Journal articles: 'Syllabus design'

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Teti Sumarni and Yuyun Taufik, S.Pd., M.Si. "SYLLABUS DESIGN." TEMATIK 3, no. 2 (December 30, 2016): 106–18. http://dx.doi.org/10.38204/tematik.v3i2.89.

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Abstract : Curriculum is designed to be the guidelines for lecturers to provide clearer, achievable, and measurable teaching goals. Instructions in a good curriculum should be effective. Students require a suitable curriculum for what they need to learn and for characteristics they have. This research applies qualitative methods with descriptive case study as its framework, to analyze the syllabus of an English Course in Politeknik LP3I Bandung called English for Specific Purposes One: English for Job Seekers. The theories adapted from Hunkins and Allan (2009), Posner (1992), Johnson (1989), Nunan (1988), and McGrath (2002) and Richard (2001). The data were gained from document analysis and interview. The result of the analysis showed that the syllabus of the course has partially met all required aspects expected to meet students’ characteristics and to fulfill the characteristic of quality syllabuses that would enable students to achieve maximum learning achievement. This situation indicates that the syllabus in need of further improvement.

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Shrum, Judith L., David Nunan, Christopher N. Candlin, and Henry G. Widdowson. "Syllabus Design." Modern Language Journal 78, no. 1 (1994): 105. http://dx.doi.org/10.2307/329263.

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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.

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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources. Keywords: ICT competences, English reading syllabuses, CEFR for languages.

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Fadhilah Hamid, Syifa, and Siti Drivoka Sulistyaningrum. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.

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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design.

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Syarifah Syifa and Darmahusni. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF WRITING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 116–23. http://dx.doi.org/10.21009/ijlecr.052.13.

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The development of Information and Communication Technology (ICT) has greatly affected the field of education. ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. ICTs appear as a strategy to improve learners’ difficulties and provide students’ growth in the writing skills. Therefore, this research aims to design ICT competences – integrated writing syllabuses for English Language Education Study Program (ELESP) by analyzing the existing writing syllabuses from five universities in Indonesia. The analysis involved the ICT Competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The researcher employed Design and Development Research (DDR) as a research design and qualitative research as the research method. The used stages of DDR in this study are conducted need analysis; stating the objectives, developing the preliminary syllabus, evaluate the preliminary syllabus and revising a syllabus prototype. The data sources of this research are 14 existing syllabuses of writing courses of undergraduate English Language Education Study Program. The result of the research revealed that the ICT competences are mostly integrated in the component of Teaching Method and Media in the syllabuses. The highest level of ICT competences applied in the existing syllabus is Knowledge Deepening level. Although, the integration or infusion of ICT competences were explicit and implicit mentioned in the syllabuses of writing subjects. The research then provide the procedure of ICT integration and the design the ICT competences integrated – writing syllabuses; Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The proposed syllabus implemented the skill-based syllabus. Keywords: ICT Competences, Writing Skills, Syllabus Design, DDR, ICT UNESCO Framework

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Khilda Shopia and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.

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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT. Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teacher

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Gharib, Islam. "Embedding Cultural Design in Product Design Syllabus." مجلة العمارة والفنون والعلوم الإنسانية N.A., no. 10 Part 2 (April 2018): 42–51. http://dx.doi.org/10.12816/0045766.

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Tung, Nguyen Thanh. "A case study of curriculum development: Backward or forward/central design?" SOCIAL SCIENCES 10, no. 1 (June 30, 2020): 18–28. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.1.546.2020.

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Nowadays universities in Vietnam have begun to update their curricula by adopting a backward design with a focus on students’ learning outcomes to replace the old-fashioned forward model. However, to have a constructive alignment is a problem they have to face. This situation has prompted this case study research in May 2020, intending to examine a curriculum to find out whether it is coherent in terms of its main components – objectives, syllabus, methodology, and evaluation. The findings of the study indicate that for this case, although the curriculum was claimed to be of a backward design with learning outcomes as program objectives, it turned out to follow a forward one with more focus on knowledge transfer than competency development. In particular, as the program learning objectives were still written according to knowledge transmission, it was not constructively aligned with the three main components of syllabus, methodology and evaluation: The syllabi were mainly based on the experience of the experts in the field or syllabus designers, the innovation of the methodology as directed by the university with a shift of focus from the lecturer to learners was still interpreted rigidly and mechanically, and the evaluation of student learning was generally claimed to be criterion-referenced only without any elaboration for each syllabus.

