Goals and Objecktive

GOALS AND OBJECTIVES

Ditulis Untuk Memenuhi Salah Satu TugasDalam Mata Kuliah English Language Teaching Curriculum

 

Disusun oleh:

FEBIOLA NADIA PUTRI (2317054)

RONA DIALESTARI (2317072)

ADIL FADHILLAH AKBAR (2317079)

Dosen Mata Kuliah:

ABSHARINI KARDENA, M.Pd

JURUSAN PENDIDIKAN BAHASA INGGRIS

FAKULTAS TARBIYAH DAN ILMU KEGURUAN

INSTITUT AGAMA ISLAM NEGERI (IAIN) BUKITTINGGI

PREFACE

All praises to Allah Subahanaahu wa Ta’aala who gives us health and His blesses, so we can finished our assignment in Languange Teaching Curriculum aboutNeeds Analysis.

Shalawat and Salaam hope always send for our prophet, Rasulullah Muhammad Shalallahu ‘Alaihi wa Salaam who brings us from the darkness to the brightness, brings us from Jahiliyah era to modern era or full of knowledge era, as well as we feel right now.

            In this paper, we will present aboutLanguange Teaching Curriculum . This assignment will explain aboutGoals and Objectives

            We realize that this assignment is far from the perfect word and also there are so many mistakes in this. So, we hope to reader’s comment, critics, also suggestions which build this assignment and repair our assignment later.

Bukittinggi, September 20^{th sep}  2019

Writers

Content

Preface.............................................................................................................

Content............................................................................................................

ChapterI

Introduction..................................................................................................

ChapterIIDiscussion........................................................................................................

A.    Need, Goal , and Objectives

B.    Getting Instructional Objectives on Paper

C.    Pros and Cons of Curriculum Objectives

Chapter  III   

Conclusion.....................................................................................................

BIBLIOGRAPHY...........................................................................................

CHAPTER I

INTRODUCTION

INTRODUCTION

Often any ESL/EFL program that is not ESP (English for Specific Purpose) is ENOP ( English for No Obvious Purpose). In other words, the purpose of any language program should be clear to the participants and to the outside world. The focus is to transform information collected in the needs analysis into usable statements that describe the program's objectives.

Goals are statements of educational intention which are more specific than aims. Goals too may encompass an entire program, subject area, or multiple grade levels. They may be in either amorphous language or in more specific behavioral terms.

Objectives are usually specific statements of educational intention which delineate either general or specific outcomes.There are advantages and disadvantages to different types of objectives.

All of the above are legitimate ways to write curriculum and lesson plans. However, currently, most objectives are written in behavioral terms. Behavioral objectives usually employ observable verbiage and can be divided into specific domains — cognitive (head), affective (heart), and physical (hand).

CHAPTER II

DISCUSSION

NEED, GOALS, AND OBJECTIVES

1.     Goals

General statments concerning desirable and attainable program purpose and aims based on perceived language and situation needs. In deriving goals from perceived needs four points should be remembered :

1.     Goals are general statments of the programs purposes.

2.     Goals should usually focus on what the program hopes to accomplish in the future, and particularly on what students should be able to do when they leave the program.

3.     Goals can serve as one basis for developing more precise and obsevable objectives.

4.     Goals should never be never be viewed as permanent, that is, they should never become set in cement.

The primary reasons for this last point is that the needs being addressed are only perceived needs and such perceptions may change. In fact, actual changes may occur in both language need and situation needs if new and different types of students enter the program.

A curriculum will often be organized around the goals of the program. Thus the goals and syllabuses of a program may be related. However, the needs analysis might indicate needs that have more to do with attitudes and feelings than with syllabus related linguistic systems.

The process of defining goals makes the curriculum developers and participants consider, or reconsider, the program's purposes with specific reference to what the students should be able to do when they leave the program. Thus goal statements can serve as a basis for developing more specific descriptions of the kinds of learning behaviors the program will address. These more specific descriptions are sometimes called instructional objectives.

2.     Objectives

Instructional objectives as specific statments that describe the particular knowledge, behaviors, and/or skills that the learner will be expected to know or perform at the end of a course or program. Direct assesment of the objectives at the end of a course will provide evidence that the instructional objectives, and by extension the program goals, have been archived, or have not been achived.

Instructional objectives occupy the very specific end of a continuum at the opposite end from general goals.

3.     From GoalsTowardObjectives

Once having thought through what will be taught in each classroom, planners can make efforts to coordinate across courses and throughout an entire language program. In other words, the process of converting perceptions of students' needs into goals and objectives provides the basic unit that can in turn be used to define and organize all teaching activities into a cogent curriculum. Once objectives are in hand, the basic elements of the students needs can be analyzed, assessed, and classified to create a coherent teaching/learning experience. In short, objectives provide the building blocks from which curriculum can be created, molded, and revised.

