Course Descriptions

Curriculum and Material Analysis is a subject intended to unpack the curriculum in order to understand the plan and to analyse the teaching materials made to serve the curriculum. It is also set to enable students to understand the theories and implications that have influenced the curriculum designers, institutional views of language and language learning, the target use of the language, and the forms of assessment used within the institution.

Learning Outcomes

Upon successful completion of the course, students will be able to:

CPMK1 Have the skills to unravel/unpack the curriculum content and break it down based on the component parts (e.g. learning, teaching, knowledge, society, resources etc.).

CPMK2 Evaluate how the parts of curriculum fits together in terms of focus and coherence with the teaching materials.

CPMK3 Seek justification for curriculum choices and assumptions

CPMK4 Check underlying beliefs and assumptions

References

1. Badley, Ken. 2019. Curriculum planning with design language: Building elegant courses and units. New York, NY; London: Routledge.

2. Gerasimos S. Koustourakis (2018) Analysing the curriculum for students with mild and moderate learning difficulties concerning the teaching of pre-vocational skills, British Journal of Sociology of Education, 39:8, 1210-1225, DOI: 10.1080/01425692.2018.1497948Holt, Maurice. 2017. Curriculum Workshop. London: Routledge.

3. Jansen, Jonathan D., Reddy, Vijay. 2015. Curriculum Analysis. A reference material - Improving educational quality. VA: GINIE research associates.

4. Moore, Alex. 2000. Teaching and learning: Pedagogy, curriculum and culture. London & New York, NY: Routledge/Falmer.

5. Peksoy, E., & Harmaoğlu, Ö. 2017. Corpus Based Authenticity Analysis of Language Teaching Course Books. International Journal of Languages’ Education and Teaching, 5(4), 287–303.

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Course Descriptions

This subject includes the understanding the English curriculum, need analysis of teaching material, collecting data for material development, defining the framework for material writing, writing the course materials, evaluating the materials, teachers’ expectation, evaluating the materials, electronic delivery of materials, technology usage to support learning, and visualisation for the readers.

Learning Outcomes

The students are able to decribe and implement curriculumn and material analysis specifically relating to the English curriculum, need analysis of teaching material, collecting data for material development, the framework for material writing, writing the course materials, evaluating the materials, teachers’ expectation, evaluating the materials, electronic delivery of materials, technology usage to support learning, and visualisation for the readers.

References

 

Quigley, Alex. 2014. Teach now! English. Routledge.

Tomlinson, Brian. 2011. Materials Development in Language Teaching. Cambridge University

Zhang, J. (2018). College English Curriculum Group: The Construction Based on Needs Analysis. English Language Teaching

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Course Descriptions

This course is aimed at developing students’ understanding and competence on  developing teaching material; designing English curriculum; conducting need analysis of teaching material; collecting data for material development; developing the framework for material writing; writing the course materials; Evaluating the materials; identifying teachers’ expectation; developing electronic delivery of materials; developing technology usage to support learning; designing visualization for the readers; and bridging the gaps.

Learning Outcomes

1. Mampu mengembangkan pemikiran logis, kritis, sistematis, dan kreatif melalui penelitian ilmiah, penciptaan desain atau karya seni dalam bidang ilmu pengetahuan dan teknologi yang memperhatikan dan menerapkan nilai humaniora sesuai dengan bidang keahliannya, menyusun konsepsi ilmiah dan hasil kajian berdasarkan kaidah, tata cara, dan etika ilmiah dalam bentuk tesis atau bentuk lain yang setara, dan diunggah dalam laman perguruan tinggi, serta makalah yang telah diterbitkan di jurnal ilmiah terakreditasi atau diterima di jurnal internasional (KU1)
2. Mampu mengidentifikasi bidang keilmuan yang menjadi obyek penelitiannya dan memposisikan ke dalam suatu peta penelitian yang dikembangkan melalui pendekatan interdisiplin atau multidisiplin (KU4).
3. Mampu menerapkan konsep, prinsip, proses pendidikan dan pembelajaran dalam pembelajaran bahasa Inggris secara professional (KK1).
4. Mampu menggunakan bahasa Inggris secara lisan dan tertulis setara tingkat lanjut dalam konteks pendidikan dan penelitian untuk menyampaikan pemikiran kepada pelaku dan pemangku kepentingan pendidikan bahasa Inggris di dalam dan di luar negeri (PP1).
5. Menguasai teori, prinsip, proses pembelajaran bahasa Inggris (PP9).