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Wahedi, N. "A Course Syllabus Design: Initial Steps and Recommendations." Bulletin of Science and Practice 6, no. 7 (July 15, 2020): 348–56. http://dx.doi.org/10.33619/2414-2948/56/44.

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The article attempts to highlight the importance of implementing a course syllabus design practices in Uzbek tertiary education. The syllabus is an introductory document that guides students throughout the entire course and functions as an asset to shape the initial impression on the course’s nature and its content. The constituent parts of a course syllabus are a general description and course objectives, topics, preliminary schedule of assignments, materials, grading plan, pre-set rules, and policies of class conduct. Also, the author discusses the basic syllabus sections and presents the guidelines on the points to be considered while designing a syllabus for the course.

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Somé-Guiébré, Esther. "EFL Syllabus Design: Challenges of Implementation in Burkina Faso." International Education Studies 11, no. 6 (May 29, 2018): 73. http://dx.doi.org/10.5539/ies.v11n6p73.

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The widespread use of English in the social, political, economic, and international business spheres compels non-English speaking countries to revise their English language curricula to meet the needs of the global economy. In Burkina Faso, educational policy makers have revised the English as a foreign language (EFL) syllabi from middle to high school with the expectation of helping students achieve communicative competence. However, the delayed implementation of these new syllabi unveils a discomfort from the perspective of both teachers and teacher supervisors. This paper provides a critique of the syllabi of quatrième (4ème) – the US equivalent of 8th grades. It draws from document analysis and stakeholder interviews to highlight the discrepancies between the theory of the vision and the reality of the practice and assess the extent to which the syllabus promotes or hinders communicative competence. The overreaching argument is that despite tremendous efforts invested in the conception of syllabi, these tools hardly help implement communicative language teaching (CLT) in their classrooms.

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Elfi, Elfi, and Hermawati Syarif. "Innovating English Syllabus Design for Twenty-First Century Skills of 4Cs." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 41–50. http://dx.doi.org/10.24036/icolp.v1i1.19.

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English syllabus design plays as an essential role in the language curriculum. It helps the teachers to make a plan for their teaching performance. The syllabus should describe many skills to be taught. In designing an English syllabus, the teachers not only describe English skills in the syllabus but also other skills. The skills to be accomplished in English teaching and learning nowadays is 4Cs 21st-century skills such as communication, collaboration, critical thinking, and creativity. English teachers are suggested to do some innovations in designing the English syllabus based on 4Cs skills in order to prepare the students to face 4.0 society and globalization era. Considering the importance of these skills, the purpose of this article is to describe some innovations of English syllabus design for 4Cs skills. A library research method is used to provide an overview of the integrating of these skills into the syllabus design, including challenges faced by teachers in designing the syllabus based on 4Cs skills as well as a set recommendation for English teachers in designing English syllabus for 21st century of 4Cs. The article concludes with a discussion around the innovation of designing an English syllabus of 4Cs skills.

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Mehrdad, Ali Gholami, and Mohammad Reza Ahghar. "Markedness and Syllabus Design in SLA." Procedia - Social and Behavioral Sciences 177 (April 2015): 104–8. http://dx.doi.org/10.1016/j.sbspro.2015.02.348.

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Hill, Victor J. "Verb-form clustering and syllabus design." System 24, no. 4 (December 1996): 529–36. http://dx.doi.org/10.1016/s0346-251x(96)00047-4.

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Turner, Karen. "The National Curriculum and syllabus design." Language Learning Journal 14, no. 1 (September 1996): 14–18. http://dx.doi.org/10.1080/09571739685200321.

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Lefebvre, Carol A. "Removable partial denture design outline syllabus." Journal of Prosthetic Dentistry 65, no. 1 (January 1991): 157–58. http://dx.doi.org/10.1016/0022-3913(91)90076-9.

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Yalden, Janice. "Syllabus Design: An Overview of Theoretical Issues and Practical Implications." Annual Review of Applied Linguistics 8 (March 1987): 30–47. http://dx.doi.org/10.1017/s0267190500001008.

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It is not a simple matter to determine the contours of syllabus design for second/foreign languages in the late 1980s. Definitions are disparate, the field diffuse. For example, in the abstracrs in Language Teaching over the last five years, the area which was traditionally thought of as syllabus design (cf., Shaw 1982:78) is treated under Theory and Principles, Curriculum Planning, Syllabus/Course Design, Materials Design, and even Teaching Methods. This is not surprising, for there is no longer a standard definition of syllabus Accordingly, I shall begin this survey of the state of syllabus design in the late 1980s with the question of definition, then look at the growing literature on syllabus types, their implementation and evaluation, and conclude with some notes on applications of theory.

