1. LG-CENTRED COURSE DESIGN It is t

1. LG-CENTRED COURSE DESIGN It is the simplest and more familiar kind to English teachers (Ts). It aims to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course. It proceeds as follows:
4. However, it has a number of weaknesses: 1. It starts from the learner and their needs . It might be considered a learner-centred approach. The learner is simply used as a means of identifying the target situation. 2. It is a static and inflexible procedure, which can take little account of the conflicts and contradictions that are inherent in any human endeavour. 3. It appears to be systematic . 4. It gives no acknowledgement to factors which must inevitably play a part in the creation of any course. Data is not important in itself . 5. The lg-centred analysis of target situation data is only at the surface level . It reveals very little about the competence that underlies the performance. This course design fails to recognise the fact that, learners being people, learning is not a straightforward, logical process. A lg-centred approach says: ‘ This is the nature of the target situation performance and that will determine the ESP course.’
5. 2. SKILLS-CENTRED COURSE DESIGN It is a reaction both to the idea of specific registers of English as a basis for ESP and to the practical constraints on learning imposed by limited time and resources. Its aim is not to provide a specified corpus of linguistic knowledge but to make the learners into better processors of information .
It is founded on 2 fundamental principles , one theoretical, the other pragmatic:
Underlying any lg behaviour are certain skills and strategies , which the learner uses to produce or comprehend discourse.
2. The pragmatic basis for the skills-centred approach derives from a distinction made by Widdowson (1981) between goal-oriented courses and process-oriented ones.
The emphasis in the ESP course in not on achieving a particular set of goals, but on enabling the learners to achieve what they can within the given constraint.
6.
The role of needs analysis in this approach is twofold:
1. it provides a basis for discovering the underlying competence that enables people to perform in the target situation.
2. it enables the course designer to discover the potential knowledge and abilities that the learner bring to the ESP classroom.
This approach takes the learner more into account:
it reviews lg in terms of how the mind of the learner processes it rather that as an entity in itself
it tries to build on the positive factors that the learners bring to the course ( previous knowledge ), rather that just on the negative idea of ‘lacks’.
It frames its objectives in open-ended terms , so enabling learners to achieve at least sth.
This approach still approaches the learner as a user of lg rather than as a learner of lg. The processes it is concerned with are the processes of lg use not of lg learning.
7. A skills-centred approach says: ‘we must look behind the target performance data to discover what processes enable sb to perform. Those processes will determine the ESP course.’ Identify target situation Theoretical views of lg Theoretical views of learning Analyse skills/ strategies required to cope in target situation Select texts and write exercises to focus on skills/ strategies in syllabus Write syllabus Establish evaluation procedures which require the use of skills / strategies in syllabus
8. 3. LEARNING-CENTERED APPROACH
It is seen as a process in which the learner use what knowledge or skills they have to make sense of the flow of new information.
It is an internal process , which is crucially dependent upon the knowledge the learner already have and their ability an motivation to use it.
It is a process of negotiation between individuals and the society. Society sets the target and the individuals must do their best to get as close to that target as is possible.
It is based on the principle that learning is totally determined by the learner even though Ts can influence what is taught
The learner is one factor to consider in the learning process, but not the only one .
LEARNING-CENTERED APPROACH LEARNER-CENTERED APPROACH
9. A learning-centred approach says: ‘we must look beyond the competence that enables sb to perform, because what we really want to discover is not the competence itself, but how sb acquires that competence.’ Identify target situation Analyse target situation Analyse learning situation Write syllabus Write materials Teach materials Evaluate learner achievements A lg- centred approach considers the learner to here. A skills- centred approach considers the learner to here. A learning- centred approach must consider the learner at every stage
10.
This approach has 2 implications :
Course design is a negotiated process . The ESP learning situation and the target situation will both influence the nature of the syllabus, materials, methodology and evaluation procedures.
2. Course design is a dynamic process . It doesn’t move in a linear fashion. Needs and resources vary with time. The course design, therefore, needs to have built-in feedback channels to enable the course to respond to developments.
If we took a learning-centred approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course:
What skills are necessary to be taught?
What are the implications for methodology of having a mono-skill focus?
How will the sts react to doing tasks involving other skills?
Do the resources in the classroom allow the use of other skills?
How will the learners react to discussing things in the mother tongue?
How will the sts’ attitudes vary through the course? Will thy feel motivated?
How do sts feel about reading as an activity?
The important point is that these questions must be asked and the results allowed to influence the course design.
11. The learning-centred course design process is shown in this diagram: Identify learners Theoretical views of learning Analyse learning situation Analyse target situation Theoretical view of lg Identify attitudes/ wants/ potential of learners dentify needs/ potential/ constraints of learning/ teaching situation Identify skills and knowledge needed to function in the target situation Write syllabus/ materials to exploit the potential of the learning situation in the acquisition of the skills and knowledge required by the target situation. Evaluation Evaluation

Hasil (Bahasa Indonesia) 1:

1. LG-BERPUSAT kursus desain itu adalah jenis yang paling sederhana dan lebih akrab untuk guru bahasa Inggris (Ts). Hal ini bertujuan untuk menarik seperti langsung koneksi mungkin antara analisis situasi target dan isi dari kursus ESP. Itu hasil sebagai berikut:4. Namun, ia memiliki beberapa kelemahan: 1. dimulai dari pelajar dan kebutuhan mereka. Itu mungkin dianggap pendekatan yang berpusat pada pelajar. Pelajar hanya digunakan sebagai cara untuk mengidentifikasi situasi target. 2. hal ini prosedur statis dan tidak fleksibel, yang dapat mengambil sedikit tentang konflik dan kontradiksi yang melekat dalam setiap usaha. 3. ini tampaknya sistematis. 4. ini memberikan pengakuan tidak ada faktor yang mau tidak mau harus memainkan peran dalam penciptaan lapangan apapun. Data ini tidak penting dalam dirinya sendiri. 5. berpusat lg analisis data situasi sasaran adalah hanya di tingkat permukaan. Ini menunjukkan sedikit tentang kompetensi yang mendasari kinerja. Desain Lapangan ini gagal untuk mengakui fakta bahwa, pelajar menjadi orang, belajar bukan proses yang sederhana dan logis. Pendekatan yang berpusat pada lg mengatakan: 'ini adalah sifat target situasi kinerja dan yang akan menentukan kursus ESP.'5. 2. Berpusat pada keterampilan desain lapangan ini adalah reaksi yang baik dengan ide spesifik register bahasa Inggris sebagai dasar untuk ESP dan kendala praktis pada belajar dikenakan oleh keterbatasan waktu dan sumber daya. Tujuannya adalah untuk tidak memberikan korpus tertentu pengetahuan linguistik tetapi untuk membuat peserta didik ke dalam prosesor yang lebih baik informasi.Ini didasarkan pada prinsip-prinsip mendasar 2, satu teoritis, pragmatis lainnya:Setiap lg perilaku yang mendasari adalah keterampilan dan strategi, yang menggunakan pelajar untuk menghasilkan atau memahami wacana tertentu.2. dasar pragmatis untuk pendekatan yang berpusat pada keterampilan berasal dari perbedaan yang dibuat oleh Widdowson (1981) antara program berorientasi pada tujuan dan proses berorientasi.Penekanan kursus ESP di tidak mencapai set tertentu tujuan, tetapi memungkinkan para peserta didik untuk mencapai apa yang mereka bisa dalam kendala yang diberikan.6.Peran analisis kebutuhan dalam pendekatan ini ada dua:1. ini menyediakan dasar untuk menemukan kompetensi dasar yang memungkinkan orang untuk melakukan dalam situasi target.2. ini memungkinkan desain lapangan untuk menemukan potensi pengetahuan dan kemampuan yang membawa pelajar ke kelas ESP.Pendekatan ini mengambil pelajar lebih ke rekening:itu ulasan lg dalam hal bagaimana pikiran pelajar proses itu agak yang sebagai entitas dalam dirinya sendirimencoba untuk membangun pada faktor-faktor positif yang membawa para peserta didik untuk kursus (sebelumnya pengetahuan), melainkan bahwa hanya pada gagasan negatif 'kekurangan'.Itu frame tujuannya secara terbuka, sehingga memungkinkan para peserta didik untuk mencapai setidaknya sth.Pendekatan ini masih pendekatan pelajar sebagai pengguna lg bukan sebagai seorang pelajar lg. Proses yang lebih berkaitan dengan adalah proses penggunaan lg tidak lg belajar.7. A skills-centred approach says: ‘we must look behind the target performance data to discover what processes enable sb to perform. Those processes will determine the ESP course.’ Identify target situation Theoretical views of lg Theoretical views of learning Analyse skills/ strategies required to cope in target situation Select texts and write exercises to focus on skills/ strategies in syllabus Write syllabus Establish evaluation procedures which require the use of skills / strategies in syllabus8. 3. LEARNING-CENTERED APPROACHIt is seen as a process in which the learner use what knowledge or skills they have to make sense of the flow of new information.It is an internal process , which is crucially dependent upon the knowledge the learner already have and their ability an motivation to use it.It is a process of negotiation between individuals and the society. Society sets the target and the individuals must do their best to get as close to that target as is possible.It is based on the principle that learning is totally determined by the learner even though Ts can influence what is taughtThe learner is one factor to consider in the learning process, but not the only one .LEARNING-CENTERED APPROACH LEARNER-CENTERED APPROACH9. A learning-centred approach says: ‘we must look beyond the competence that enables sb to perform, because what we really want to discover is not the competence itself, but how sb acquires that competence.’ Identify target situation Analyse target situation Analyse learning situation Write syllabus Write materials Teach materials Evaluate learner achievements A lg- centred approach considers the learner to here. A skills- centred approach considers the learner to here. A learning- centred approach must consider the learner at every stage10.This approach has 2 implications :Course design is a negotiated process . The ESP learning situation and the target situation will both influence the nature of the syllabus, materials, methodology and evaluation procedures.2. Course design is a dynamic process . It doesn’t move in a linear fashion. Needs and resources vary with time. The course design, therefore, needs to have built-in feedback channels to enable the course to respond to developments.If we took a learning-centred approach, we would need to ask further questions and consider other factors, before determining the content and methodology of the course:What skills are necessary to be taught?What are the implications for methodology of having a mono-skill focus?How will the sts react to doing tasks involving other skills?Do the resources in the classroom allow the use of other skills?How will the learners react to discussing things in the mother tongue?How will the sts’ attitudes vary through the course? Will thy feel motivated?How do sts feel about reading as an activity?The important point is that these questions must be asked and the results allowed to influence the course design.11. The learning-centred course design process is shown in this diagram: Identify learners Theoretical views of learning Analyse learning situation Analyse target situation Theoretical view of lg Identify attitudes/ wants/ potential of learners dentify needs/ potential/ constraints of learning/ teaching situation Identify skills and knowledge needed to function in the target situation Write syllabus/ materials to exploit the potential of the learning situation in the acquisition of the skills and knowledge required by the target situation. Evaluation Evaluation