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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
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
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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 itselfit 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
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
Sedang diterjemahkan, harap tunggu..
1 LG-Centred KURSUS DESIGN Ini adalah sederhana dan lebih akrab baik untuk guru bahasa Inggris (Ts). Hal ini bertujuan untuk menarik sebagai langsung koneksi mungkin antara analisis situasi target dan isi ESP saja. Ini hasil sebagai berikut:
4. Namun, ia memiliki sejumlah kelemahan: 1 Dimulai dari pelajar dan kebutuhan mereka. Mungkin dianggap sebagai pendekatan yang berpusat pada pelajar. Siswa hanya digunakan sebagai cara untuk mengidentifikasi situasi sasaran. 2 Ini adalah prosedur statis dan tidak fleksibel, yang dapat mengambil sedikit memperhitungkan konflik dan kontradiksi yang melekat dalam setiap usaha manusia. 3 Tampaknya menjadi sistematis. 4. tidak memberikan pengakuan terhadap faktor-faktor yang mau tidak mau harus berperan dalam penciptaan program apapun. Data tidak penting dalam dirinya sendiri. 5. Analisis lg berpusat situasi Target data hanya pada tingkat permukaan. Ia mengungkapkan sangat sedikit tentang kompetensi yang mendasari kinerja. Tentu saja desain ini gagal untuk mengakui fakta bahwa, peserta didik menjadi orang-orang, belajar tidak langsung, proses logis. Pendekatan lg berpusat mengatakan: "Ini adalah sifat kinerja situasi target dan yang akan menentukan ESP saja."
5. 2 KETERAMPILAN-Centred KURSUS DESIGN Ini adalah reaksi baik dengan ide register spesifik bahasa Inggris sebagai dasar untuk ESP dan kendala praktis tentang pembelajaran yang dikenakan oleh waktu dan sumber daya yang terbatas. Tujuannya adalah untuk tidak memberikan korpus tertentu pengetahuan linguistik tetapi untuk membuat peserta didik menjadi lebih baik prosesor informasi.
Hal ini didirikan pada 2 prinsip dasar, yang bersifat teoritis, pragmatis lainnya:
Mendasari perilaku lg yang keterampilan dan strategi tertentu, yang pelajar digunakan untuk memproduksi atau memahami wacana.
2. Dasar pragmatis untuk pendekatan keterampilan berpusat berasal dari perbedaan yang dibuat oleh Widdowson (1981) antara kursus berorientasi pada tujuan dan yang berorientasi proses.
Penekanan dalam ESP kursus tidak pada pencapaian set tertentu tujuan, tetapi pada memungkinkan peserta didik untuk mencapai apa yang mereka dapat dalam batasan tertentu.
6.
Peran analisis kebutuhan dalam pendekatan ini ada dua:
1. menyediakan dasar untuk menemukan kompetensi dasar yang memungkinkan orang untuk tampil di situasi sasaran.
2. . memungkinkan desainer kursus untuk menemukan pengetahuan dan kemampuan potensial yang pelajar membawa ke kelas ESP
Pendekatan ini mengambil pelajar lebih ke rekening:
itu ulasan lg dalam hal bagaimana pikiran pelajar proses agak bahwa sebagai sebuah entitas dalam sendiri
mencoba untuk membangun faktor-faktor positif bahwa peserta didik membawa ke program (pengetahuan sebelumnya), bukan yang hanya pada gagasan negatif 'kekurangan'.
Ini frames tujuan dalam hal terbuka, sehingga memungkinkan peserta didik untuk mencapai setidaknya STH.
Pendekatan ini masih mendekati pelajar sebagai pengguna lg bukan sebagai pelajar dari lg. Proses itu berkaitan dengan adalah proses lg menggunakan tidak belajar lg.
7. Pendekatan keterampilan berpusat mengatakan, "kita harus melihat di balik data target kinerja untuk menemukan apa proses memungkinkan sb untuk melakukan. Proses tersebut akan menentukan ESP saja. " Mengidentifikasi situasi Target Teoritis pemandangan lg Teoritis views belajar keterampilan Analisa / strategi yang diperlukan untuk mengatasi dalam situasi target Pilih teks dan menulis latihan untuk fokus pada keterampilan / strategi dalam silabus Menulis silabus Menetapkan prosedur evaluasi yang membutuhkan penggunaan keterampilan / strategi dalam silabus
8 . 3 LEARNING-berpusat PENDEKATAN
Hal ini dilihat sebagai suatu proses di mana penggunaan pelajar apa pengetahuan atau keterampilan yang mereka harus memahami arus informasi baru.
