Definion of Course DesignCourse des

Definion of Course Design
Course design is the process by which the raw data about the learning need is interpreted in order to produce an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge. whose ultimate aim is to lead the learners to a particular state of knowledge. In practical terms this entails the use of the theoretical and empirical information available to produce a syllabus, to select, adapt or write materials in accordance with the syllabus, to develop a methodology for teaching those materials and to establish evaluation procedures by which progress towards the specified goals will be measured.
There are any three main types of course design:
1. Language-centred course design
This is the simplest kind of course design and is probably the one most familiar to English teacher. It is particularly prevalent in ESP. The language - centred course design process aims to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course.
At the first sight, this may seem to be a very logical procedure. It starts with the learner, procedus through various stages of analysis to a syllabus, thence to materials in use in the classroom and finally to evaluation of mastery of the syllabus items. However, logical and straightforward as it may seem, it has a number of weaknesses:
a) It starts from the learners and their needs, and thus it might be centred in any meaningful sense of the term. The learner is used solely as a way of locating the restricted are. Thereafter the learner plays no further part in the process. As we have seen, however, when considering needs analysis, the learner should be considered at every stage of the process.
b) The language – centred process can also be criticized for being a static and inflexible procedure, which can take little account of the conflicts and contradictions that are inherent in any human endeavor. Once the initial analysis of the target situation is done, the course designer is looked into a relentless process. And unfortunately we have to admit that we do not know enough about how the mind actually goes about creating its internal system of knowledge.
c) One of the alluring features of this model is that it appears to be systematic. But in so doing engenders the false belief learning itself is systematic- that the systematic analysis and presentation of language data will produce systematic learning in the learner. But the most important point here is that it must be an internally – generated system not an externally imposed system. The fact that knowledge has been systematically analysed and systematically presented does not in any way imply has it will be systematically learnt. Learners have to make the system meaningful to themselves.
d) The language-centred model gives no acknowledgement to factors which must inevitably play a part in the creation of any course. Data such as that produced by a needs analysis, its not important in itself. Data must be interpreted, and in interpreting we make use of all sorts of knowledge that are not revealed in the analysis itself. What is actually happening in the language – centred approach is that an analytical model is also being used inapporopriately as a predictive model. If materials are based on the language-centred model, then either there are other factors being used, which are not acknowledge in the model, or and sadly this is what seems so often to be important at all. As a teacher once remarked at a seminar on materials writing, ‘ it doesn’t matter if it’s boring. It’s ESP.’
e) The language – centred analysis of target situation data is only at the surface level. It reveals very little about the competence that underlies the performance.

2. Skills-centered course design
The skills-centred approach to ESP has been widely applied in a number of countries, particularly in Latin America. Students in universities and colleges there have the limited, but important need to read subject texts in English, because they are unavailable in the mother tongue. The skills-centered approach is founded on two fundamental principles, one theoretical, the other pragmatic :
a. The basic theoretical hypothesis is that underlying any language behavior are certain skills and strategies, which the learner uses in order to produce or comprehend discourse. A skills-centred approach aims to get away from the surface performance data and look at the competence that underlines the performance (see I (e) above). A skills – centred course will present its learning objectives in term of both performance and competence.
b. The pragmatic basis for the skills-centred approach derives from a distinction made by Widdowson (1982) between goal-oriented courses and process-oriented courses. Holmes (1982) points out that in ESP the main problem is usually one of time available and student experience. First, the aims may be defined in terms of what is desirable, - i.e. to be able to read in the literature of the students’ specialism, but there may be nowhere near enough time to reach this aim during the period of the course. Secondly, the students may be in their first year of studies with little experience of the literature of their specialism.
The process-oriented approach tries to avoid this problem by removing the distinction between the ESP course and the target situation. The emphasis in the ESP course, is not on achieving a particular set of goals, but on enabling the learners to achieving what they can within the given constraints.
The role of needs analysis in a skills-centred approach is twofold. Firstly, it provides a basis for discovering the underlying competence that enables people to perform in the target situation. Secondly, it enables the course designer to discover the potential knowledge and abilities that the learners bring to the ESP classroom.
