Name : Wafa Dhina Aliyah

Student ID : 180203233

English Course Design unit 1

Tugas 1 ( Summary chapter 1)

Tugas 2 (summary buku "Designing language courses: A guide for teachers")

Designing Language Courses :

A Guide For Teacher
by Kathleen Graves
CHAPTER 1

A Systems Approach To Course Design

Course Development
Course design is the initial process that instructors must establish to plan for successful student
outcomes. If you want your course to be effective, there are a few things you should ask about before you
even think about objectives, activities, assessments, and compiling a course syllabus.

A Processes Of Course Design

The course development stages in Graves' (2000) course development process are:

1. Defining the context : Look for problems that will be solved in the course, see the context and
determine the problems that will be faced in the course.
2. Articulate beliefs : make courses in accordance with the beliefs of the educators
3. conceptualizing content : thinking about what students should learn in the course, focusing on
parts of the material that students do not understand, also focusing on the purpose of making this
course.
4. Formulating goals and objectives : Make a list of what will be studied
5. Assessing needs : what students need to learn, how they learn it, and the means to learn
6. Organizing the course : decide which technique to use in accordance with the material and goals
needed by students.
7. Developing materials : whether the student can adapt with the techniques and materials used. And
there are additional material deemed necessary for the student
8. Designing an assessment plan : The process of assessing student learning and evaluation is
carried out according to the overall framework of the course design.
Designing A Language Course Is A Work In Progress

Actually, designing language course is something that is familiar for teachers, but that doesn't
mean that we are better off going to class without a plan at all, but the importance of this course can be
said to be a plan B if something happens later.

Course Development Cycles

According Graves‘ (2000) the cycles of course development are :

1. planning the course

2. teaching the course
3. re-planning the course
4. re-conceptualization and re-teaching the course

CHAPTER 2

Defining The Context

Context is an important part of creating a course design, because in this section we must
understand the child's background, such as how he learns on a daily basis, his learning environment and
many others. This is done of course so that the objectives of this course design can be achieved.

In designing a language course, there are things that must be prepared such as determining the
content, materials, methods to be used and not forgetting to evaluate student assessments.

There are several factors and process for analysing the context :

1. People : Discusses age, number of students, backgrounds, knowing their parents and etc
2. Physical setting : The layout of the school
3. Nature of course and institution
4. Teaching Resources : Tools used in supporting the learning process and course design
5. Time : Know how much time will be used and also how many meetings will take place.

Why defining the context is important in the course development stage? because the purpose of
defining the context is to collect information about students and other things, the more information you
get, the better you will be in course development.
 CHAPTER 3

ARTICULATING BELIEFS
Believing in yourself is something that is difficult to have and express. Most teachers do not show
that they have high self-confidence regarding this developing course, because the school does not require
them to show that belief and there is also no reward that will be obtained from the school. But it is a must
have for a teacher, the spirit that will bring success.

A Framework For Articulating Beliefs

1. Beliefs About Language

Language is a tool / system used to convey information either verbally, in writing or as a sign
and is used as a means of communication. The point here is that the teacher is confident about
how to communicate between teacher and student during the teaching and learning process later

2. Beliefs About The Social Context Of Language

According to Stern’s view, social context are including :

a. Sociolinguistic issues : Discusses whether the use of language used in course design can be in
accordance with the social context
b. Sociocultural issues : Discusses matters related to language and culture.
c. Sosiopolitical issues : Discusses the su or language of a particular culture or tennis

3. Beliefs About Learning And Learners

From the book , teacher can hold seemingly contradictory about :

a. The process of learning

 Unconscious and incompatible
 unconsciously incompatible
 aware that it is capable
 not aware that it is capable

4. Beliefs About Teaching

The process of teaching ;

a. The teacher provides knowledge to students

b. Students and teachers discuss methods or techniques and so on

c. The teacher makes decisions about the knowledge and skills to be learned
d. Provides problem-solving activities

e. The teacher guides the students in solving problems

Example of A Teacher’s Beliefs

According to Denise Lawson’s :

a. Learner–centered curriculum
Development of students who help each other during the learning process, competition,
student participation during the course process, and assessment.

b. Meaning-centered curriculum
providing material according to the needs and interests of students

c. Process-centered curriculum Use of five step process writing model

Self-assessment and peer and teacher assessments.

d. Clear articulation of roles of teacher and students

CHAPTER 4

CONCEPTUALIZING CONTENT
Content conceptualization is finding out which language learning and language is selected and used in
the course. Content conceptualization process:

a. Think about what they should study, what they need, and what the purpose of this course is.
b. Make what materials should be added in the course design
c. As well as set the objectives, material, sequence, and evaluation.