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Taylor, Sherria D., Maria J. Veri, Michele Eliason, Jocelyn Clare R. Hermoso, Nicole D. Bolter, and Juliana E. Van Olphen. "The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy." JCSCORE 5, no. 2 (December 11, 2019): 132–66. http://dx.doi.org/10.15763/issn.2642-2387.2019.5.2.132-166.

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Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation assists in setting a welcoming tone that leads to greater student achievement and engagement. Such a syllabus may also help reduce the potential for triggering stereotype threat or other forms of alienation that affect student success among women and students of color in STEM programs. Feedback received from faculty who utilized the tool to revise their course syllabi are discussed, in addition to limitations and recommendations for future practice.

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Chatzikyriakou, Marina, and Makrina Zafiri. "Needs Analysis in EFL Teaching in Greece: The Teachers’ Stance." Education and Linguistics Research 5, no. 1 (February 27, 2019): 11. http://dx.doi.org/10.5296/elr.v5i1.14191.

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The present research aims at identifying the way teachers in the Greek private sector become aware of their students’ needs and how they implement this knowledge in course and syllabus design. More specifically, teachers’ beliefs on the role and effectiveness of needs analysis in course and syllabus design were explored through both qualitative and quantitative research methods. The reason for conducting a study of this kind and caliber is the fact that syllabuses are mainly test-oriented within the context of Teaching English as a Foreign Language (TEFL) in private institutes in Greece, as obtaining certificates is the primary goal, and teachers are asked to align courses and syllabuses to their students’ needs. The findings revealed that teachers acknowledge the significance of needs analysis and implement their findings in course design. They also revealed the methods they use in order to become aware of their students’ needs. These results will benefit EFL teachers who want to maximize their potential and facilitate their students’ learning.

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Napieralska, Joanna Krystyna, Wladyslaw Kazimierz Skarbek, and Jozef Wieslaw Modelski. "Design for Multimedia Art and Engineering Education." International Journal of Technology Diffusion 7, no. 4 (October 2016): 14–35. http://dx.doi.org/10.4018/ijtd.2016100102.

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By developing a syllabus of The International Master's Degree in multiMEDIA – technology, design, and management we have found that the problem-oriented approach for syllabus definition appears to be an efficient tool to ensure the expected by the industry requirements for multimedia art and engineering curriculum. The idea of multidisciplinary team training run by the Warsaw institutions, namely, the University of Technology, Fryderyk Chopin University of Music and Academy of Fine Arts is to ensure cross-field education at the technologically and artistically competitive level and to form up the teams ready to function at the commercial market. The software tools used by designing the syllabus (Word -> mRST -> LaTex -> PDF) made the transition from the project descriptions (in Word) to the final syllabus document (in PDF), semiautomatic. Based on the themes extracted from the projects by a Python application the electronic textbooks have been written for TiddlyWiki5 web platform.

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Purnawati and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF GRAMMAR COURSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 104–15. http://dx.doi.org/10.21009/ijlecr.052.12.

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Taking further action to the ubiquitous previous researches about the importance and advantages of Information and Communication Technology (ICT) employment in education, the researchers were motivated to conduct a research about designing ICT competences-integrated syllabuses of Grammar courses for English Language Education Study Program (ELESP). This research employed Design and Development Research (DDR) adapting Cunningham’s concept (Gall, Gall, & Borg, 2003), and produced a set of ICT competences-integrated syllabuses of grammar courses for ELESP which consisted of basic, intermediate and advanced level. To design the syllabuses, the researchers initially analyzed 15 grammar syllabuses from eight different universities for their accommodation of ICT competences. The analysis revealed that the ICT employment in the existing syllabuses were scarce yet dominated with merely use for Technology Literacy that dominantly presented in the components of Assessments, Learning Media, and/or Learning methods. These findings showed that the existing syllabuses did not sufficiently employ ICT, neither purposely and systematically improve students’ ICT competences. To fill these gaps, the proposed syllabuses were systematically used ICT to enhance students’ ICT competences. Furthermore, the ICT integration in the designed syllabuses spread over most of the syllabus’ components which not only meant for Technology Literacy but also for Knowledge Deepening and Knowledge Creation. Keywords: ICT Competence, Grammar, Syllabus Design, ELESP, ICT UNESCO Frameworks

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Sarinauli, Barep, and Isnawi Gayo. "A Case Study: An Analysis Of Bilingual Syllabus Design In Yamuda Bilingual Boarding School In Takengon)." Ta'dib 11, no. 1 (March 15, 2022): 1–13. http://dx.doi.org/10.54604/tdb.v11i1.11.

