Curriculum design using EBD methodology: Preliminary study of English education in Mid-west University of China

As English education programs mature, it is common for them to need to adjust their curricula. Adapting in a timely manner can be an especially acute problem at universities, which are under pressure to respond to changes in education policies while also following regulations to maintain accreditation as degree-granting institutions. To observe how these issues affect redesigning curricula, this article undertakes a case study of one faculty currently in the midst of change. The faculty went through two major periods of changes, but as will be observed, the timing and success of these changes has been swayed by major practical and procedural issues, including restrictions on curriculum changes for accreditation purposes, changes in the labor laws, budgetary restrictions limiting hiring, and changes in university admissions examinations. The discussion considers how these issues were approached while offering observations about how best practices in curriculum design can be implemented effectively given institutional restrictions. 英語教育プログラムの成長に伴い、カリキュラム改正が必要になることが多い。日々変わる教育政策に対応しながら認可にかかわる規則を厳守することが求められる大学にはカリキュラム改正がことに困難である。いかなる問題が発生するのかを究明するため、本稿では英語教育のカリキュラム改正に取り組んでいる学部の事例研究を試みる。当該学部が２期に渡ってカリキュラム改正に取り組んできたが、改正の時期と効果が大学認可に関するカリキュラム改正の規制・雇用法律の変化・人事上の予算的制限・大学入試の変化を含む内的・外的な要因に左右された。最終的にどのように対処したのかを考察しつつ、カリキュラム改正の計画と実施をするための工夫法も提示する。

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USING THE THINK-PAIR-SHARE STRATEGY TO INCREASE STUDENTS’ ACTIVE INVOLVEMENT AND TO IMPROVE THEIR SPEAKING ABILITY

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v5i1.7679 ◽

2018 ◽

Vol 5 (1) ◽

Author(s):

Muhammad Lukman Syafii

Keyword(s):

English Education ◽

Preliminary Test ◽

Collaborative Action Research ◽

Average Score ◽

Final Test ◽

Active Involvement ◽

Collaborative Action ◽

Class A ◽

Field Notes ◽

Preliminary Study

ABSTRACTThis study was designed to increase students’ active involvement and to improve their speaking ability using Think-Pair-Share Strategy at Muhammadiyah University of Ponorogo. The study was collaborative action research. This study was conducted in one cycle consisting of five meetings using the following procedures: planning, implementing, observing, and reflecting. The data of the study were collected through the observation checklists, field notes, and questionnaire. The subjects were 26-second semester students of Class A. The increase could be seen from the number of students who were categorized as actively involved from only 7 students (29%) in the preliminary study to 20 students (78%) of 26 at the end of the study. The improvement of students’ speaking ability could be seen from the increasing number of students whose average score was 3, from 7 students (29%) of 24 students in the preliminary test to 17 students (65%) of 26 students in the final test. Therefore, this strategy is appropriate for the students to increase their active involvement and improve the speaking ability.ABSTRAKPenelitian ini dirancang untuk meningkatkan keaktifan dan kemampuan berbicara mahasiswa dengan menggunakan Berfikir-Berpasangan-Berbagi di Universitas Muhammadiyah Ponorogo. Penelitian ini merupakan penelitian tindakan kelas yang bersifat kolaboratif. Penelitian ini dilakukan dalam satu siklus yang terdiri dari lima pertemuan dengan menggunakan prosedur sebagai berikut: perencanaan, pelaksanaan, pengamatan dan penghayatan. Pengumpulan data dilakukan dengan menggunakan lembar observasi, catatan lapangan, dan kuesioner. Subjek penelitian ini adalah 26 mahasiswa semester 2 kelas A. Peningkatan keterlibatan aktif mahasiswa dapat dilihat dari meningkatnya jumlah mahasiswa yang termasuk dalam kategori aktif yang pada saat penelitian awal hanya 7 mahasiswa (29%) menjadi 20 mahasiswa (78%) dari 26 mahasiswa yang masuk pada saat hari observasi pertemuan terakhir. Peningkatan kemampuan berbicara mahasiswa dapat dilihat dari meningkatnya jumlah mahasiswa yang memiliki nilai rata-rata 3, dari 7 orang menjadi 17 orang. Maka dari itu, strategi ini sesuai bagi mahasiswa untuk meningkatkan keterlibatan aktif dan memperbaiki kemampuan berbicara bahasa inggris mereka. How to Cite: Syafii., M. L. (2018). Using the Think-Pair-Share Strategy to Increase Students’ Active Involvement and to Improve Their Speaking Ability. IJEE (Indonesian Journal of English Education), 5(1), 61-80. doi:10.15408/ijee.v5i1.7679