Logically, this process of restating needs in terms of program goals and then breaking them down into precise instructional objectives will be begin with a careful examination of the needs of the students as discovered in any available needs analysis or program description documents.

The steps involved in narrowing the perceptions of students' needs to realizable program goals and, further, to instructional objectives can be summarized as follows :

1.     Examine the needs of the students as discoverd and presented in the needs analysis documents.

2.     State the needs of the students in terms of realizable goals for the program.

3.     Narrow the scope of the resulting goal statments :

·       By analyzing them into their smallest units

·       By classifying those units into logical groupings

·       By thinking through exactly what it is that the students need to know or be able to do to achieve the goals

4.      State the smaller more specific goals  as objectives with as much precision as makes sense in the context using the guidelines given in the remainder

GETTING INSTRUCTIONAL OBJECTIVES ON PAPER

1.     Sources Of Ideas For Objectives

a. The Literature

Other sources of ideas  for filling out the goals and objectives in a programs are the numerous published account of similar efforts around the world. Examination of the books and journal devoted to loanguage teaching, especially with an eye for topics ;like needs anlysis, goals and objectives, and curriculum development, will lead to the realization that language teachers have been working on these issues for the years.

One particularly rich siurces of ideas for objectives in the van Ek Alexander (1980) book. This important document details the objevtives for a functional unit credits system of language teaching for adults. Curriculum developers will find that this books is a rich sources for detailed list of different situations in which adults are likely to use language and the language functions that are apt to be useful in those situations.

b. Taxonomies

            In a language program, the cognitive domain appropriately refers to the kinds of language knowledge and language skills the student will be learning in the program. In other words, any cognitive goals in language teaching content might be better be termed language golas, that is, the language learning contents of tghe program. the cocnitive domain was defined and outlined in 1956 by Bloom, whose book has become the standard model for such taxonomies, particularly as they relate to the cognitive domain.

            The affective domain refers to those aspects of learning that are realted to feelings, emotions, degrees of acceptance, values, biases, and so forth. Affective goals would be those goals in a program that are designed to alter or increase such affective factors. Objectives in the affective domain often addres the processes of learning rather than the language content and may be fairly general in nature. The single most important resources for thinking about this type of objective, as well as for organizing and presenting them, is Krathwohl, Bloom, ang Masia (1956).

2.     Sound Instructional Objectives

a. Subject

            The focuys of language objectives should be on what tye learnes can do with tha language. This can-do focus is remarkably consistent with contemporary notions of language teaching, wherein the central concern is with helping sttudents to communicate in the language when they are finished with their training.

             Note also that the stement of expected performance is couched in terminal terms. Some language programs have found that the mapping of the route to the terminal objectives through the use of “interim,” “enabling.”, or “daily” objectives is useful. There is realyy no different between this view and the notion of termibnal objectives the terminus is simply being brought forward and the course or program being viewd ib shorter terms.

b. Conditions

            The subject od this objective are contained in the lead-in material before the colon. The expected performance is to “write missing elements in a graph, chart, or diagram from information provided in a passage.”

The satement of conditions is actually the clarification of what it merans to perform whatever is being required of the students. However, it is essential to remember that no objective will ever be perfectly stated, becuase of the nature of labguage and language learning. That is not tpo say that the attempt should not be made. The conditions stated above do help to clarify what is meant by the objectives.

c.  Measure

            The key to measure part of an objectives is to ask how the performance will be observed ortested. in the pobjective described above, the students’ performance on the objective could be verified by observing that they are able to write the correct words in the blanks provided. Thus, the measure is that part of an objective that states how the desired performance will be observed. Such observation may take the form of a test-item specification (for example, “in multiple-choice format”) ortheay may be more like tha task description given above. teachers who can break free of traditional measures and think in termks of the students’ neare much more likely to create measures based on tasks that the students will ultimately need to accomplish with tha language.