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This paper analyzed syllabus designed by second grade teacher of elementary level in Yamuda Bilingual Boarding School Takengon. The data employed were a document which was the syllabus and interview result of the English teacher and principal. This is a qualitative case study which analyzed the data by using coding system. The result shows that the English teacher as the designer of the syllabus perceived her collective-planned syllabus positively because it had met the need of her pupils to master the target language and face globalization. Individually, she has a shallow understanding in constructing an ideal syllabus. She might understand the format but not the crucial aspect of syllabus design. Out of six aspects to be reviewed, there are only five aspects fulfilled by her in the syllabus. Yet she did not insert the local content to the syllabus design. Moreover, the syllabus designer neither gave her students a balance diet of language skills nor language aspects. She missed to describe the method used in teaching and learning process and employed a small number of games. On the other hands, this syllabus is a theme-based syllabus design which do favor for young language learners to pick up foreign language; the teacher had a good time table of assessment in order to see her students’ progress during and after the course. Finally, she also mentioned the teaching objectives which directed her to expand her teaching material.

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Long, Michael H., and Graham Crookes. "Three Approaches to Task-Based Syllabus Design." TESOL Quarterly 26, no. 1 (1992): 27. http://dx.doi.org/10.2307/3587368.

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Chandra, Noor Eka, Rina Listia, and Elsa Rosalina. "The Design of English Syllabus and Material." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 2, no. 1 (May 31, 2020): 59. http://dx.doi.org/10.20527/btjpm.v2i1.1793.

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Tujuan kegiatan ini ialah meningkatkan kemampuan guru membuat RPP berbasis keterampilan, agar RPP yang dihasilkan menjadi lebih kreatif dan inovatif dalam menunjang proses pembelajaran di kelas. Sasaran kegiatan ini adalah guru-guru MGMP Bahasa Inggris SMK di kota Banjarbaru yang berjumlah 30 orang. Metode yang digunakan dalam pengabdian ini adalah metode kualitatif berupa pemaparan teori–teori kemudian dilanjutkan dengan pengaplikasian teori tersebut. Adapun hasil dari pengabdian ini ialah adadanya wawasan baru bagi para guru dalam membuat RPP yang baik, benar, kreatif dan sesuai dengan kurikulum dan silabus SMK. Kegiatan ini juga menjadi sarana meningkatkan kemampuan guru dalam berkreasi membuat dan mendesain perangkat pembelajaran sendiri. Pelatihan ini juga mengajarkan guru–guru cara mendesain materi yang berkaitan dengan dunia nyata sehingga para siswa dapat menerapkan materi ajar yang diperoleh dalam kesehariannya. This activity aims to improve teachers' ability to make skills-based lesson plans so that the resulting lesson plans become more creative and innovative in supporting the learning process in the classroom. This activity target is MGMP English Vocational teachers in the city of Banjarbaru, totaling 30 people. The method used in this service is qualitative in the form of exposure to theories, then proceeding with the theory's application. This dedication is the existence of new insights for teachers in making lesson plans that are good, correct, creative, and following the curriculum and syllabus of SMK. This activity is also a means to improve teachers' ability to be creative in making and designing their learning tools. This training teaches teachers how to create material related to the real world so that students can apply teaching material obtained in their daily lives.

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Breen, Michael P. "Contemporary Paradigms in Syllabus Design. Part I." Language Teaching 20, no. 2 (April 1987): 81–92. http://dx.doi.org/10.1017/s0261444800004365.

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Breen, Michael P. "Contemporary Paradigms in Syllabus Design Part II." Language Teaching 20, no. 3 (July 1987): 157–74. http://dx.doi.org/10.1017/s026144480000450x.

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Buchanan, Sarah A., Julia Bullard, William Aspray, Diane Bailey, Lecia Barker, Daniel Carter, Tanya Clement, et al. "Collaborative syllabus design for studying information work." Proceedings of the Association for Information Science and Technology 54, no. 1 (January 2017): 630–32. http://dx.doi.org/10.1002/pra2.2017.14505401094.

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Jones, Colin. "An integrated model for ESP syllabus design." English for Specific Purposes 10, no. 3 (January 1991): 155–72. http://dx.doi.org/10.1016/0889-4906(91)90022-o.

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Park, Keeseon. "Syllabus Design for Participative Korean History Class." Educational Research Institute 40, no. 3 (February 28, 2021): 675–93. http://dx.doi.org/10.34245/jed.40.3.675.