Ini adalah proses internal, yang tergantung kepada pengetahuan pelajar telah memiliki dan kemampuan mereka motivasi untuk menggunakannya.
Ini adalah proses negosiasi antara individu dan masyarakat. Masyarakat menetapkan target dan individu harus melakukan yang terbaik untuk mendapatkan dekat dengan target seperti yang mungkin.
Hal ini didasarkan pada prinsip bahwa pembelajaran benar-benar ditentukan oleh pelajar meskipun Ts dapat mempengaruhi apa yang diajarkan
pelajar adalah salah satu faktor untuk dipertimbangkan dalam proses pembelajaran, tetapi bukan satu-satunya.
BELAJAR-berpusat PENDEKATAN Learner-Centered PENDEKATAN
9. Pendekatan pembelajaran yang berpusat mengatakan, "kita harus melihat melampaui kompetensi yang memungkinkan sb untuk melakukan, karena apa yang kita benar-benar ingin menemukan bukan kompetensi itu sendiri, tapi bagaimana sb memperoleh bahwa kompetensi." Mengidentifikasi situasi Target Analisis situasi Target Analisis situasi belajar Write silabus Write bahan Ajarkan bahan Evaluasi pendekatan prestasi pelajar A lg- berpusat menganggap pelajar di sini. Sebuah keterampilan-berpusat pendekatan menganggap pelajar di sini. Sebuah Pembelajaran berpusat pendekatan harus mempertimbangkan pelajar pada setiap tahap
10.
Pendekatan ini memiliki 2 implikasi:
desain Course adalah proses negosiasi. Situasi pembelajaran ESP dan situasi target akan baik mempengaruhi sifat prosedur silabus, materi, metodologi dan evaluasi.
2. Desain Course adalah proses dinamis. Tidak bergerak secara linear. Kebutuhan dan sumber daya bervariasi dengan waktu. Desain saja, oleh karena itu, perlu memiliki built-in saluran umpan balik untuk memungkinkan program untuk merespon perkembangan.
Jika kita mengambil pendekatan pembelajaran yang berpusat pada, kita perlu mengajukan pertanyaan lebih lanjut dan mempertimbangkan faktor-faktor lainnya, sebelum menentukan isi dan metodologi tentu saja:
? Keterampilan apa yang diperlukan untuk diajar
? Apa implikasi untuk metodologi memiliki fokus mono-keterampilan
Bagaimana sts akan bereaksi melakukan tugas-tugas yang melibatkan keterampilan lainnya?
Apakah sumber daya di kelas memungkinkan penggunaan keterampilan lainnya ?
Bagaimana peserta didik bereaksi terhadap membahas hal-hal dalam bahasa ibu?
Bagaimana sikap sts 'bervariasi melalui kursus? Akankah Mu merasa termotivasi?
Bagaimana sts merasa tentang membaca sebagai kegiatan?
Hal yang penting adalah bahwa pertanyaan-pertanyaan ini harus diajukan dan hasil diperbolehkan untuk mempengaruhi desain program.