The skills-centred approach, can certainly claim to take the learner more into account than the language-centredapproach :
a. In views language in terms of how the mind of the learner processes it rather than as an entity in itself.
b. It tries to build on the positive factors that the learners bring to the course, rather than just on the negative idea of ‘lack’.
c. It frames its objectives in open-ended terms, so enabling learners to achievement at least something.
The skills-centred approach still approaches the learner as a user of language rather than as a learner of language. The processes it is concerned with are the processes of language use not of language learning. It is with this distinction in mind that we turn to the third approach to course design.
3. A Learning-centred approach
The learner-centred approach is based on the principle that learning is totally determined by the laearner. As teachers we can influence what we teach, but what the learners learn is determined by the learners alone. Learning is seen as a process in which the learners use what knowledge or skills they have in order to make sense of the flow of new information.
Learning, therefore, is an internal process, which is crucially dependent upon the knowledge the learners already have and their ability and motivation to use it. It is difficult to fault this view of learning, if we see learning simply in terms of the end product in the learner’s mind. But learning can, and should, be seen in the context in which it takes place.
Learning is not just a mental process, it is a process, it is a process of negotiation between individuals and society. Society sets the target (in the case of ESP, performance in the target situation) and the individuals must do their best to get as close to that target as is possible (or reject it). The learners will certainly determine their own route to the target and the the speed at which they travel the route, but that does not make the target unimportant. The target still has a determining influence on the possible routes. In the learning process, then, there is more than just the learner to consider. For this reason we would reject the term a learner-centred approach in favour of a learning-centred approach to indicate that the concern is to maximise learning. The learner is one factor to consider in the learning process, but not the only one. Thus the term learner-centred would for our purpose be misleading.
To return to our discussion of approaches to course design, we can see that for all its emphasis on the learner, the skill-centred approach does not fully take the learner into account, because it still makes the ESP learning situation too dependent on the target situation. The learner is used to identify and to analyse the target situation. The learner is used to identify and to analyse the target situation needs. But then, as with the language-centred approach, the learner is discarded and the target situation analysis is allowed to determine the content of the course with little further reference to the learner.
A language-centred approach say this is the nature of the target situation performance and that will determine the ESP course. A skills-centred approach says: That’s not enough. We must look behind the target performance data to discover what processes enable someone to perform. Those processes will determine the ESP course.
A learning-centred approach says thet’s not enough either. We must look beyond the competence that enables someone to perform, because what we really want to discover is not the competence itself, but how someone acquires that competence. This has two implications:
a. Course design is a negotiated process. There is no single factor which has an outright determining influence on the content of the course. The ESP learning situation and the target situation will both influence the nature of the syllabus, materials, methodology and evaluation procedures. Similarly each of these components will in

Hasil (Bahasa Indonesia) 1:

Definion of Course DesignCourse design is the process by which the raw data about the learning need is interpreted in order to produce an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge. whose ultimate aim is to lead the learners to a particular state of knowledge. In practical terms this entails the use of the theoretical and empirical information available to produce a syllabus, to select, adapt or write materials in accordance with the syllabus, to develop a methodology for teaching those materials and to establish evaluation procedures by which progress towards the specified goals will be measured.There are any three main types of course design:1. Language-centred course designThis is the simplest kind of course design and is probably the one most familiar to English teacher. It is particularly prevalent in ESP. The language - centred course design process aims to draw as direct a connection as possible between the analysis of the target situation and the content of the ESP course.At the first sight, this may seem to be a very logical procedure. It starts with the learner, procedus through various stages of analysis to a syllabus, thence to materials in use in the classroom and finally to evaluation of mastery of the syllabus items. However, logical and straightforward as it may seem, it has a number of weaknesses:a) It starts from the learners and their needs, and thus it might be centred in any meaningful sense of the term. The learner is used solely as a way of locating the restricted are. Thereafter the learner plays no further part in the process. As we have seen, however, when considering needs analysis, the learner should be considered at every stage of the process. b) The language – centred process can also be criticized for being a static and inflexible procedure, which