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Varych, O., and M. Savokhina. "Theoretical and legal aspects of syllabus design." Problems of engineer-pedagogical education, no. 67 (2020): 65–73. http://dx.doi.org/10.32820/2074-8922-2020-67-65-73.

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Jamaluddin, Jamaluddin, Muhammad Hanafi, and Andi Sadapotto. "Correlation between ESP syllabus design and material adaptation based on needs analysis: A review of literature." UAD TEFL International Conference 2 (January 18, 2021): 90. http://dx.doi.org/10.12928/utic.v2.5742.2019.

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This paper aims to review the development of ESP Syllabus design theory and material adaptation based on the need’s analysis of the students. Besides, it explores and presents the references on the relationship between ESP syllabus design and material adaptation. ESP syllabus design deals with the kinds and importance of a syllabus. The materials in it discuss authenticity, material evaluation, and material writing. Need analysis covers the meaning, type, practice, and register of an analysis.

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Salimi, Asghar, Soghra Dadashpopur, Ali Shafaei, and Hassan Asadollahfam. "Critical Review of Approaches to Foreign Language Syllabus Design: Task-Based Syllabus (A Shortcut)." Procedia - Social and Behavioral Sciences 46 (2012): 828–32. http://dx.doi.org/10.1016/j.sbspro.2012.05.207.

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Jastman, Sri Sumarni, and Darmahusni. "DESIGNING A NEEDS-BASED ENGLISH SYLLABUS FOR THE UNDERGRADUATE ISLAMIC EDUCATION STUDY PROGRAM AT STAI AL AQIDAH AL HASYIMIYYAH JAKARTA." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 14–25. http://dx.doi.org/10.21009/ijlecr.051.02.

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This research aims at designing a Needs-Based English Syllabus for undergraduate Islamic education study program. This study used Research and Development (R&D) modified model of Dick and Carey which employs three stages to design the Needs-Based English syllabus by doing needs analysis, developing the syllabus and validating the syllabus. The findings reveals that the topics, learning objectives, materials, learning activities and assessments in the existing syllabus related with the Islamic education study program do not appear nor represent the language needs of the undergraduate Islamic education study program at STAI Al Aqidah Al Hasyimiyyah. Therefore, the description in terms of the topics, learning objectives, materials, learning activities and assessments available in the expected syllabus are developed. The final design of the syllabus is the Needs-Based English Syllabus for Islamic education study program is resulted from the integration of two kinds of syllabus namely content-based syllabus and skill-based syllabus with the format that are made up of topics, learning objectives, materials, learning activities and assessments that represent the tasks that should be in line with the topics and learning objectives which are relevant with undergraduate Islamic education study program. Keywords: Syllabus; Needs; Needs-based Syllabus; Islamic Education Study Program; Undergraduate, Al Aqidah Al Hasyimiyyah

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Sagita, Reski Jayanti, Sahraini, and Andi Tenrisanna Syam. "Designing English Syllabus for Islamic Education Study Program at IAIN Palopo." FOSTER: Journal of English Language Teaching 1, no. 1 (July 15, 2020): 15–28. http://dx.doi.org/10.24256/foster-jelt.v1i1.4.

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This research aimed to design the English syllabus for first semester students of the Islamic Education Study Program at IAIN Palopo. Based on the observation in June 2019, the researcher found several problems from the previous syllabus, such as the syllabus used general English, not specific English; the syllabus served a little portion of the discussion on topics of students’ needs and interests of Islamic Education. The research design used in this research was Research and Development (R&D) utilized the 4D model. It consists of defining, designing, developing, and disseminating. The procedures included analyzing English materials needed by the students of the Islamic Education study program then design the syllabus. The designed English syllabus for students of the Islamic Education study program at IAIN Palopo includes learning goals, learning material, learning methodology, learning indicators, and learning media. The product was tried out to the second semester of students of the Islamic Education study program at IAIN Palopo. The instruments were used in this research were questionnaires for need analysis and observation sheets for three expert validators and students’ perception. In this research, three experts were involved in order to validate the product. There were five systematic aspects that they validate of the product: Format Syllabus, Syllabus Content, Language and Writing, and Time allocation. Therefore, the result indicated that based on the experts’ validation as well as try-out design result, the product of this research was appropriate to be applied for students of the Islamic study program in the first semester as the primary syllabus for the English course.

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Olshtain, Elite. "Changing Directions in Language Curriculum Design." Annual Review of Applied Linguistics 10 (March 1989): 135–44. http://dx.doi.org/10.1017/s0267190500001252.