The ways of conceptualizing content related to language include :

1. Linguistic skills
Linguistic skills are how the language is structured, with :
a. Phonology and also pronunciation
b. The grammar.
c. The vocabulary

2. Topics/Themes
Topics are what is being talked about. They may be :
a. personal
b. professional
c. social and cultural related to education
 d. political

According to Graves (2000) there are different themes and topics :

a. the theme is broader than the topic,

b. a theme is a collection of several topics

3. Communicative Function
The functions such as :
 Persuading
 Expressing preference
 Apologizing

4. Competencies

5. Tasks

6. Content

7. Four skills

8. Genre : Coalition something and make it in oral and written form

Learner Related Content

a. Affective goals
b. Interpersonal Skills
c. Learning Strategies.

Social Contenxt Related Content

a. Sosio-linguistic : Paralinguistic ability, register

b. Socio-cultural : identity, value, norms, customs.
c. Socio-political : life skills, critical language awareness.

CHAPTER 5

FORMULATING GOALS AND OBJECTIVES

Goals & Objectives

 Goals and goals help define and define what you want to achieve. During the course, the
goals and objectives serve as a guide to help the educator make decisions about what to do.
Goals and objectives help define course content and evaluation. In addition, the aims and
objectives can help in communication, namely informing others about what the purpose of
making these courses is.

Relationship between goals and objectives

1. Goal: establish the main objective of the course

2. Objectives: the stages through which to reach the destination

Formulating and Articulating Goals

How to set goals on the course:

a. knowledge, awareness, skills,attitudes

b. awareness, teacher, attitide, skills, and knowledge
c. Language goals, strategic goals, philosophical goals and method or process goals.

Formulating Objectives
1. Subject : which student will reach the goal
2. Performance: what the student will do
3. Condition: whether the student is able to learn
4. Measuring: observing the process
5. Criteria: assess whether he is able to achieve goals

Cumulative Framework For Objectives

1. Coverage: The material to be used

2. Activity: see what students will do with the material given

3. Involvement: how students react to the material given

4. Mastery: what students do after studying the material

5. General thinking: goals

CHAPTER 6

ASSESSING NEEDS
The collection process regarding the needs of students' needs and assisting them in meeting
the things needed during the course process.
 The process of need assessment is:

• collect various kinds of information that students need

• select important information

• make decisions and try to meet those needs

1. Information about the present

A. ask about the background of the student
b. Ask about how proficient the student is about the language, then choose the text according to
his level and develop skills which part he thinks is difficult
c. there is a sense of intercultural competence
d. ask about their experiences and what they want to be linked to the material
e. know how the learning techniques they usually use
f. confident attitude of all students, whether they are able and confident with a new language

2. Information about what needs to be learned, wants to change:

a. the wishes and goals of the students

b. discuss about the situation they want and content

c. how communicative between teachers and students

d. the level of language they have

3. Some factors that can help your choices

a. The main objective of the course.
b. an educator's confidence
c. All the information you have sought and prepared about the students
d. You know how to do it and use it

The process of collecting student information can be done by :

a. Questionaire
b. Interviews
c. Grids, chart or list
d. Writing activities
e. Gropup discussions
f. Ranking activities

4. Ongoing needs assessment:

a. Regular feedback sessions
b. Dialogue journals
c. Learning logs or learning diaries
 d. Portofolio
e. Participatory processes

CHAPTER 7

ORGANIZING THE COURSE

The meaning is how to be able to integrate content and material so that the objectives of this course can
be achieved.

Things that must be prepared by the organizer:

a. nice and stable organization

b. determine the appropriate modules and curriculum
c. membat class
d. determine the language used for each class
e. looking for any tools and materials needed in the classroom

1. Organizing the course has five overlapping processes :

a. Determining the organizing priciple that drive the course
b. Identifying units, modules or strands based on organizing principles
c. Sequensing the units
d. Determining the language and skills content of the units
e. Organizing the content within each unit

2. Why use organize a course :

a. Having a negotiated syllabus does not mean that you walk into the course with no plain in mind
b. A negotiated syllabus works best when there is a conceptual container to support

2. It is important why we have to organize the course:

a. There is readiness in terms of syllabus, but possible if you don't make it

b. there is conceptual support in the syllabus

3. There are several ways to organize modules, units, or threads in the course:

a. Cycle: some elements occur in a predictable order and once the sequence is completed, it starts all over
again

b. Matrix: elements are selected from a specific content category but not in a predictable order

c. Combination: one cycle and a matrix means that within a given unit, courses can follow a predictable
sequence of learning activities.
 CAHPTER 8

DEVELOPING MATERIALS
This section discusses all student needs, techniques and materials to achieve the objectives of the
course. Here also discusses the method or stages of learning evaluation.

