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EFL TEACHING METHODOLOGY AND CURRICULUM

DIRECTION:
Choose eight questions from the following questions. You may refer yourself to your
notes/textbooks in working on the questions.

1. Many times we witness that some language learners are successful in learning a
language but some are unsuccessful. Identify factors which will help you as a language
teacher to make your students successful in learning! Think of learner factors, teacher
factors, educational factors, and socio/economic/cultural factors.
2. How do differences among learners (styles, Strategies, or aptitude) affect learning
processes and procedures? How could you tailor your classroom practices?
3. Anthony differentiates the three concepts of approach, method, and technique
hierarchically. A method as what Anthony says is developed based on an approach -a
set of assumptions dealing with the nature of language, learning, and teaching. Please
illustrate how the three elements— approach, method, and technique are intertwined.
4. There is no method for all. Therefore, as a language teacher you must be able to choose
the most appropriate one for your leaching. What would be the implication of this
statement on your teaching? Please clarify your answer using an illustration of the
appropriateness of a certain method across age/proficiency levels, classroom settings
and activities.
5. The failure of the implementation of curriculum, many limes related to the teachers’
competencies, among others, to the teachers’ competence in developing materials. Do
you have any experience with using authentic materials in teaching? What problems do
they pose for teachers? Do you think they are preferable to created materials? What do
you think is an appropriate role for commercial materials in a language program?
6. Although the 2013 has already been tried out and suggested to be used in some schools,
many schools just go back to the school-based curriculum using genre-based approach.
Please covey the similarities and differences in the implementation of genre-based
approach and scientific approach.
7. As mandated in Law No.20/2003 on National Education system, school curriculum
must be developed by its school and based upon national standards. Mention the
connection between the standards and school based curriculum development.
8. From implementation side, there are some identified problem of school-based
curriculum. Based on your experiences and our classroom discussion, explain the
problems?
9. Explain the connection between language curriculum analysis and language curriculum
development. Why is curriculum analysis important for developing language
curriculum? What are the framework or criteria of curriculum analysis? Is there any
relationship between curriculum models and curriculum analysis? Elaborate your
answer.
10. In selecting and organizing instructional contents in EFL syllabus/curriculum, we
recognize different approaches. Please elaborate at least four approaches to content
selection commonly used in EFL syllabus design?
11. From the point of historical development of English curriculum. There are at least two
major approaches to language teaching that influence EFL curriculum development in
our country. Explain the two approaches. How the approaches affect curriculum
components? Which approach is more applicable to EFL curriculum development?
Give your reasons.
12. As it is indicated in the documents, the 2013 curriculum adopts eclectic approach.
Based on your reading of related resources, why this approach is chosen by curriculum
developers?

You have 120 minutes to complete your proposal

Extra from 2014 Research Methodology

1. If you were planning a need analysis for the situation in which you teach, what
information you seek to obtain.
2. What is the fundamental difference between formative and summative evaluation.
3.
Develop a proposal outline, based on one of the following foci;
1. Students’ learning Engagement
2. Students’ Affective Filter
3. Teaching Methodology
4. Teachers’ Professionalism
5. ICT in TEFL
Format:
1. Title
2. Background ( including literature review und previous research)
3. Research Questions/Objectives
4. The Significance of die Research Focus
5. Research Methodology
- Contexts
- Participants/Sample and Population
- Data Collection Instrument and Procedure
- Data analysis
6. Expected Results and Discussion
You have 120 minutes to complete your proposal
The Rubrics:
Profile of Essay (5 marks)
Approaching Expectation Meeting expectation (3 Exceeding expectation (4
(1-2 Marks ) marks) marks)
1. Background not clearly 1. Background somewhat 1. Background clearly
stated clearly stated stated
2. Problem not clearly 2. Problem somewhat 2. Problem clearly stated
stated clearly stated 3. Research significance
3. Research significance not 3. Research significance clearly stated
clearly stated somewhat clearly stated 4. Very clear linkages
4. No clear linkages among 4. Somewhat clear linkages among the theories and
the theories and problem among the theories and problem discussed
discussed problem discussed 5. References are up-to-date
5. References are not up-to- 5. References are somewhat 6. Use correct and
date up-to-date appropriate English
6. Use correct and 6. Use correct and 7. Well-organized
appropriate English with appropriate English with
too many mistakes few mistakes
7. Ill-organized 7. Fairly well-organized
Choose one of the following topics, and then write an essay of 1000
words. Do not forget to read the rubrics before starting writing.

1. World Englishes and the 21st Century Indonesia


2. English as a lingua franca and the Teaching of English in Indonesia
3. Systemic Functional Linguistics and the 21st Literacy
4. Systemic Functional Grammar and the Meaning Making
5. ICT and Multimodal texts in the Teaching of English in Indonesia

You have 90 minutes to complete your essay


The Rubrics:
Profile of Essay (5 marks)
Approaching Expectation Meeting expectation (3 Exceeding expectation (4
(1-2 Marks ) marks) marks)
1. Use only 1 or 2 types of 1. Use a few types of 1. Use multiple types of
references (e.g., textbook references references
only) 2. Theory somewhat clearly 2. Theory clearly stated
2. Theory not clearly stated stated 3. No or few errors in
3. Many errors in 3. Some errors in explanations of theories
explanations of theories explanations of theories and concepts
and concepts and concepts 4. Very clear linkages
4. No clear linkages among 4. Somewhat clear linkages among the theories and
the theories and problem among the theories and problem discussed
discussed problem discussed 5. References are up-to-date
5. References are not up-to- 5. References are somewhat 6. Use correct and
date up-to-date appropriate English
6. Use correct and 6. Use correct and 7. Well-organized
appropriate English with appropriate English with
too many mistakes few mistakes
7. Ill-organized 7. Fairly well-organized