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Language syllabus or curriculum design is a constantly changing and continuously expanding sub-field of applied linguistics, as pointed out by Yalden (1987). In its historical development it has drawn, on the one hand, upon general syllabus design, and on the other hand upon relevant fields in applid linguistics such as: language teaching methodology, second language acquisition research, and language planning and policy making. The interaction with these fields of specialization has enriched the process of curriculum design and made it senstive and responsive to needs on the one hand and to research and evaluation on the other.

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Raswan, Raswan. "TATHWÎR NAMÛDZAJ AL-MUQARRAR AL-DIRÂSÎ LI MÂDAH TASHMÎM TADRÎS AL-LUGHAH AL-‘ARABIYYAH ‘ALÂ ASÂS AL-NASYÂTHÂT." Arabi : Journal of Arabic Studies 2, no. 2 (March 17, 2018): 212. http://dx.doi.org/10.24865/ajas.v2i2.41.

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This research was aimed to develop syllabus of Arabic Learning Planning course. The syllabus to be developed is a syllabus that enables the students to develop good planning in learning Arabic language based on both the theory of unity (All in One System / نظرية الوحدة) and branch theory (نظرية الفروع). The design of learning is essentially a skill; therefore the learning should be activity-based. If not, the students who study development will not be proficient. This paper discussed a syllabus model that is able to develop Arabic learning designs for madrasah, schools and pesantren in which Arabic language is taught and activity-based.

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Nove Ria, Tiara, and Djamaludin Malik. "Syllabus design in Business English based on the needs of Economics students." ELT Forum: Journal of English Language Teaching 9, no. 2 (November 30, 2020): 34–43. http://dx.doi.org/10.15294/elt.v9i2.41714.

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Business English is one branch of English for Specific Purposes. In determining the abilities to be achieved in learning objectives, material selection, and learning methods in this course, the syllabus design must be tailored to the needs of students and it is better to combine with the real work situation. Therefore, a need analysis is essential to use for designing the syllabus However, the recent syllabus did not match students need so that the aim of this study was to conduct need analysis to develop the Business English syllabus design for Economics students. It was based on two situations, learning needs and target situation needs. The subjects were students, lecturer, graduates and employers. The instruments to collect the data in this study were questionnaire and interviews. This study used quantitative and qualitative method. The results showed that students mostly need speaking skills to be emphasized to learn, while mastering vocabularies was the weakness that the students need to improve. Moreover, they tended to have drilling as the learning method. While the most materials of English Business used in workplace was reading instruction related work and documents. Based on the findings of this study, it can be used for designing the new syllabus.

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Al-Kathiri, Fatimah. "The Voice of the Teacher in Syllabus Design." English Language and Literature Studies 6, no. 1 (February 26, 2016): 87. http://dx.doi.org/10.5539/ells.v6n1p87.

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If curriculum is to reflect the goals of a nation and the needs of its students, it makes sense for teachers to participate in its creation. In fact, curriculum design has long been associated with the idea of teacher contribution. Thepresent effort tries to prove that Saudi EFL teachers can be active participantsrather than passive recipients. They can convey vital information to curriculum designers instead of being blindly subjected to ahighly centralized educational system. The study also provides a consideration of role requirements and the competencies of teachers as curriculum leaders. The data collected from semi-structured interviews indicate that teachersareneither involvednor informed in the process ofcurriculum design and that theirengagement is merelywithin their own classrooms walls. Although they play a central role in the process of education, yet they miss the passion of belongingas little attention, if any, is given totheir voices.

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Remache, Abdelghani, and Mona Kamal Ibrahim. "Business English Syllabus Design: Putting Students Needs First." International Journal of English Language and Literature Studies 7, no. 4 (2018): 81–93. http://dx.doi.org/10.18488/journal.23.2018.74.81.93.

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Abbaszadeh, Zahra. "Genre-Based Approach and Second Language Syllabus Design." Procedia - Social and Behavioral Sciences 84 (July 2013): 1879–84. http://dx.doi.org/10.1016/j.sbspro.2013.07.052.

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Guthrie, Elizabeth M., and Karl Krahnke. "Approaches to Syllabus Design for Foreign Language Teaching." Modern Language Journal 73, no. 1 (1989): 78. http://dx.doi.org/10.2307/327275.

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Crombie, Winifred. "Approaches to syllabus design for foreign language teaching." System 18, no. 2 (January 1990): 272. http://dx.doi.org/10.1016/0346-251x(90)90068-g.

