PAPPER ENGLISH LANGUAGE TEACHING CURRICULUM - GOALS AND OBJECTIVES

PAPPER ENGLISH LANGUAGE TEACHING CURRICULUM

GOALS AND OBJECTIVES

Lecturer

Absharini Kardena, M.Pd

Class : PBI-5C

                  Rahmatul husna  (2317100)

STATED ISLAMIC INSTITUTE OF BUKITTINGGI

ENGLISH EDUCATION DEPARTMENT

2019/2020

Goals

 

Program goals are defined in this book as

general statements concerning desirable and attainable program purposes and aims based on perceived language and situation needs. In deriving goals from perceived needs, four points should be remembered :

1.      Goals are general statements of the program’s purposes.

2.      Goals should usually focus on what the program hopes to accomplish in the future, and particularly on what the student should be able to do when they leave the program.

3.      Goals can serve as one basis for developing more precise and observable objectives.

4.      Goals should never be viewed as permanent, that is, they should never become set in cement.

The process of defining goals makes the curriculum developers and participants consider, the programs purposes with specific reference to what the students should be able to do when they leave the program. Thus goal statements can serve as a basis for developing more specific description of the kinds of learning behaviors the program will addres. These more specific descriptions are sometimes called instructional objectives.

Objectives

Instructional objectives will be defined here as specific statements that describe the particular knowledge, behaviors and or skills that the learners will be expected to know or perform at the end of a course or program. Consider the following “objectives” that were stated for an upper-level ESL for academic purposes class at a well-known American university. By the end of the course, a student will be able to :

1.      Prepare a term paper (including footnotes, bibliography, title page,and so forth).

2.      Take notes on a lecture.

3.      Answer questions following such a talk.

These objectives would then serve as building blocks that would lead to accomplishing the broader curriculum goal. Considr, for instance, whether the following seem more like curriculum goals or instructional objectives. By the end of the course, the student will be able to :

1.      Understand conversational English.

2.      Correctly underline sentences that function.

3.      Develop oral language skill.

4.      Find and write down the library call numbers.

Getting Instructional Objectives on Paper

A.    Sources of ideas for Objectives

A number of sources are available to help formulate objectives from the goals of a program :

1.      Other language program.

Sometime during the process of formulating goals and objectives or earlier during the needs analysis stage, letters can ad should be written to similar programs.

2.      The literature

Other sources of ideas for filling out the goals and objectives in a program are the numerous published accountsof similar efforts around the world. Examination of the books and journals devoted to language teaching, especially with an eye for topics like need analysis, goals and objectives, and curriculum development, will lead to realization that lamguage teachers have been working on the issues for years.

3.      Taxonomies

In a language program, the cognitive domain appropriately refers to kinds of language knowledge and language skills the student will be learning in the program.

In the other words, any cognitive goals in language teaching might better be termed language goals, that is, the language learning content of the program.

B.     Sound Instractional Objectives

Having broken down the perceptions of the students needs into goals and potential objectives, and having organized them on the basis of all available information, the next step for planners is to state them as clear and unambiguous instructional objectives. The following objectives have resulted from this process. By the end of this chapter, the readers will be able to performs each of the following task with 90 percent accuracy :

1.      Distinguish between curriculum goals and instructional objectives.

2.      Recognize complete or incomplete instructional objectives.

3.      Recognize vaguely state instructional objectives as well as clearly stated ones.

4.      Write clear and complete performance objectives including subject, performance, condition (if necessary), a measure, and criterion level.

As I pointed out previously, Mager (1975) suggested three components necessary for the formulation of good objectives :

1.      Performance : An objective always says what a learner is expected to be able to do.

2.      Conditions : An objective always describes the important conditions (if any) under which the performance is to occur.

3.      Criteria : Wherever possible, an objective  describes the criterion of acceptable performance by describing how well the learner must perform in order to be considered acceptable.

Thuse the type of instructional objectives described here will contain five elements, each of which will be discussed in terms of language teaching : subject, performance, conditions, measure, and criterion.

1.      Subject

The subject will not always be the same in every situation. In fact, the objectives I stated at the beginning of the last section reffered to what the readers would be able to do by the end of this chapter. Thus the subject of an objective may very considerably, and while this may only be a necessary consideration at the beginning of the objectives specification process, it is still important. The subject description becomes particularly important if the objectives are to be compiled across levels or skills, or if they are to be shared among language programs.

2.      Performance

The performance component as described by Mager answer the questions : “What will the subject be able to do at the end of the course?” The foucus of language objectives should be on what the learners can do with the language.

3.      Conditions

The conditions under which the performance will take place involve a number of considerations. Look at another way, the statement of conditions is actually the clarification of what it means to perform whatever is being required of the student. The condition state above do help to clarify what is meant by the objective. But there will probably always be gaps in the statement of objectives because of what we do not know or understand about the nature of language learning.

4.      Measure

The key to the measure part of an objective is to ask how the performance will be observed or tested. In the objective described above,the students performance on the objective could be veriefied by observing that they are able to write the correct words in the blanks provided. Thus, the measure is that part of an objective that states how the desired performance will be observed.

5.      Criterion

The point is that language educators are called upon to make decisions about their students lives. Be they ever so nebulous, such statements of criteria for success will force administrators, teachers, and students a like to face what the criteria mean, think about them, and perhaps revise cut point decisions right along with the rest of the curriculum.

REFERENCE

James Dean Brown The Elements of Language Curriculum Asystematic Approach to Program Development University of Hawaii at Manoa