Rangkuman Eltc

Name of Group 2 :
1. Antonius Puliter Zalukhu

2. Clara Susanti Zebua
3. Nita Sofyani Waruwu
4. Windi Florentina Halawa
Class/ Semester : A/ IV
Subject : English Language Teaching Curriculum
SUMMARY
Principles Underlying Language Curriculum Design and Renewal
1. Curriculum Design
Curriculum design is an organization of goals, content, and processes learning that
students follow at various stages of development education. According to Longstreet (1993),
curriculum design is a design knowledge centered curriculum (knowledge centered design)
which is designed based on the structure of the scientific discipline, therefore the design model
is also called the academic subject curriculum model aimed at developing student intelligence.
According to McNeil (1990), the function of design curriculum is for develop cognitive
processes or thinking abilities students through practice scientific research process.
2. Principles
a. Content and sequencing
There are the content and sequencing of language courses :
 A language course should provide the best possible coverage of language in use through
the inclusion of items that occur frequently in the language, so that learners get the best
return for their learning effort.
 A language course should train learners in how to learners a language, so that they
 Learners should have increasingly spaced, repeated opportunity to give attention to
wanted items in a variety of contexts.
 This principle does not imply that all of the attention of the teacher and learners is
directed towards formal features of the language. What it means is that where attention is
directed to language features these features should be predominantly regular features.
 A language course should progressively cover useful language items, skills and
strategies. This principle means that the course should have explicit language teaching
goals and that there should be some way of ensuring that there is opportunity for the
goals to be reached.
 The teaching of language items should take account of the most favourable sequencing
of these items and should take account of when the learners are most ready to learn
them.
 The course should help the learners to make the most effective use of previous
knowledge.
 The items in a language course should be sequenced so that items which are learned
together have a positive effect on each other for learning, and so that interference effects
are avoided.
b. Format and presentation

 It means that the students are expected to be able to like the subject matter if the subject
is difficult, and with them love it, then the lesson looks like a great for them.
 If some material there are problems, then we are expected to be able to find and solve the
problem.
 They want to accept the opinions of others and listen to do it.
 For the sake of smoothness in learning, teachers must provide tools that student can use
so that students can easily find out.
 In addition to the language used everyday, students are also expected to be able to speak
in a foreign language as well.
 It is clear, that in the language is very noticed the sound system, spelling, etc
 In studying the second language, it is not as easy as it is, it is necessary to process and
expect the focus learning.
 Students are expected to be able to apply or prepare themselves with the material to Lear
in the later.
 A learning should be given to the students, why? Because the student as the successor of
the nation should get the best as possible. And with this student has the most profitable
attitude to the language and to the language of language as well as as a giver, as well as
the teacher's skills in teaching the language,
 Students are given freedom in determining how they learn in the content of not free free
persons at their right. Thus the student can be comfortable to learn and can follow the
learning.
c. Monitoring and Assessment
 The selection, gradition, presentation and assessment of te material in a language course
should be based on a careful considerations, of the learnes and their needs the teaching
condition, and the time and resource aveilable
 Here it is said that feedback is a term of communication below that can see the benefits
of this feedback:
1) Students can improve the quality of their language use by monitoring themselves.
2) Students can provide useful feedback in their communication with each other.
3) Observers of the communication process can provide useful feedback for those
involved.

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Name of Group 2 :

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b. Format and presentation

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