Group 5

Suci Chairunissa

201212501140

Sinthia Oktaviani

201212501141

Lia Nurjanah

201212501170

Helen Cynthia

201212501183

Khairul Imam Achya

2012125011

HOW GOALS BECOME REALIZED THROUGH INSTRUCTIONAL PLANS??

Persentation contents:

Translating General Goals Into Syllabus Objectives

Languange Content Process And Product In

Syllabus Designs

How Goals Become Realized Through Instructional Plans

Instructional Plans

A curricular topic in teacher preparation

programs.

Act or process of making or carrying out

plans.

A key to motivating students' academic

growth

Translating General Goals Into Syllabus Objectives

A Curriculum Provides A

Statement Of Policy

The Link Between Goals And Objectives

Syllabuses Without A Curriculum

Translating General Goals into Syllabus Objectives

A Curriculum deals with abstract (general goals)

A syllabus the instructional plans

guide teachers and learners in everyday concern

The nature of Language

Educational cultural

philosophy

The nature of Language LearningL2

CurriculumCurriculum providesA statement of policy

This Link Between Goals And Objectives

General Goals

Language

Content

Process/Means

Product/ Outcome

s

The Link Between Goals and objectives

Course Designers key question about the Language content :1.What are the contents?2.In what order or sequence?3.What are the criteria?

Course planner key question about the Process Dimension:

1. How should language be presented?2. What should be the roles of teachers and

learners?3. How should the material contribute?Course designers question about the

product:1. What knowledge is the learner expected?2. What specific language skills do the

learners need?3. What techniques of evaluation?

Syllabuses Without A Curriculum

This type of situation is most common in programs, which are not part of public

educational system

General Goals

Beliefs

Teacher’s opinion

Language Content, Process And Product In Syllabus Designs

a. Language content, or the specific matter

to be included.

b. Process, or the matter in which language

content learned.

c. Product, or outcomes such as the language

skills learners are expected to master.

Content has traditionally included there are 3

important subcomponents:

1. Language content

2. Structures

3. Grammatical forms

The Language Content Dimension

The language content dimension

Content:

• Thematic content

• Situational content

The process dimension

Process results from three major areas:

1. The organization 2. The role of the teacher 3. The role of the learner

ORGANIZATIONOrganization can be viewed in two

ways:

1. As it relates to

an overall

program

2. As it concerns

presentations

topic

The Role Of The Teacher

The teacher’s assignment was to be a faithful implementer by explaining its contents

The Role Of Learner

Learners are expected to internalize linguistic rules which in turn will help them use the

language on their own

THE PRODUCT DIMENSION

Product in syllabus design refers to the specification of the expected outcomes

of a course of study.