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Abbas, M. Fadhly Farhy, and Hermawati Syarif. "Syllabus Design for Writing Course: EFL Learners’ Needs." Proceeding of International Conference on Language Pedagogy (ICOLP) 1, no. 1 (December 23, 2021): 129–35. http://dx.doi.org/10.24036/icolp.v1i1.30.

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Analyzing English as Foreign Language (EFL) learners’ needs in writing courses is an important thing that should be done by teachers. This is done in order to meet what EFL learners needs for writing course, and what should be planned and written in the syllabus. The purpose of this research is to analyze EFL learners’ needs for writing course especially in terms of learning materials, learning strategies, learning supports, and mastery of writing aspects. The design of this research was descriptive research. 50 EFL learners in Universitas Lancang Kuning were involved in this study as respondents of this research. To collect the data, a questionnaire was used with 20 statements available. The data from the questionnaire was analyzed descriptively by giving deep explanation towards the data. The result showed that most EFL learners were chosen response “agree” from the questionnaire. It means that the EFL learners very need good and acceptable learning materials, learning strategies, learning supports, and good competence in terms of writing aspects. In conclusion, the EFL learners’ needs for writing course are varied, but in general, the EFL learners expect good learning environment for writing course such as utilizing appropriate technology, attractive teaching media, and acceptable learning materials.

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Rosyida, Ulva Fatiya. "COMMUNICATIVE COMPETENCE BASED ENGLISH SYLLABUS DESIGN FOR STUDENTS OF PTKI (Perguruan Tinggi Keagamaan Islam)." At-Taqaddum 11, no. 1 (July 31, 2019): 112. http://dx.doi.org/10.21580/at.v11i1.3763.

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ABSTRACTCommunicative Competence (CC) is the target of language teaching today. It contains six competences: Linguistic Competence, Discourse Competence, Socio-Cultural Competence, Formulaic Competence, Interactional Competence, and Strategic Competence. Teaching English for students of PTKI should also convey those competences. The competences should be applied in the syllabus, the materials, etc. However, most of the English syllabus has not conveyed the highlight of those competences. This paper, therefore, aims to propose a syllabus design and the sample of materials based on Communicative Competence. The syllabus contains the highlight of those competences for each topic. The design, then, can be developed by the lecturers to meet the students’ needs.

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Zuwanda, Muhammad Eka, Sri Sumarni, and Siti Drivoka Sulistyaningrum. "DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (July 21, 2021): 145–62. http://dx.doi.org/10.21460/saga.2021.22.84.

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Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.

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Venter, P. M. "Die Bybelkundekernleerplan van die Suider-Afrikaanse Bybelkundevereniging." HTS Teologiese Studies / Theological Studies 43, no. 1/2 (June 29, 1987): 278–300. http://dx.doi.org/10.4102/hts.v43i1/2.5743.

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The Core Syllabus of the Southern African Society for Biblical StudiesIn this evaluation of the Core Syllabus of the Southern African Biblical Studies Society, two factors are taken into account: the history of this society, and the trends in curriculum design which influenced the formulation of this syllabus.

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Maroko, Geoffrey Mokua, and Larry Mutinda Ndivo. "Youth Employability: Fostering University-Industry Links in Syllabus Design." East African Journal of Education Studies 3, no. 1 (July 13, 2021): 172–84. http://dx.doi.org/10.37284/eajes.3.1.360.

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The potential of young people to be agents of social and economic progress continues to be undermined by massive unemployment. According to statistics on the Ministry of Public Service, Youth and Gender affairs website, youth unemployment in Kenya stands at 61%. This is very alarming yet according to the Global Youth Development Index and Report of 2016. Young people are a force for peace, democracy, equality and good governance, a catalyst for global consensus-building, and an essential resource for sustainable development and poverty eradication. It is interesting that among the unemployed youth are certificate, diploma and degree holders! Is there a disconnect between academic training and resultant qualifications on the one hand and youth employability on the other? Why are the youth unemployed when social media platforms, print and electronic media, and the internet are full of job advertisements day in day out? My hypothesis is that syllabi for the implementation of academic programmes in the Universities are devoid of employability skills which are a critical link in the University-Industry interface. To explore the hypothesis, this paper began by describing the 21st Century employability skills which are self-management and taking responsibility, working effectively with other people, business and customer awareness, decision-making and problem-solving, initiative and enterprise, communication and literacy, numeracy, and using ICT. Focusing on teaching in selected higher education institutions, this paper further reviews selected job advertisements to identify the salient skills that industry players seek in job applications. Next, the paper evaluates university course syllabi with the aim of establishing how these skills have been integrated. The paper recommends that University-Industry stakeholder engagement is integral to syllabus design and implementation in addition to fostering youth employability.