Material development has coverage consisting of:

a. Evaluate teaching materials

 The material taught must be as good and complete as possible with different sources,
because the more sources the better.
 The learning media that must be used must be adequate, such as using videos, laptops,
and additional material books
 Teachers and students discuss properly about the grammar that will be used in the
learning process

b. The process of adapting teaching

Here explains how a student can adapt to the learning process. Is he able to receive
material or other things

c. making teaching materials by the teacher

The teacher must make the material as creative as possible. When making it, the
participants must think about what is best for the participants and the procedures and data that
must be made as well as possible.

CAHPTER 9

ADAPTING A TEXTBOOK.
Why do you have to use a textbook, so a researcher says that every student is different, and also
because of the difference between the student and the teacher's factor where the teacher is good at
providing the material so that there are students who do not fit or don't understand the material well.

There are several advantages to using textbooks for both teachers and students:

a. There is already a syllabus in accordance with government regulations

c. there are many visuals and readings that are easy for students to understand

d. There is already an evaluation evaluation for each chapter

e. It is very well arranged according to the levels

f. As additional material
However, there are also disadvantages to using textbooks

a. It's not practical

b. The material is not renewable

c. Can make students bored in reading it

CHAPTER 10

DESIGNING AN ASSESSMENT PLAN

Assessment is an assessment that involves students to find out where the student's abilities are or where
the student's abilities have been and the results are used as a basis for compiling a learning design. This
assessment is carried out so that teachers recognize student shortages and help to improve their
development so that learning objectives are achieved.

Kinds of assessment:

a. Written test

b. Observation

c. Assignment

d. Portfolio

e. project

Steps that must be considered in making an assessment:

a. Planning

focus on exam questions with material that has been taught, do not include material that has never been
taught

b. Implementation

Here it discusses how much time should be used in the assessment and the place for the assessment
process

c. Analysis

Analyze the results of the assessment

Tugas 3 ( Summary 2 videos )

Effective Course Design by Kassia Wosick-Correa, Ph.D.

1. Basic Course Design
2. Learning objectives ; what would students take away from this course , what information they
apply and etc. Learning objevtive ususally involve a combination of :
a) Content knowledge
b) Skills (learning and applied)
c) values
3. Course avtivities : What learn activities will students do in order to meet the learning objectives
and how will they apply and practice certain skills and etc. Learning activities should be as active
as possible :
4. Reding, discussion, lecture, problem solving, writing, small group work, laboratory activities,
research, role playing, demonstration, experiments, debates, field trips, films and videos q7a
sessions , indivudial work.
5. Assessment : creating assessment for the corse and how the students comprehension or
application of the course materials be assessed , and how can students demonstrate successful
comprehension application of knowledge of materials or skills. Assessment can take various
forms : writin assignments, pral presentations, exams,quizzes, and projects.

Course & Syllabus Design

1. View the academic calendar

First, educators must know about the teaching schedule. Here the educator also knows and regulates the
number of meetings and the number of hours that will be held during the learning process.

2. Create an identity about lesson planning

The things that must be included to create a lesson planning identity are the identity of the school, the
subjects, the teacher who teaches, the number of meetings and time and so on.

3. Creating Core Competencies, Basic Competencies and Indicators

Core Competencies are defined as the ability level to achieve Basic Competencies and indicators. It can
be said that core competencies are the main thing or purpose of making Basic Competencies and
Indicators. These basic competencies have been established by the government, namely regarding
spiritual attitudes, social attitudes, skills attitudes and knowledge attitudes.
4. Learning Objectives

Learning objectives are made in accordance with basic competencies and indicators. Usually the learning
objectives are already in the textbook, but the teacher can also make it as creative as possible.

5. Learning Materials

Educators make teaching materials that are in accordance with the curriculum that has been provided by
the government.

6. Learning Methods

Educators choose learning methods that are in accordance with their subjects and are as creative as
possible, because this method is very important because it can be said to determine whether the basic
competencies and indicators are made.

7. Learning Activities

Learning activities are divided into 3 stages:

- Preliminary

This stage the teacher provides motivation to students so that they are enthusiastic about learning and
explain the material being taught

- Core activities

Here the learning process occurs where the teacher provides material to students

- Closing

Students are asked to make conclusions from the material being studied and the teacher gives rewards to
students

8. Assessment

The teacher assesses the results of the learning activities that have been carried out. Assessment is not
only a value but also assesses spiritual attitudes, attitudes of knowledge, attitudes of skills and social
attitudes.