11. Proses desain program pembelajaran berpusat ditampilkan dalam diagram ini: Mengidentifikasi peserta didik Teoritis views belajar Analisa belajar situasi Analisis situasi sasaran Teoritis pandangan lg Mengidentifikasi sikap / keinginan / potensi peserta didik dentify kebutuhan / potensi / kendala pembelajaran situasi / mengajar Mengidentifikasi keterampilan dan pengetahuan yang dibutuhkan untuk berfungsi dalam situasi sasaran Write silabus / bahan untuk memanfaatkan potensi situasi belajar dalam perolehan keterampilan dan pengetahuan yang diperlukan oleh situasi sasaran. Evaluasi Evaluasi
4. Namun, ia memiliki sejumlah kelemahan: 1 Dimulai dari pelajar dan kebutuhan mereka. Mungkin dianggap sebagai pendekatan yang berpusat pada pelajar. Siswa hanya digunakan sebagai cara untuk mengidentifikasi situasi sasaran. 2 Ini adalah prosedur statis dan tidak fleksibel, yang dapat mengambil sedikit memperhitungkan konflik dan kontradiksi yang melekat dalam setiap usaha manusia. 3 Tampaknya menjadi sistematis. 4. tidak memberikan pengakuan terhadap faktor-faktor yang mau tidak mau harus berperan dalam penciptaan program apapun. Data tidak penting dalam dirinya sendiri. 5. Analisis lg berpusat situasi Target data hanya pada tingkat permukaan. Ia mengungkapkan sangat sedikit tentang kompetensi yang mendasari kinerja. Tentu saja desain ini gagal untuk mengakui fakta bahwa, peserta didik menjadi orang-orang, belajar tidak langsung, proses logis. Pendekatan lg berpusat mengatakan: "Ini adalah sifat kinerja situasi target dan yang akan menentukan ESP saja."
5. 2 KETERAMPILAN-Centred KURSUS DESIGN Ini adalah reaksi baik dengan ide register spesifik bahasa Inggris sebagai dasar untuk ESP dan kendala praktis tentang pembelajaran yang dikenakan oleh waktu dan sumber daya yang terbatas. Tujuannya adalah untuk tidak memberikan korpus tertentu pengetahuan linguistik tetapi untuk membuat peserta didik menjadi lebih baik prosesor informasi.
Hal ini didirikan pada 2 prinsip dasar, yang bersifat teoritis, pragmatis lainnya:
Mendasari perilaku lg yang keterampilan dan strategi tertentu, yang pelajar digunakan untuk memproduksi atau memahami wacana.
2. Dasar pragmatis untuk pendekatan keterampilan berpusat berasal dari perbedaan yang dibuat oleh Widdowson (1981) antara kursus berorientasi pada tujuan dan yang berorientasi proses.
Penekanan dalam ESP kursus tidak pada pencapaian set tertentu tujuan, tetapi pada memungkinkan peserta didik untuk mencapai apa yang mereka dapat dalam batasan tertentu.
6.
Peran analisis kebutuhan dalam pendekatan ini ada dua:
1. menyediakan dasar untuk menemukan kompetensi dasar yang memungkinkan orang untuk tampil di situasi sasaran.
2. . memungkinkan desainer kursus untuk menemukan pengetahuan dan kemampuan potensial yang pelajar membawa ke kelas ESP
Pendekatan ini mengambil pelajar lebih ke rekening:
itu ulasan lg dalam hal bagaimana pikiran pelajar proses agak bahwa sebagai sebuah entitas dalam sendiri
mencoba untuk membangun faktor-faktor positif bahwa peserta didik membawa ke program (pengetahuan sebelumnya), bukan yang hanya pada gagasan negatif 'kekurangan'.
Ini frames tujuan dalam hal terbuka, sehingga memungkinkan peserta didik untuk mencapai setidaknya STH.
Pendekatan ini masih mendekati pelajar sebagai pengguna lg bukan sebagai pelajar dari lg. Proses itu berkaitan dengan adalah proses lg menggunakan tidak belajar lg.
7. Pendekatan keterampilan berpusat mengatakan, "kita harus melihat di balik data target kinerja untuk menemukan apa proses memungkinkan sb untuk melakukan. Proses tersebut akan menentukan ESP saja. " Mengidentifikasi situasi Target Teoritis pemandangan lg Teoritis views belajar keterampilan Analisa / strategi yang diperlukan untuk mengatasi dalam situasi target Pilih teks dan menulis latihan untuk fokus pada keterampilan / strategi dalam silabus Menulis silabus Menetapkan prosedur evaluasi yang membutuhkan penggunaan keterampilan / strategi dalam silabus
8 . 3 LEARNING-berpusat PENDEKATAN
Hal ini dilihat sebagai suatu proses di mana penggunaan pelajar apa pengetahuan atau keterampilan yang mereka harus memahami arus informasi baru.
Ini adalah proses internal, yang tergantung kepada pengetahuan pelajar telah memiliki dan kemampuan mereka motivasi untuk menggunakannya.