References

1. Zhang, J. (2018). College English Curriculum Group: The Construction Based on Needs Analysis. English Language Teaching, 11(6), 80–85.
2. Jiang, A. L., Zhang, L. J., May, S., & Qin, L. T. (2020). Understanding Novice Teachers’ Perceived Challenges and Needs as a Prerequisite for English Curriculum Innovation. Language, Culture, and Curriculum, 33(1), 15–31.
3. Lapele, Fitria. 2019. Need analysis on the material development of teaching ESP speaking. ETERNAL JOURNAL UIN. Vol. 5 No. 2. 
4. Moore, Alex. 2000. Teaching and learning: pedagogy, curriculum, and culture. Routledge.
5. Tedick, Diane J., Lyster, Roy. 2020. Scaffolding language development in immersion and dual language classrooms. Routledge
6. Quigley, Alex. 2014. Teach Now! English, becoming a great English teacher. Routledge.

Details ...

Course Descriptions

Curriculum and Material Analysis is a subject intended to unpack the curriculum in order to understand the plan and to analyse the teaching materials made to serve the curriculum. It is also set to enable students to understand the theories and implications that have influenced the curriculum designers, institutional views of language and language learning, the target use of the language, and the forms of assessment used within the institution.

Learning Outcomes

Upon successful completion of the course, students will be able to:

1. Have the skills to unravel/unpack the curriculum content and break it down based on the component parts (e.g. learning, teaching, knowledge, society, resources etc.).
2. Evaluate how the parts of curriculum fits together in terms of focus and coherence with the teaching materials.
3. Seek justification for curriculum choices and assumptions
4. Check underlying beliefs and assumptions

 

References

1. Badley, Ken. 2019. Curriculum planning with design language: Building elegant courses and units. New York, NY; London: Routledge.
2. Gerasimos S. Koustourakis (2018) Analysing the curriculum for students with mild and moderate learning difficulties concerning the teaching of pre-vocational skills, British Journal of Sociology of Education, 39:8, 1210-1225, DOI: 10.1080/01425692.2018.1497948Holt, Maurice. 2017. Curriculum Workshop. London: Routledge.
3. Jansen, Jonathan D., Reddy, Vijay. 2015. Curriculum Analysis. A reference material - Improving educational quality. VA: GINIE research associates.
4. Moore, Alex. 2000. Teaching and learning: Pedagogy, curriculum and culture. London & New York, NY: Routledge/Falmer.
5. Peksoy, E., & Harmaoğlu, Ö. 2017. Corpus Based Authenticity Analysis of Language Teaching Course Books. International Journal of Languages’ Education and Teaching, 5(4), 287–303.

Details ...

Course Descriptions

Curriculum and Material Analysis is a subject intended to unpack the curriculum in order to understand the plan and to analyze the teaching materials made to serve the curriculum. It is also set to enable students to understand the theories and implications that have influenced the curriculum designers, institutional views of language and language learning, the target use of the language, and the forms of assessment used within the institution.

