General curriculum planing

Taba’s outline(1962:12) :

1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate, and the means to evaluate

Chapter 1 The fact finding stage

• Key question: a) who are the learner? b) who are the teacher? c) why is the program necessary? d) where will the program be implemented? e) how will it be implemented?
• Assembling data two basic data: collecting that appears in governmental and other institutional documents.
• Patterns of language use in society : the role language of wider communication (LWC) in education, in the labor market, and in furthering the process of modernization.
• The politicali and national context.

• Affter fact-finding 1st, they use the information gathered in order to set broad policy: what are the significant, overall objectives of language program? 2st, the define the audience as fully as possible: is the a uniform group or the sub groups. 3st, they consider how the program can best be suited the particular system, community, or language course.
• Surveying existing program include existing syllabus, textbooks, and other materials.
• Curriculum components : 1) a behaviorist orientation (consider human species to be passive organism, reacting of to external, environmental stimuli) 2) a rational cognitive orientation (the human species to be sources the initiator of all acts). 3) humanistic orientation (each individual’s growth and development).

• Curriculum goals tend to place emphasis one or another of dimensions of language content, process/ means, and product or outcomes.
• Language content component in traditionally are language content, or structure, grammatical form etc. In language course include thematic (interest topics and themes use in target language) and situational (context within which the theme and the linguistic topics are present) content.
• The process dimension, refers to how the instruction carried out and learning is achieved. Get result as 1) organitation of language content, 2) the role of teacher and learner in learning process. 3) the types of activities and tasks.
• The product dimension, refers to specification of the expected outcomes of course of study.

• Communicative curriculum draws from 3 major areas: a view of nature of language as seen by sociolinguistics, a cognitively based view of language learning, and a humanistic approach in education.
• Sociocultural view, communicative competent entails knowing not only the language code or the form of language but also what to say to whom and how to say it appropriated in any given content.

• In language content, the shift has been marked by enlargement in the scope of entire are. The process zone has been emphasized through attention global, cognitive, and creative practices that call as workouts. The product area has reflected re-emphasized interest in the language skill especially reading and writing.
• Not only content but also function and not replaces old method.
• Old method, based on structural, grammatical. Communicative method, how should language learn, analytic (process in learning language).
• Expanded: content area (-semantic grammatical categories, -functional categories, -themes)
• Expanded: process area (-cognitive, -creative, -global workouts)
• Expanded: product area (-skill emphasis, -learner needs, -learner autonomy)
• Workouts are activities which enhance the learner overall acquisition process. Ex: operations/transformation, warm-up/relaxers, theater games ect.

• To integrate the various elements of expanded content is present linguistic form systematically to enable learners to express the basic notions of lg, use the communicative content o allow learners to interact within a wide range of CL function, use a variety of text-types both in the oral and written form.

• The materials include of the learner needs, the sociocultural aspects need to be cast quite different from the traditional approach to grammar.
• The holistic of workouts (such as warm-up, improvisation, simulation, and socio-drama) and role play (construct in sociology in various classification)
• Role play consist of: the situation, the role, and the useful expression. Advised to 1) avoid putting old wine in new bottles. 2) provide a focus. 3) provide preparation. 4) decide: playing self or other? 5) provide motivation . 6) consider cross-culture implications. 7) provide a follow up.

• From the theory to practice model;
• in reaching skill concern on element:
• a. reading strategy, textual analysis, second language learner-reader characteristics. Mention skimming and scanning, guessing and predicting.
• b. Designer tasks: 1. Workout that bring about interaction with the text, 2. Providing a variety of materials o read, 3. Selecting texts appropriate for L2 learner readers.
• c. Effective reading materials provide exercise which help learners find characteristics of the writing itself.

• Writing for local (non-commercial-sponsored project. should be familiar with the needs of learner, age, level proficiency, degree mortification, cultural learning style, etc )or wider audience (commercial SP, the difficult can be ignored is age, cos children are not the same as adult learners. The most important factor is not knowing the curriculum or syllabus, let alone the objectives of the audience. ). The issue is about the culturally bound elements.
• Finding the publisher to product can be a governmental agency, an educational institution, or a publisher, perhaps combination of the three.
• Team of writing : a. An idealized team and team that totally responsible that their own project part.