can take little account of the conflicts and contradictions that are inherent in any human endeavor. Once the initial analysis of the target situation is done, the course designer is looked into a relentless process. And unfortunately we have to admit that we do not know enough about how the mind actually goes about creating its internal system of knowledge. c) One of the alluring features of this model is that it appears to be systematic. But in so doing engenders the false belief learning itself is systematic- that the systematic analysis and presentation of language data will produce systematic learning in the learner. But the most important point here is that it must be an internally – generated system not an externally imposed system. The fact that knowledge has been systematically analysed and systematically presented does not in any way imply has it will be systematically learnt. Learners have to make the system meaningful to themselves.d) model berpusat bahasa memberikan pengakuan tidak ada faktor yang mau tidak mau harus memainkan peran dalam penciptaan lapangan apapun. Data seperti yang dihasilkan oleh analisis kebutuhan, yang tidak penting dalam dirinya sendiri. Data harus ditafsirkan, dan dalam menafsirkan kami menggunakan segala macam pengetahuan yang tidak diungkapkan dalam analisis itu sendiri. Apa yang sebenarnya terjadi dalam bahasa – berpusat pendekatan adalah bahwa model analitis juga sedang digunakan inapporopriately sebagai model prediktif. Jika bahan didasarkan pada bahasa yang berpusat pada model, maka baik ada faktor lain yang digunakan, yang tidak mengakui dalam model, atau dan sayangnya hal ini begitu sering yang tampaknya menjadi penting sama sekali. Sebagai seorang guru pernah mengatakan pada sebuah seminar pada bahan-bahan yang menulis, ' tidak peduli jika itu membosankan. It's ESP.'e) The language – centred analysis of target situation data is only at the surface level. It reveals very little about the competence that underlies the performance. 2. Skills-centered course design The skills-centred approach to ESP has been widely applied in a number of countries, particularly in Latin America. Students in universities and colleges there have the limited, but important need to read subject texts in English, because they are unavailable in the mother tongue. The skills-centered approach is founded on two fundamental principles, one theoretical, the other pragmatic :a. The basic theoretical hypothesis is that underlying any language behavior are certain skills and strategies, which the learner uses in order to produce or comprehend discourse. A skills-centred approach aims to get away from the surface performance data and look at the competence that underlines the performance (see I (e) above). A skills – centred course will present its learning objectives in term of both performance and competence.b. The pragmatic basis for the skills-centred approach derives from a distinction made by Widdowson (1982) between goal-oriented courses and process-oriented courses. Holmes (1982) points out that in ESP the main problem is usually one of time available and student experience. First, the aims may be defined in terms of what is desirable, - i.e. to be able to read in the literature of the students’ specialism, but there may be nowhere near enough time to reach this aim during the period of the course. Secondly, the students may be in their first year of studies with little experience of the literature of their specialism.The process-oriented approach tries to avoid this problem by removing the distinction between the ESP course and the target situation. The emphasis in the ESP course, is not on achieving a particular set of goals, but on enabling the learners to achieving what they can within the given constraints.The role of needs analysis in a skills-centred approach is twofold. Firstly, it provides a basis for discovering the underlying competence that enables people to perform in the target situation. Secondly, it enables the course designer to discover the potential knowledge and abilities that the learners bring to the ESP classroom.The skills-centred approach, can certainly claim to take the learner more into account than the language-centredapproach :a. In views language in terms of how the mind of the learner processes it rather than as an entity in itself.b. It tries to build on the positive factors that the learners bring to the course, rather than just on the negative idea of ‘lack’. c. It frames its objectives in open-ended terms, so enabling learners to achievement at least something.The skills-centred approach still approaches the learner as a user of language rather than as a learner of language. The processes it is concerned with are the processes of language use not of language learning. It is with this distinction in mind that we turn to the third approach to course design.3. A Learning-centred approachThe learner-centred approach is based on the principle that learning is totally determined by the laearner. As teachers we can influence what we teach, but what the learners learn is determined by the learners alone. Learning is seen as a process in which the learners use what knowledge or skills they have in order to make sense of the flow of new information. Learning, therefore, is an internal process, which is crucially dependent upon the knowledge the learners already have and their ability and motivation to use it. It is difficult to fault this view of learning, if we see learning simply in terms of the end product in the learner’s mind. But learning can, and should, be seen in the context in which it takes place.Learning is not just a mental process, it is a process, it is a process of negotiation between individuals and society. Society sets the target (in the case of ESP, performance in the target situation) and