Detail An English syllabus model for primary school children: a study of the teachers', parents', and children's perspectives on the needs Bibliografi Author: WARDONO, HANNY ISKANDARINI ; Siregar, Bahren Umar (Advisor); Halimi, Sisilia Setiawati (Advisor) Topik: ENGLISH SYLLABUS DESIGN Bahasa: (EN )     Penerbit: Applied English Linguistics Program Graduate School Atma Jaya Catholic University of Indonesia     Tempat Terbit: Jakarta    Tahun Terbit: 2010     Jenis: Theses - Dissertation Fulltext: Hanny thesis.pdf (1.46MB; 43 download) Originality Statement_Hanny.pdf (14.41KB; 0 download) Hanny.pdf (1.57MB; 0 download) Ketersediaan Perpustakaan PKBB Nomor Panggil: D 9 Non-tandon: tidak ada Tandon: 1  Lihat Detail Induk Abstract This study aims at proposing a model for designing an English syllabus for children at the elementary school level. The resulted model is based on the findings of a survey on two questions: 1) How do teachers, parents and their children perceive the needs for English at primary school level? and 2) What kind of English syllabus model can be constructed for the primary school children based on the needs perceived by the teachers, parents and the children? The data was obtained from a survey conducted at 97 schools; 57 of which are state schools. The schools are from five districts in Jakarta: 10 from North Jakarta, 39 from East Jakarta, 9 from South Jakarta, 10 from West Jakarta, 17 from Central Jakarta and they are added by 1 from Cikampek and 10 from Tangerang. The sources of data are from responses of the questionnaires given to four groups of respondents. The first group consists of 106 teachers who are given two kinds of questionnaires: a questionnaire with the five points of Likert Scale and the unstructured questionnaire in the form of questions which must be answered in the space provided in the form of competencies, suggestions, and expectations. Competencies are in the form of listening, speaking, reading, and writing competencies and other language aspects in English students should master, namely: vocabulary and grammar competencies. Suggestions and expectations are concerned with the teaching-learning activities inside and outside the classroom and the assessment process. The second group of respondents consists of 70 headmasters and the third group consists of 327 parents, both of whom are also given the unstructured questionnaire. The fourth group of respondents is from the students themselves who are given a simpler unstructured questionnaire. There are 1265 students coming from 12 schools who are also the major source of data for this study. The data collected from these respondents are quantitative. Besides, the data corpus is also obtained from some observations and interviews in the forms of notes and transcription of recorded classroom activities and interviews. This kind of data is qualitative data. From the data analysis, I can conclude that a language syllabus contains things of what to learn in the forms of language competencies, and things of how to learn the language in the forms of learning materials, teaching methods, and kinds of assessment processes. The findings for language competencies are as follows: there are 17 competencies for listening, 16 competencies for speaking, 14 competencies for reading, 21 competencies for writing, 12 competencies for vocabulary, and 9 competencies for grammar. Besides, there are also 16 suggestions and expectations for learning materials, 38 for activities inside the class, 10 for activities outside the class, 25 for teacher’s competence, and 32 for assessment process. All these finding are then put into a table in which we can see the minimum standard competencies, competencies given by the stakeholders, learning objectives (performance indicators), followed by learning materials, activities, and assessment process. The minimum standard competencies are from the government. The competencies given by the stakeholders can be the same as the standard ones or can be other competencies complimentary to the standard ones. A competency from the stakeholders is broken down into some learning objectives followed by learning materials, activities, assessment process suggested by the stakeholders. The result of this study is a syllabus model. In order to produce the syllabus model for primary school children, there are four phases namely: 1) socializing the new paradigm in education, 2) carrying out the needs analysis, 3) formulating competencies and indicators, and 4) selecting learning materials, activities, and assessment process. The model is realized in the form of a table. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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