UJIAN PENGENDALI MUTU

ANSWER KEY

“CURRICULUM OF MATERIAL DEVELOPMENT”

NAME : PUTRI RAHMADITA

CLASS : S6-D

NPM : 201812500833

NO. WA : 083819420280

1. Types of Syllabus :
 Structural or Formal Syllabus
Traditional syllabus that focused on language form
 A Multi-Dimensional Syllabus
A flexible syllabus designed to incorporate all types of focuses:i.e structure and
situtional can be taught.
 Task-based Syllabus
Tasks and activities are use to promote language learning.
 Process Syllabus
Designed and reorganized according to students wants or designed in an ongoing
way
 Learner-Led Syllabus
The instructor uses a pre-arranged syllabus as a guide, but the learners create and
modify the syllabus increasing interest and motivation to develop language skills.
 Proportional Syllabus
Emphasizes what will be taught rather than what will be learned.
 Content-based Syllabus
Subject matter is of primary importance, but language learning occurs along with
content.
  Notional/Functional Syllabus
Emphasis on purpose of communication and meaning of language
 Lexical Syllabus
Focus on vocabulary; specific words and phrases that frequently appear in books
and conversation.
2. Yes, I agreed with this statement. Syllabus should be broken down into a lesson plan.
A lesson plan is like a map that guides you while you’re teaching. Planning your
lessons beforehand is a mysr as it is the proof that you know what to do in the
classroom. A daily lesson plan is developed by a teacher to guide class instruction. In
order to achieve learning activities in accordance with the syllabus, it is therefore
necessary to have an appropriate lesson plan made by the teacher every semester. To
make a lesson plan, there are 6 things that must be included:
 Details of the lesson.
First of all, you should mention in writing what you are going to teach and to which
class. Write the unit and lesson number, which period and which class and the topic
or the theme of the unit, and the lesson.
 Objectives
Setting the objectives of the lesson is the most important thing you must include in
your plan. Select the most important and relevant three objectives students are
required to achive at the of the lesson and write them carefully.
 Stage of the lesson
The content of the lesson which includes the new vocab, structure, function and the
skill to be emphasized.
 Evaluation
Evaluation is the four and last stage of the lesson. This stage should be divided
mainly into two categories: the first one is assessment which you write how tome
make sure that students achieve the objecyives set at the at the start of the lesson.
 Timing
Its important to achieve a kind of time management during your lesson. You should
specify a certain amount of time for each stage of the lesson and try your best to
commit to this time. Write time specified beside each stage, activity, or task.
3. Workouts are language learning and language using activities which enhance the
learners’ overall acquisition process by engaging and rewarding. Sample of such
workouts are presented here under ten different categories:
 Operations/Transformations
Enable learners to focus on semantic-grammatical features which are necessary
when aiming at accuracy in language use. All learners require such predictable
and controlled workouts at times if their goal is to achieve accurancy in language
production and interpretation.
 Warm-up/Relaxers
Are motivational workouts which add an element of enjoyment and personal
involvement. They can be used at various points during the session, especially
when a relief of tension or a change of pace is called for. For example; games,
songs, physical activites, puzzles.
 Information-Centred Tasks
Enable learners to use the language naturally while being fully engrossed in fact-
gahering activies. For example; share and tell in the classroom, treasure hunts
outside the classroom, interview with peers and others.
 Theatre Games
Encompass all activity types which simulate reality within the classroom
situation. These worksouts are especially important since they enable the
language session to broaden its context beyond the four walls of the classroom.
For instance; improvisation (creating a scene based on a given setting or
situation); roleplaying.
 Mediations/Interventions
Are workouts which enable learners to experience bridging information gaps
while using the target language. For instance; interacting with another or other
based on incomplete information. Interacting with other to change their opinions,
talking one’s way out of a difficult situation.
 Group Dynamics Activities
Are groups activities which create oppurtunities for sharing personal feelings and
emotions among learners. For example; small group or pairs solve a problem or
 discuss issues which centred on topics of personal concern, sharing of self and
feelings rather than general subject matter or topics external to the self.
 Experiential Tasks
Are group activities which make, build, construct, or create something concrete
that relates to the thematic material of the language course. For example; as a
group activity, making, bulinding, contructing, or creating something concrete
that relates to the thermatic material of the language course.
 Problem-Solving Tasks
Involve leaners in making decisions about the issues while using the target
language, enabling them to focus on the features of the activity rather than on
language usage.
 Transferring/Recostituing Information
Emphasized cognitive uses of language. For example; following language
stimulus, often a reading passage, transferring information from text to a grapic,
etc.
 Skill-getting Strategies
Are activites which enable learners to develop specific skills areas in the target
language. For example; using the SQ3R strategy (Survey, Question, Read, Recite,
and Review) in previewing reading material.