the individuals must do their best to get as close to that target as is possible (or reject it). The learners will certainly determine their own route to the target and the the speed at which they travel the route, but that does not make the target unimportant. The target still has a determining influence on the possible routes. In the learning process, then, there is more than just the learner to consider. For this reason we would reject the term a learner-centred approach in favour of a learning-centred approach to indicate that the concern is to maximise learning. The learner is one factor to consider in the learning process, but not the only one. Thus the term learner-centred would for our purpose be misleading.To return to our discussion of approaches to course design, we can see that for all its emphasis on the learner, the skill-centred approach does not fully take the learner into account, because it still makes the ESP learning situation too dependent on the target situation. The learner is used to identify and to analyse the target situation. The learner is used to identify and to analyse the target situation needs. But then, as with the language-centred approach, the learner is discarded and the target situation analysis is allowed to determine the content of the course with little further reference to the learner.A language-centred approach say this is the nature of the target situation performance and that will determine the ESP course. A skills-centred approach says: That’s not enough. We must look behind the target performance data to discover what processes enable someone to perform. Those processes will determine the ESP course.A learning-centred approach says thet’s not enough either. We must look beyond the competence that enables someone to perform, because what we really want to discover is not the competence itself, but how someone acquires that competence. This has two implications:a. Course design is a negotiated process. There is no single factor which has an outright determining influence on the content of the course. The ESP learning situation and the target situation will both influence the nature of the syllabus, materials, methodology and evaluation procedures. Similarly each of these components will in

Hasil (Bahasa Indonesia) 2:

Definition of Design Course
Design Course is the process by which raw data about the necessity of learning construed to produce a series of integrated learning experience, whose main purpose is to lead students to the specific circumstances of knowledge, whose main purpose is to lead students to the specific circumstances of knowledge. In practical terms this requires the use of information theoretical and empirical exist to produce syllabus, to select, adjust or written materials in accordance with the syllabus, to develop methodologies for teaching materials and establish procedures for evaluation of where progress towards the target to be measured.
There are also three The main types of design only:
1. Design courses centered
This is the simplest type of design only and may be the most familiar to an English teacher. This is especially true in the ESP. Language - centered design process only aims to draw a direct connection possible Among the situational analysis of targets and contents of the ESP course.
At first glance, this might seem to be a procedure that is very logical. It starts with the learners, procedus through the various stages of the analysis to the syllabus, from there to the materials used in the classroom and ultimately to evaluate mastery item syllabus. However, logical and easy as it may seem, it has a number of shortcomings:
a) Beginning of learners and their needs, and thus may be centered in any meaningful sense of the term. Students are only used as a way to put limited is. After The learners do not play a further part in the process. As we have seen, however, when considering the needs analysis, students should be considered at every stage of the process.
B) Language - The process of centering can also be criticized because the procedure static and inflexible, which can take little into account the conflicts and contradictions inherent in every human endeavor. After a preliminary analysis of the situation of the target is done, the designer of course look into the process endlessly. And unfortunately we must admit that we do not know enough about how the mind actually go about creating internal systems knowledge.
C) One interesting feature of this model is that it seems to be systematic. But thus lead to false beliefs learning itself is systematic- that systematic analysis and data presentation language will result in systematic learning of students. But the most important the point here is that it must be internal - system is not a system externally imposed generated. The fact that knowledge has been analyzed and systematically systematically presented not in any way imply have to be systematically studied. Learners must create a system that is meant for themselves.
D ) language model centered give no recognition factor that should definitely play a role in the creation of any course. Data such as those generated by a needs analysis, which is not important in itself. The data should be interpreted, and the interpretation we use all kinds of knowledge that are not revealed in the analysis itself. What is actually happening in the language - centered approach is that the analytical model is also used inapporopriately as a predictive model. If the material is based on the model of language-centered, well then there are other factors that are used, which does not recognize in the model, or, and unfortunately this is what often appears to be very important. As a teacher once said at a seminar on writing materials, 'it does not matter whether it's boring. It ESP'.