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THE IMPLEMENTATION OF SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL) TO INCREASE THE STUDENTS’ ENGLISH STRUCTURE SKILL AT ENGLISH EDUCATION DEPARTMENT

ENGLISH EDUCATION JOURNAL OF ENGLISH TEACHING AND RESEARCH ◽

10.29407/jetar.v5i1.14236 ◽

2020 ◽

Vol 5 (1) ◽

pp. 25-31

Author(s):

Samsi Rijal ◽

Nurdiana Arifah

Keyword(s):

Action Research ◽

Teacher Training ◽

Research Design ◽

English Education ◽

Education Faculty ◽

Education Department ◽

Training And Education ◽

Is Success ◽

First Semester ◽

Preliminary Study

This research begun from the students’ problems in understanding the English structure at the first semester of English Education Department, Teacher Training and Education Faculty, Madura Islamic University (UIM) Pamekasan. From the data, it showed that most of students did not achieve the target score 75 (B), it was only 43.75% students. These problems occurred because 1) they used to memorize the pattern of English structure, 2) they seldom practice it in spoken or written, 3) they felt afraid of making mistakes. Concerning with these, the researcher tried to solve by implementing an appropriate strategy, it is SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL) which was introduced by Dave Meire. The research design is Classroom Action Research (CAR). It was done in two cycles with four steps; planning, acting, observing and reflecting. After conducting the research, there were significant improvements of students’ score. From the data, in the preliminary study, there were only 43.75% who achieved the target score. After implementing SAVI in the cycle I, there were improvement of students score, it was 62.5% students who achieved the target score. In cycle II, there were 87.5% students. From the data above, it could be concluded that implementing SAVI is success because it achieved the target score, it is more than 85% students got 75 (B). Keyword : SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL), English Structure.

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Penggunaan Crazy Story Game untuk Meningkatkan Motivasi Mahasiswa Berbicara dalam Bahasa Inggris

Lingua Susastra ◽

10.24036/ls.v1i1.5 ◽

2020 ◽

Vol 1 (1) ◽

pp. 41-49

Author(s):

Nurdiana Nurdiana

Keyword(s):

English Education ◽

Control Group ◽

Study Program ◽

Significant Difference ◽

Before And After ◽

Quasi Experimental ◽

Research Findings ◽

Preliminary Study ◽

And Control ◽

Cluster Random Sampling

Various ways and efforts have provided by Speaking lecturers to increase students’ motivation, especially in Speaking. However, based on a preliminary study, researchers found that students' speaking motivation was still considered insufficient. For that, the researcher applied a game, namely Crazy Story. The purpose of this study was to see how students’ motivation who were taught and not taught using Crazy Story Game and to find out whether there was a significant difference between students’ motivation who were taught and not taught using Crazy Story Game. This research was an experimental research. This type of research was a quasi-experimental study using an unequal group design. This study consisted of two groups, namely experimental and control group. The population of this study were students of the third semester of the English Education Study Program. Two groups (classes) of students consisted of 60 people were taken as samples using cluster random sampling. The two groups of students were both given a questionnaire to see their motivation in speaking before and after implementing Crazy Story Game. The data collection techniques were questionnaire and observation. Questionnaire was used to determine students’ motivation in speaking English. Meanwhile, observation was used to see the learning process of Speaking by using Crazy Story Game. From the research findings, it was obtained that the Speaking Motivation data of students who joined the experimental class increased by 4.75%. Meanwhile, students’ speaking motivation who joined the control class only increased by 0.98%. The result of data analysis from T-test was 2.028. This result was compared with the t table with a df (Degree of Freedom) level of 78, namely 1.99. Because t count t table (2.028 ≥ 1.99) and the significance was (0.046 0.05), H0 was rejected and Ha was accepted. The researcher concluded that there was a significant difference between students’ motivation those who were taught and not taught using Crazy Story Game.