4. Communicative Curriculum defines language learning as learning how to

communicate as a member of particular socio-cultural group. It draw from three
major areas: a view of the nature of language as seen by the field of sociolinguistic, a
cognitively based view of language learning, and a humanitsctic approach in
education.
 Communicative Approach
Comes through hacing the communicative real meaning, communicate in a
conscious way, taking into account their real experiences. The communicative
approach seeks to make meaningful communication and language use a focus off
all classroom activities. The method came as a reaction against the grammar-
based approaches such as audiolingual method and grammar-translation methods
 of a foreign language instruction that ignored that the goal of language learning is
Communicative Competence.
 Holistic Approach
A holistic approach to learning process will improve creativity and self-
expression, nourish cognitive processes, and concern with personality traits of the
specific learners if it turns back due to critics of the behavioural approach to
learning.
 The Goals of Communicative Curriculum
Communicative goals have brought about a more comprehensive view of the
language component. Consequently, content in the curriculum has been
expanded to include not only structures, situations, themes or an utterance can be
considered in terms of two major types of meaning:
a) The propositional or conceptual meaning of an utterance
b) Its illocutionary force
5. The roles of a teacher:
 Controller
When teacher act as controllers they are in charge of the class and of the activity
taking place place in a way that is substantially different from a situation where
students are working on their own in groups. Controllers take the roll, tell students
things, organize drills, read aloud, and in various other ways exemplify the
qualities of ateacher-fronted classroom.
 Organiser
One of the most important roles that teachers have to perfrom is that of organizing
students to do various activities. This often involves giving the students
information, telling them how they are going to do the activity; putting them into
pairs or groups, and finally closing things down when it is time to stop. We can
summarise the role of organizer as follow: engange-> instruct (demonstrate) ->
initiate -> organize feedback.
 Assesor
One of the things that students expect from their teachers is an indication of
whether or not they are getting their English right. This is where we have to act as
 an assessor, offering feedback and correction and grading students in various
ways. When teacher act as assesors (whether in the matter of ‘instant’ correction
or more drawn-out grade giving) we must always be sensitive to the students’
possible reactions.
 Prompter
When the teacher prompt, teacher need to do it sensitively and encouragingly but,
above all, with discretion. If we are too adamant we risk taking intiative away
ftom the student. On other hand, we are to retiring, we may not supply the right
amount of encouragement.
 Participant
The traditional picture of teachers during student discussion, rople-play, or group
decisiom-making activities, is of people who ‘stand back’ from rhe activity,
letting the learners get on with it and only intervening later to offer feedback
and/or correct mistakes. However, there are also times when we might want to
join in an activity not as a teacher, but also as a participant in our own right.
 Resource
When teacher acting as a recource, teacher will want to be helpful and avaible, but
at the same time we have to resist the urge to spoon-feed our students so that they
become over-reliat on us.
 Tutor
When the students are working on longer projects, such as pieces of writing or
preparations for a talk or a debate, we can act as a tutor, working with individuals
or small groups, pointing them in directions they have not yet thought of taking.
In such situations we are combining the roles of prompter and resource, acting as
a tutor.
 Observer
Teacher do not only observe students in order to give feedback. They also watch
in order to judge the success of the different materials and activities that they take
into lessons so that yhet can, if necessary, make changes in future.
6. Evaluation, Assesment and Test:
 Evaluation
Involves looking at all the factors that influence the learning process, such as
syllabus objectives, course design, materials, metjodology, teacher performance
and assessment. For example; teacher gives learners a grade based on their
performance on the reading test.
 Assessment
As teacher, when we carry out assessment, we have to measure the performance
of our students and progress they make. We also need to diagnose the problems
they have and provide our learnes with useful feedback.For example; teacher
corrects the reading test, analyzes which questions were difficult for learners, how
different learners performed and how to whole class performed.
 Test
Defined as an instrument or tool used to make the measurement. This tool can be
written, oral, physiological or can be a mechanical device. For example; in order
to determenine the number of days per week, they engage in moderate-to-
vigorous physical activity, they might use self-report, direct observation or
instruments.