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Batechko, Nina, and Lyudmyla Pantaliyenko. "SYLLABUSES OF EDUCATIONAL DISCIPLINES: MODERN APPROACHES TO THE FORMATION OF THE CONTENT OF ENGINEERING SPECIALISTS’ TRAINING." Educological discourse, no. 3 (2020): 68–85. http://dx.doi.org/10.28925/2312-5829.2020.3.5.

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In the article the authors consider modern approaches to the formation of the content of training of engineering specialists on the example of modelling the syllabi of academic disciplines. A comparative analysis of current trends in the content of professional training of engineering personnel in institutions of higher technical education in Ukraine, Western Europe and China. It is noted that one of the main shortcomings of domestic higher education is still its inconsistency with the requirements of the labour market and the lag of technical training from scientific and technological progress. The latter encourages the revision of another strategic involvement of training – the formation of professional competencies of future professionals, and hence the formation of a new content of training for future engineers. An example of such attempts is the introduction of syllabuses in the educational process of higher education. The creation of information and educational networks has globalized this problem and led to the need to realize it at a new innovative level. The article focuses on the definitive analysis of the researched problem and on the basic principles of syllabus construction, which are based on the competence approach. It is noted that the main task of this analysis is to study the substantive nuances between the syllabi of academic disciplines and their work programs, why and for whom this document is prepared and whether it is right at all. Emphasis is placed on the basic principles of construction of syllabi of academic disciplines, according to which they can be distinguished from work programs. As a fundamental principle, access to learning outcomes is highlighted, which should be expressed through the levels of competencies of graduates. Thus, through educational activities, the opportunity to design the future professional activity of the student is realized, and as a result to consider the competence acquired in the learning process. The structural components of syllabuses of academic disciplines are considered. The structure of the syllabus of the discipline in terms of components and a specific example of its modelling have been provided.

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Albaqawi, Hamdan, Farhan Alshammari, Eddieson Pasay-an, Mansour Alyami, Sandro Villareal, and Eliezer Dizon. "Evaluating Course Syllabus: Basis for Reframing into a Learner-Centered Syllabus for Outcome-Based Nursing Education." European Scientific Journal, ESJ 14, no. 10 (April 30, 2018): 222. http://dx.doi.org/10.19044/esj.2018.v14n10p222.

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The shift from customary content-based pedagogical to learnercentered practice is imperative in the 21st century. This research aims to evaluate the course syllabus developed by the faculty members and if the syllabus meets the criteria for the learner-centered syllabus. The study employed a quantitative –comparative design to properly represent the phenomenon. The study was conducted at the selected universities in the Kingdom of Saudi Arabia. Overall, the respondents of the study consist of 100 faculty members and the 50 students from the participating universities in the Kingdom of Saudi Arabia. The researchers adapted the learning-focused syllabus instrument to gather the data. Results show that the faculty members rated the learning goals and objectives to moderate (1.58), while students rated it low (1.42). Likewise, the learning assessment revealed a moderate result (1.76) for faculty members and low (1.38) for the students; the learning activities have moderate (1.69) result for the faculty and low (1.36) for the students. As regards scheduling, faculty members and students reported moderate results having a 2.06 and 2.09 respectively. The classroom environment revealed moderate results both the faculty members (1.62) and the students (1.52). Statistically, there is no significant difference on the category of syllabi when faculty respondents were grouped according to years of teaching (0.699.05). The findings show that the course syllabus evaluated is in a transitional phase towards learner-centered. As such, the progress of the syllabus is potential to meet the criteria for an outcomebased nursing education. However, the varying results as reported suggest reconciliation of the views of the faculty members and the students.

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Hsu, Wei-Ling, Yi-Sian Chen, Yan-Chyuan Shiau, Hsin-Lung Liu, and Tian-Yow Chern. "Curriculum Design in Construction Engineering Departments for Colleges in Taiwan." Education Sciences 9, no. 1 (March 24, 2019): 65. http://dx.doi.org/10.3390/educsci9010065.

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Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions.

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Boss, Katherine, and Emily Drabinski. "Evidence-based instruction integration: a syllabus analysis project." Reference Services Review 42, no. 2 (June 3, 2014): 263–76. http://dx.doi.org/10.1108/rsr-07-2013-0038.

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Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.

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Journal articles on the topic 'Syllabus design'

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