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Need Analysis and Curriculum Design in Business English

Studies in English Language Teaching ◽

10.22158/selt.v3n2p146 ◽

2015 ◽

Vol 3 (2) ◽

pp. 146

Author(s):

Geng Chunling

Keyword(s):

Instructional Design ◽

Market Economy ◽

Curriculum Design ◽

English Education ◽

Economic Globalization ◽

English Teachers ◽

English For Specific Purposes ◽

Business English ◽

Need Analysis ◽

The World

Business English education, which serves as a branch of ESP (English for Specific Purposes) is of great importance. With the development of market economy and the further strengthening of economic globalization, Business English is receiving more and more attention and is showing unprecedented momentum. And in the world of Business English, need analysis is at the heart of planning and instructional design. Yet, designing a Business English course requires collaboration among several concerned stakeholders, including students, subject teachers, institutional administrators and Business English teachers themselves. This article gives a detailed description of Business English and need analysis, analyzes the importance of need analysis to syllabus design based on need analysis.

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Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context

Higher Education Studies ◽

10.5539/hes.v9n1p132 ◽

2019 ◽

Vol 9 (1) ◽

pp. 132 ◽

Cited By ~ 1

Author(s):

Chunguang Tian

Keyword(s):

Language Proficiency ◽

Curriculum Design ◽

English Education ◽

Classroom Observation ◽

Negative Attitude ◽

Structured Interview ◽

Language Teachers ◽

Educational Context ◽

Korean Students ◽

Research Findings

The purpose of this study is to examine Korean students’ anxiety in classroom presentations in tertiary educational context through classroom observation, self-reported questionnaire and semi-structured interview. In the stage of classroom observation, the potential responsivities relating with anxiety were explored through the analysis of fieldwork notes; the questionnaires were filled out by the students after they finished their presentations to unveil the students’ perceptions of their anxiety and the causes for such anxiety; the semi-structured interview was carried out to provide further evidence for the above findings. The research participants were twenty two students majoring in English education in a Korean national university. The research findings indicated that Korean students suffered different degree of anxiety in the course of classroom presentations; the major responsivities to anxiety included repeatedly occurring subconscious behaviors, silence, speech disruptions and slow rate of speaking and so forth. Concerning the causes arousing anxiety in classroom presentations, there were four major sources, consisting of negative attitude towards classroom presentations, preparation time, language proficiency, negative feedback from peers, while other factors like making mistakes, attention from audience, and teachers’ feedback were not the major source for students’ anxiety. These research findings should shed new light on classroom teaching for language teachers to improve their curriculum design to relieve students’ anxiety in classroom presentations.

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Formative Evaluation on Course Structure and Credits at English Language Teaching Curriculum

10.31235/osf.io/mg3ye ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Sukirman ◽

Djuwairiah Ahmad ◽

Mardiana

Keyword(s):

Curriculum Design ◽

English Language ◽

Formative Evaluation ◽

English Education ◽

Primary Data ◽

Credit System ◽

Education Standards ◽

Course Structure ◽

National Education ◽

National Education Standards

This study aims to describe the appropriateness of the real condition of the course structure and credits on the 2010 Curriculum at English Education Department at Alauddin State Islamic University of Makassar (called UIN Alauddin Makassar) compared to the ideal conditions. The significance of this study is being primary data in developing the existing curriculum at the department. It adapts Stake's Countenance Model as the design evaluation. The data collected in this study are quantitative and qualitative data. The findings show that the appropriateness level between the objective conditions and actuality standard/objective intensity on curriculum design components with overall subcomponents on the course structure is categorized as moderate. In this case, some of the subcomponents still require limited amendment or revision in accordance with the instructions of National Education Standards Agency (called BSNP). Then, the appropriateness level of the learning burden between the objective conditions and actuality standard/objective intensity on the overall components is categorized as low. It indicates that the learning burden management through Semester Credit System still requires major changes or revisions in accordance with the instructions of National Education Standards Agency. Furthermore, the students and lecturers have relatively different attitude in viewing at the course structure and learning burden based on the curriculum. In this case, the students point out that the course structure and learning burden are less eligibility to be maintained with score 42.86%; whereas the lecturer point out the two components are totally not eligibility to be maintained with score 9.25%.