PROS AND CONS OF CURRICULUM OBJECTIVES

1.     Battle Lines Are Quickly Drawn

That most curriculum developers must find, or even foster, a compromise position somewhere between the extremes. The main complaints that arise with regard to objectives (1) that objectives are associated with behavioral pyschology, (2) that some things cannot be quantified, (3) that objectives trivialize teaching, (4) that objectives limit the teachers freedom and (5) that language learning simply cannot be expressed in objectives.

a.      Association with behavioral psychology

Though association with behavioral psycology might be a positive factors for those who still strongly advocate the audiolingual approach, most language teachers reach negatively to the idea. However, since the association is not real, this issues is easily resolved. It is just necessary to realize, as Mager (1975, p23) expalined that “Objectives describe performance, or behavior, because an objective is spesific rather than broad or general, and because performance, or behavior, is what we can be spesific about”. To avoid the negative impact of the behavioral objective label, they have been called instructional objectives in book.

b.     Some thing that cannot be quantified

One of the most common argument raised against objectives is that it is imposible to express the goals of many teaching activities in terms of objectivies. The example given usually center around literature and and art, particulary with reference to appreciating such works. The contention is that it is difficult to describe the types of behavior expected of a student who is supposed to read and discuss a sonnet by William Shakespeare, or who has just viewed some impressionist paintings.

In short, it may be true that instructional objectives with the five components will not be possible, necessery, or desirable in all situations. However , the attempt to define what the student needs to be able to do with the literature(or artwork, or piece of music) they annouce and what it is that the teacher wants the student to be able to do as a result of such encounters certainly cannot hurt and might provide some structure to the teaching process that would help both the students and the teacher understand what it is that is expected of them.

c.      Objectives trivialize instruction

Another criticism raised about abut objectives is that they trivialize education by forcing teachers to focus only on things that can be expressed as objectives. Like so many criticsm of objectives, the trivialization charge is an argument against a position that no sensible educator would ever take. The problem is that objectives, as stereotype in the minds of some teachers, would do so  if anyone were naive enough to actually advocate using them in that strict and narrow form.

The objectives for a language program should express all and only the intentions and purposes of that program. They should be observable but not trivial. And they should fit the program. Attempting to decide on the appropriate level of specificity for objectives to meet the students’ need can lead teachers to think about and clearly define a language curriculum-perhaps for the first time in that programs history.

d.     Objectives curtail a teacher’s freedom

The charge has also been leveled that objectives interfare with the teacher’s freedom, in particular, with the teachers freedom to respond to problems and ideas that arise spontaneously out of the process of teaching. From many prespective limiting the teacher’s initiative in the classroom would be foolish indeed. The teaching of language is a very complex task. Students vary in countless ways in their abilities and in the ways they learn language (or anything else). Only the individual teachers trained and experienced mind can deal succesfully with this degree of complexity and efficiently foster language learning and acquisition in as many students as possible

2.     Objectives Do Not Bite

Other benefits that can be derived from the use of objectives include the following :

       I.          Objectives help teachers to convert the perceived needs of the students into teaching points.

     II.          Objectives help techers to clarify and organize their teaching points.

   III.          Objectives hel teachers to think through the skills and subskills underlying different instructional points

  IV.          Objectives help teachers to decide on what they want the students to be able to do at the end of instructions.

    V.          Objectives help teachers to decide on the appropriate level of specificity for the teaching acivities that will be used.

  VI.          Etc

In order to realize all of these advantages and avoid the pitfalls, there are a number of points that should be remembered :

       I.          Objectivities can range in type and level of spesificity.

     II.          Objectivities are not permanent. They must remain flexible enough torespond to change in perceptions of student need and to change in the types f students who are being served.

   III.          Objectives must be develop by concensus among all of the teachers involved.

  IV.          Objectives must not be prescriptive in terms of restricting what the teachers does in the classroom to enable students to perform well by the end of the course.

    V.          Objectives will necessarily be spesific to a particular program.

  VI.          Above all else, the objectives must be designed to  help the teachers, not hinder their already considerble efforts in the classroom

CHAPTER III

CONCLUSION

Objectives alsoserve as evidence of the tremedous variation than can occur in the level of generality and in the contentof language program objectives. Objectives can (and probably must)vary form program to program, as well as in different courses within a program. The students need are apt to defferin varoious situation, so the goals and purposes are also apt to vary. More to the point from a political prespective, the characteristic of the teacher and what they are willing and able to do will differ across situation, or even across time within a particular setting.

Intructional objectives must be viewed as flexible, temporary, and revisable so that they can be tailored to different context and respond to changes over time in the needs of the student or in the physical and human resources of the program. Objectives cab provide a useful tool that allows teachers to work out, often for the first time, what they want their students to able to do when they are finished with the course. Objectives are a central part of any systematic curriculum development, but they can am should range in level of generality according to what is being taugh and who is teaching it. Objectives can be creative, but only as creative as the peopleformulating and using them.

BIBLIOGRAPHY

Brown, James Dean.1995.The Elements Of Language Curriculum.United State of America. Bilkent University Library