E) Language - analysis centered situation Target data is only at the surface level. Revealing a little about the competence The underlying performance. 2. Skills-based course design skills ESP centered approach has been widely applied in a number of countries, particularly in Latin America. Students in universities and colleges there has limitations, but it is important to read the text in English lessons, because they do not available in a native language. Skills-based approach is based on two fundamental principles, one theoretical, the other pragmatic: a. Hypothesis The theoretical basis is that the underlying behavior of language skills and strategies, which use the students to produce or understand discourse. Approach skills centered aims to move away from the surface and see performance data underline the competence of the performance (see I (e) above). A skill - centered course will present the learning objectives within both the performance and competence. B. Basic pragmatic approach centered skills derived from the difference made ​​by Widdowson (1982) between courses goal-oriented and program-oriented process. Holmes (1982) indicates that the ESP is the main problem usually is one of the available time and the student experience. First, the goal can be defined in terms of what desirable, - which is to be read in the literature of specialization students, but there may be nowhere near enough time to achieve this goal during the period of the course. Secondly, students may be in their first year of study with little experience of the literature of their specialty. approach is process oriented try to avoid this problem by removing the distinction between courses ESP and the situation of the target. The emphasis in ESP only, not on achieving a certain set of goals, but at enabling learners to achieve what they could within certain limits. The role of needs analysis in skills approach centered is twofold. First, it provides a basis for finding the basic competencies that allow people to look at the situation targets. Second, it allows the designer program to find knowledge potential and abilities that students bring to the classroom ESP. The-skills-based approach, can certainly claim to taking into account the learner of the language-centredapproach: a. In the language in terms of how the students thought the process was not as a separate entity. B. Trying to build positive factors that learners bring to the course, not only the negative notion of 'lack of '. C. This frame goal in terms of the open, allowing learners to achieve at least something. The skills-based approach is still approaching the students as the language is not a language learner. The process is related to the use of language is not the language of learning. This with this distinction in mind that we turn to the third approach to the design only. 3. Learning Approach centered approach to learner-centered learning is based on the principle that completely determined by the laearner. As teachers we can influence what we teach, but What students learn is determined by learners themselves. Learning is seen as a process in which learners use what knowledge or skills they have to understand the flow of new information. Learning, therefore, internal processes, which crucially depends on the knowledge learners have have and their ability and motivation to use it. It's hard to fault this view of learning, if we look at learning only in terms of the final product in the mind of the learner. But learning can, and should, be viewed in the context of what happened. Learning is not just a mental process, it is a process, it is a process of negotiation between the individual and society. Society set a target (in the case of ESP, the performance of the target situation) and individuals must do their best to get close to the target as possible (or reject). Learners would determine their own route to the target and the speed at which they travel route, but it does make an important target. The target was to have a decisive influence on the possible routes. In the learning process, then, there is more than just students to consider. For this reason we will rejected the term approach centered on the learner in supporting learning approach centered to indicate that the concern is to maximize learning. Students are among the factors to be considered in the learning process, but not the only one. Thus the term centered on learners will be for the purpose of we are misleading. To return to our discussion of approaches to course design, we can see that for all the emphasis on learners, skills approach centered not fully take students into account, because they create learning situations ESP too dependent on the situation of the target. Students used to identify and analyzing the situation of the target. Students used to identify and analyze the situation of the target requirement. But then, as with the approach of language-centered, students will be discarded and the analysis target situation is allowed to determine the content just with a little further reference to students. Approaches language centered say this is the nature of the target performance of the situation and will determine the ESP course. Approach skills centered say: That's not enough. We must look behind the performance data of the target to find out what the process allows one to perform. Such processes will determine the ESP course. Approach centered learning say thet are not good enough. We have to look beyond the competence that allows one to do, because what we really want to find no competence itself, but how does one acquire competencies. This has two implications: a. Design course is the negotiation process. There is no single factor that has a direct influence determine the course content. Situation studying ESP and the situation will target both affect the nature of the procedure syllabus, materials, methodology and evaluation. Similarly, each of the components will be in