Learning Outcomes

Mampu melakukan validasi akademik (k. saintifik) atau kajian sesuai bidang keahliannya (k. kontekstual) dalam menyelesaikan masalah di masyarakat atau industri yang relevan melalui pengembangan pengetahuan dan keahliannya (KU2). Mampu menyusun ide, hasil pemikiran, dan argumen saintifik (k. saintifik) secara bertanggung jawab dan berdasarkan etika akademik, serta mengkomunikasikannya melalui media (k. interaktif, kolaboratif) kepada masyarakat akademik dan masyarakat luas (KU3). Mampu mengidentifikasi bidang keilmuan (k. tematik) yang menjadi objek penelitiannya dan memposisikan ke dalam suatu peta penelitian yang dikembangkan melalui pendekatan interdisiplin atau multidisiplin (k. integratif (KU4). Mampu mengambil keputusan dalam konteks menyelesaikan masalah pengembangan ilmu pengetahuan dan teknologi (k. kontekstual) yang memperhatikan dan menerapkan nilai humaniora berdasarkan kajian analisis atau eksperimental terhadap informasi dan data (KU5). Mampu memperluas dan memperdalam bidang ilmu (k. holistik) yang menaungi substansi dan pembelajaran bahasa Inggris melalui penelitian (k. saintifik) dan praktik pembelajaran (KK3). Mampu mengembangkan, menerapkan, dan mengevaluasi menganalisis kurikulum dan bahan ajar bahasa Inggris (k. saintifik dan berpusat pada mahasiswa)dalam format dan konteks formal maupun informal (KK4). Memiliki keterampilan literasi (k. kontekstual) yang diterapkan dalam kegiatan pendidikan dan penelitian untuk mengidentifikasi research gap (k. saintifik) dalam penelitian bidang pendidikan (KK7). Mampu menggunakan bahasa Inggris secara lisan dan tertulis (k. saintifik) setara tingkat lanjut dalam konteks pendidikan dan penelitian untuk menyampaikan pikiran kepada (k. efektif, interaktif) pelaku dan pemangku kepentingan pendidikan bahasa Inggris di dalam dan di luar negeri (PP1). Mampu berpikir kritis (k. holistik, tematik, kontekstual) dan menghasilkan pemikiran yang memperhatikan nilai humaniora berdasarkan data yang valid (PP3). Mampu menggunakan teknologi informasi dan menggunakannya dalam kegiatan pendidikan, penelitian dan evaluasi (k. saintifik) (PP4). Menguasai tata laksana evaluasi bahan ajar agar berkualitas dan sesuai kaidah (k. kontekstual, efektif) asesmen bahasa Inggris (PP6). Mampu menerapkan dan menguasai teori (k. saintifik) dan implikasi perancangan dan dasar pengembangan kurikulum menggunakan pendekatan yang progresif (k. efektif)dalam konteks pendidikan formal dan informal (PP7). Menguasai cara menganalisis dan mengevaluasi (k. saintifik)pelaksanaan pembelajaran pada tataran kebijakan pendidikan formal dan informal (PP8). Mampu melakukan analisis kebutuhan dan merancang kurikulum (k. saintifik, efektif, kontekstual) sesuai kebutuhan stakeholders dalam konteks pendidikan formal dan informal (PP10). Menguasai filosofi (k. holistik) di balik pembuatan kebijakan, keputusan, rancangan dan evaluasi pendidikan (PP11). Mampu mengikuti perkembangan teknologi pendidikan dan menggunakannya dalam kegiatan pendidikan, penelitian, dan perancangan kurikulum (k. efektif) (PP12).

References

1. Badley, Ken. 2019. Curriculum planning with design language: Building elegant courses and units. New York, NY; London: Routledge.
2. Gerasimos S. Koustourakis (2018) Analyzing the curriculum for students with mild and moderate learning difficulties concerning the teaching of pre-vocational skills, British Journal of Sociology of Education, 39:8, 1210-1225, DOI: 10.1080/01425692.2018.1497948Holt, Maurice. 2017. Curriculum Workshop. London: Routledge.
3. Jansen, Jonathan D., Reddy, Vijay. 2015. Curriculum Analysis. A reference material - Improving educational quality. VA: GINIE research associates.
4. Moore, Alex. 2000. Teaching and learning: Pedagogy, curriculum and culture. London & New York, NY: Routledge/Falmer.
5. Peksoy, E., & Harmaoğlu, Ö. 2017. Corpus Based Authenticity Analysis of Language Teaching Course Books. International Journal of Languages’ Education and Teaching, 5(4), 287–303.
6. Pengembangan Model SMART LEARNING SYSTEM (Synchronous and Asynchronous) dalam pembelajaran bahasa Inggris SMP guna membangun Metakognisi Siswa
7. Pengembangan Materi Bahasa Inggris Berbasis Karakter Peduli Lingkungan dalam Bentuk Buku Teks Dilengkapi Media Elektronik bagi Siswa SMP di Kota Semarang  

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