'es A3B !an, mista'es A2B Too man, mista'es A1B 7 .e6eral mista'es in 8ronouncing wor*s. Comments 1ater;s .core

Content

!e*ia

Language 2rammar

$ronunciati on

Enco*ing

Deco*ing

$resentatio n Techni@ue

: The conce8t was easil, un*erstoo* %, the floor. The 8resenter show his?her 'nowle*ge a%out the to8ic *iscusse*. : The 8resenter can co8e with the @uestions from the floor. : During the 8resentation, the 8resenter ma'e use* of the me*ia as her?his gui*elines without rea*ing the trans8arencies. 7/ 1/ D 7./ A5B

Total .core