Ini adalah proses negosiasi antara individu dan masyarakat. Masyarakat menetapkan target dan individu harus melakukan yang terbaik untuk mendapatkan dekat dengan target seperti yang mungkin.
Hal ini didasarkan pada prinsip bahwa pembelajaran benar-benar ditentukan oleh pelajar meskipun Ts dapat mempengaruhi apa yang diajarkan
pelajar adalah salah satu faktor untuk dipertimbangkan dalam proses pembelajaran, tetapi bukan satu-satunya.
BELAJAR-berpusat PENDEKATAN Learner-Centered PENDEKATAN
9. Pendekatan pembelajaran yang berpusat mengatakan, "kita harus melihat melampaui kompetensi yang memungkinkan sb untuk melakukan, karena apa yang kita benar-benar ingin menemukan bukan kompetensi itu sendiri, tapi bagaimana sb memperoleh bahwa kompetensi." Mengidentifikasi situasi Target Analisis situasi Target Analisis situasi belajar Write silabus Write bahan Ajarkan bahan Evaluasi pendekatan prestasi pelajar A lg- berpusat menganggap pelajar di sini. Sebuah keterampilan-berpusat pendekatan menganggap pelajar di sini. Sebuah Pembelajaran berpusat pendekatan harus mempertimbangkan pelajar pada setiap tahap
10.
Pendekatan ini memiliki 2 implikasi:
desain Course adalah proses negosiasi. Situasi pembelajaran ESP dan situasi target akan baik mempengaruhi sifat prosedur silabus, materi, metodologi dan evaluasi.
2. Desain Course adalah proses dinamis. Tidak bergerak secara linear. Kebutuhan dan sumber daya bervariasi dengan waktu. Desain saja, oleh karena itu, perlu memiliki built-in saluran umpan balik untuk memungkinkan program untuk merespon perkembangan.
Jika kita mengambil pendekatan pembelajaran yang berpusat pada, kita perlu mengajukan pertanyaan lebih lanjut dan mempertimbangkan faktor-faktor lainnya, sebelum menentukan isi dan metodologi tentu saja:
? Keterampilan apa yang diperlukan untuk diajar
? Apa implikasi untuk metodologi memiliki fokus mono-keterampilan
Bagaimana sts akan bereaksi melakukan tugas-tugas yang melibatkan keterampilan lainnya?
Apakah sumber daya di kelas memungkinkan penggunaan keterampilan lainnya ?
Bagaimana peserta didik bereaksi terhadap membahas hal-hal dalam bahasa ibu?
Bagaimana sikap sts 'bervariasi melalui kursus? Akankah Mu merasa termotivasi?
Bagaimana sts merasa tentang membaca sebagai kegiatan?
Hal yang penting adalah bahwa pertanyaan-pertanyaan ini harus diajukan dan hasil diperbolehkan untuk mempengaruhi desain program.
11. Proses desain program pembelajaran berpusat ditampilkan dalam diagram ini: Mengidentifikasi peserta didik Teoritis views belajar Analisa belajar situasi Analisis situasi sasaran Teoritis pandangan lg Mengidentifikasi sikap / keinginan / potensi peserta didik dentify kebutuhan / potensi / kendala pembelajaran situasi / mengajar Mengidentifikasi keterampilan dan pengetahuan yang dibutuhkan untuk berfungsi dalam situasi sasaran Write silabus / bahan untuk memanfaatkan potensi situasi belajar dalam perolehan keterampilan dan pengetahuan yang diperlukan oleh situasi sasaran. Evaluasi Evaluasi
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- saya tidak mau show atau membuka sebelum
- Selamat tidur adik
- furnishedavailable in one type sizefar f
- Saya tidak peduli
- “what would she have now?”said the fish.
- Breakfast Benefit: Weight ControlMany st
- We will continue this chapter next tuesd
- Aku lelah dengan semua ini..
- lima puluh
- saya butuh pro
- Kawasaki's iconic and heavily trademarke
- Aku lelah dengan semua ini..
- Aku ingin bahagia bersama mu
- All right,miss
- Kawasaki's iconic and heavily trademarke
- Every night
- setelah anda kirimkan pro saya akan memb
- Every fucking
- Selamat malam
- Keep your spirit
- Selamat malam
- I don't care
- Amor não tenho certeza, vou me informar
- mesin photocopy