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Multilingual English Language Teaching in the Philippines

International Journal of TESOL Studies ◽

10.46451/ijts.2021.10.03 ◽

2021 ◽

Keyword(s):

Curriculum Design ◽

English Language ◽

English Education ◽

Native Speaker ◽

Language Teaching ◽

The Philippines ◽

English Language Teaching ◽

Design Assessment ◽

Attitudes And Practices ◽

Diverse Context

In English language teaching (ELT) circles, the English used in the Philippines is traditionally labelled as ESL. However, that label, including the attitudes and practices that it brings, does not accurately capture the complex language situation in the country. In this article, we argue that English education in the Philippines does not account for the multilingual and linguistically diverse context of use in the country. We argue that monolingual perspectives and approaches in ELT continue to dominate the field. Issues of language variation, the existence of varieties of English, and the reality of translanguaging practices are not addressed. From curriculum design, assessment policies and practices, to classroom teaching, ELT in the Philippines persists in taking a one-size-fits-all approach that only privileges so-called ‘native speaker’ norms. English in the Philippines is best characterized as Englishes. Although an educated Philippine variety of English exists (Bautista, 2008), it cannot be concluded that this is the variety of widespread use across the archipelago. The language situation of the Philippines is complex, thereby eluding labels and categories that only betray a nativespeakerism perspective and a monolingual bias. We argue that Englishes in the Philippines are more appropriately approached as ENL, ESL, and EFL. The implications of these categorizations on ELT in the country are discussed in this paper.

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Developing IT-Based Supplementary Listening Material for ‘Bahasa Inggris Kelas XII’

Journal of English Language and Pedagogy ◽

10.36597/jelp.v1i2.4130 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Chatarina Catur Ani Trisnawati ◽

Rr. Hasti Robiasih

Keyword(s):

Research And Development ◽

Educational Research ◽

Curriculum Design ◽

Field Testing ◽

Audio Recording ◽

Student Work ◽

Material Development ◽

12Th Grade ◽

Informational Technology ◽

Preliminary Study

This study is aimed at developing Informational Technology Based Supplementary Listening Material for ‘Bahasa Inggris Kelas XII’ and describing the effectiveness of the developed supplementary listening materials. The research belongs to an Educational Research and Development (R&D) and adopted the ten steps of Borg and Gall’s model (1983) which are simplified into three main stages. They are: (1) Preliminary Study, (2) Development and (3) Field Testing. The material development follows Nation and Macalister’s curriculum design model in which needs, environment and principles were taken into account in determining the content and sequence to achieve the goals, format and presentation of the materials and monitoring and assessment. The developed listening materials consist of student work book and audio recording created with listening media and cool edit deluxe programs. The findings shows that (1) the developed IT based supplementary listening materials yields effective listening materials for the 12th grade students and (2) the effectiveness of the product helps students to achieve the targeted competences.

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IMPROVING STUDENTS’ READING ABILITY ON INTRODUCTION TO LINGUISTIC CLASS THROUGH TWO –STAY TWO STRAY (TS-TS) TECHNIQUE

ENGLISH EDUCATION JOURNAL OF ENGLISH TEACHING AND RESEARCH ◽

10.29407/jetar.v5i2.14782 ◽

2020 ◽

Vol 5 (2) ◽

pp. 124-135

Author(s):

Samsi Rijal ◽

Jaftiyatur Rohaniyah

Keyword(s):

Cooperative Learning ◽

Reading Ability ◽

Teaching And Learning ◽

English Education ◽

Education Department ◽

Is Success ◽

Minimum Score ◽

High Motivation ◽

The Subject ◽

Preliminary Study

This research was conducted based on the researcher’s observation in the class of Introduction to Linguistic at second semester of English Education Department Madura Islamic University. From the data, there were some problems of learners, they are; 1) they felt difficult in understanding the subject of Introduction to Linguistic because it was the new subject for them, 2) they were not active in joining the process of teaching and learning. Related to the problems above, the researcher tried to find the solution by choosing the best strategy, it was Cooperative learning TWO –STAY TWO STRAY (TS-TS). This research is CAR (Classroom Action Research) which has four steps: planning, acting, observing and reflecting. The subject of this research was learners of second semester of English Education Department. The result after implementing Cooperative learning TWO –STAY TWO STRAY (TS-TS), there was high motivation from the learners in joining the class and there was a significant improvement of learners’ score from preliminary study, cycle I and Cycle II. In preliminary, there were only 27.3 % learners who got the target of the minimum score, it was 75 (B). In cycle I, there was 63.7 % learners achieved the target and 81.9 % of learners got the target of the research. Based on the data, it could be concluded that this method is success and can be used in teaching reading.

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