Developing a Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners: A1 Level of Common European Framework Reference

This research developed a Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) aimed at producing a task-based syllabus product as a basis for teaching bahasa Indonesia to foreigners in the basic level with the framework from Common European Framework Reference (CEFR). The development of this TBSTBIF product was carried out through four stages, including review of literatures, create need analysis instruments, factual findings, and environment observation. In the stage of production, the researcher conducted a series of activities such as conducting need analysis, determination of the learning objectives, create and select learning tasks, identify enabling skills, Sequence and integrate tasks, activity and exercise, and formulate the syllabus. In the stage of field testing and revisions, the researcher conducted a continuum evaluations and revisions on weekly basis. Prior to the application of the product, the product was evaluated by the content experts then it was applied by teachers, evaluated and revised continuously by the researcher at every end of week one, week two, and week three. In the stage of implementation and dissemination, after being validated and recommended as a final product by the content experts, the researcher implemented the product of TBSTBIF in the institution where the researcher did the research, shared it to syllabus designers and teachers of bahasa Indonesia for foreigners to be used as an alternative syllabus and as a basis for developing materials and lesson plans. The data from the content experts and field-testing were collected by means of questionnaires, small group discussion, and test and documents analysis then later were analyzed descriptively. The results show that the developed Task-Based Syllabus for Teaching Bahasa Indonesia to Foreigners (TBSTBIF) from the aspect of content quality can be categorized as "Very Good" based on a total mean score by 3.55 on a 4 to 1 Likert scale. The aspect of instructional and achievement are by 3, 85. The results of feedback from teachers on the first week of application of the product are on a total mean score by 3.6, on the second week by 3.6, and on the third week by 3.7. The results of pre-test and post-test and document analysis of students' essay tasks, presentations and attendance and participation show that all students get a score ≥ 86.5, which means “very special” based on the assessment scheme of 1 to 100 score. Therefore, it can be concluded that the developed TBSTBIF is effective for the teaching bahasa Indonesia to foreigners at a beginner level class

The Polish teacher‘s technique in education of junior high school (on the basis of analyzed documents)

The aim of the article is to depict and assess the chosen aspects of the Polish teacher’s technique conducted thanks to the analysis of the syllabus in the conspects, notebooks, short tests and teacher’s teaching activities. The aspects assessed there: the ways of defining the topics, the aims of the lessons, teaching methods, the ways of taking notes and exercises. The analysis proved that not only the teacher takes care of the realization of the syllabus in the junior high school but it showed that traditional teaching methods dominate as well.The aim of the article is to depict and assess the chosen aspects of the Polish teacher’s technique conducted thanks to the analysis of the syllabus in the conspects, notebooks, short tests and teacher’s teaching activities. The aspects assessed there: the ways of defining the topics, the aims of the lessons, teaching methods, the ways of taking notes and exercises. The analysis proved that not only the teacher takes care of the realization of the syllabus in the junior high school but it showed that traditional teaching methods dominate as well

ESP SYLLABUS: COMPROMISING NEEDS AND WANTS IN HIGHER EDUCATION

Needs analysis is a device to collect the information that will become the basis for designing an effective and efficient language course. Needs analysis may include target situation analysis, present situation analysis, deficiency analysis, strategy analysis, and means analysis. However, needs analysis should not focus only on learners, but should also consider “the views and roles of other stakeholders”, such as the institution, departments, and instructors (Dudley-Evans & St. John, 1998; Frendo, 2005). This paper describes the process of designing an ESP syllabus for undergraduate education students on the basis of the needs analysis conducted through (a) a questionnaire given to the students, (b) interviews with the instructors and the faculty’s management, (c) observations in the classroom, and (d) review of the documents. The data were analyzed both quantitatively and qualitatively, and resulted in the “target needs and learning needs” (Hutchinson & Waters, 1987). Target needs include necessities, wants, and lacks; learning needs refer to what the learner needs to do in order to learn. The results of needs analysis then became the basis for designing a syllabus. The syllabus can be considered as a skills syllabus, which stresses on developing the reading micro-skills of the students in the context of education

Upaya Peningkatan Kompetensi Guru dalam Menyusun Perangkat Pembelajaran melalui Supervisi Akademik yang Berkelanjutan Sdn 007 Panipahan Darat

This research is based on observation in SD Negeri 007 Panipahan Darat got problem as follows: (1) low ofteacher competency in menyuun lesson plan especially syllabus and RPP; (2) the number of teachers preparingthe syllabus and lesson prior to teaching is still not maximal, only 60%; (3) in terms of quality, syllabus andgood RPP only reaches 30% of the syllabus and RPP made by the teacher; (4) difficulty of principals inevaluating teacher performance; (5) the difficulty of the principal evaluating the learning outcomes. This studyaims to increase the competence of teachers in preparing learning tools. In cycle 1 the number of teachers whocollect syllabus and RPP at the beginning of cycle 1, it can be seen that with the information of academicsupervision on the teacher can increase the quantity of teachers who make syllabus and RPP previously only62%, increased quantity to 74,25%. The results of the revised syllabus and RPP analysis show an increase in thequality of syllabus and RPP where the quality of A and B increased from 28 and 44 to 75 and 73%. From this itis also seen that the number of teachers who collect syllabus and RPP samples to 100%. Based on the result ofthis research, researcher can conclude that academic supervision continuously proven scientifically can improveteacher competence in arranging syllabus and RPP in SD Negeri 007 Panipahan Darat. This is evidenced by theincreasing number of good syllabus teachers from 28% to 75% after academic supervision. In addition, thenumber of good quality RPP also increased from 44% to 73%

3 case studies: a hybrid educational strategy for ART/SCI collaborations

In this paper we report on a transdisciplinary university course designed to bring together fine art/visual communication design and computer science students for the creation and implementation of collaborative visual/audio projects that draw upon the specialized knowledge of both these disciplines. While an overview of the syllabus and the teaching methodologies is undertaken in the introduction, the focus of the paper concentrates upon an in-depth discussion and analysis of 3 specific projects that were developed by 3 distinct teams of students comprised of one artist/designer and one engineer each

Esp Course Design: an Integrated Approach

ESP course design has grown to become one of the most prominent areas of EFL teaching since the early 1960's. It is a phenomenon that grew out of a number of covering trends. Nowadays there are many courses are offered in ESP areas. There has been several approaches in designing course but each of them has weakness and strengthens. This article aims at finding new approaches in ESP course design that integrate all the needs that the course. It integrates three com-ponent of need analysis, PSA, TSA, and LSA, and integrated source of data-stake-holder, learner, teacher, and expert. Each of the steps of integrated approach in-tegrate all component needed