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p iila rwtih Engilsh
e c n i
s ealry age . Student s sing and pray in Engilsh .Thus ,teachers ’ role in o t s o m , s s e l e h tr e v e N . t n a tr o p m i y r e v s i s t n e d u t s e h t o t h s il g n E g n i c u d o rt n
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T .Yogyakatra .Universtia sSanataDharma
g n a t n e t i g g n it g n a y n a r a d a s e k i k il i m e m a i s e n o d n I t a k a r a y s a m i n i t a a S a l o k e s k i a B . s ir g g n I a s a h a b n a a s a u g n e p a y n g n it n e
p h neger imaupun sekolah
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s r
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m dan betrutu rdalam bahasa Ingg irs .Para siswa bernyanyi ,berdoa , . g n it n e p h a lt a g n a s s ir g g n I a s a h a b n a k l a n e k r e p m e m m a l a d u r u g n a r e p , a k a M u r u g r a s e b n a i g a b e s , n u m a
N Ceria itdak memiilkil ata rbelakang bahasa Ingg ir s e k n a ti l u s e k a s a r e m a k e r e M . .i p u k u c n e m g
y itka haru s berkomunikas idalam
k u t n u n a u j u tr e b i n i n a it il e n e p a k a m , u ti h a l a s a m a y n a d a t a h il e M . s ir g g n I a s a h a b t e s u t a s n a k g n a b m e g n e
m mater i bahasa Ingg ir s terpadu untuk guru Ceria Demangan TamanBaltiadan TamanKanak-Kanak berdasarkan Communicaitve
g n a
L uage Teaching untuk membantu belaja r bahasa Ingg ir s dalam rangka . a y n i s a k i n u m o k r e b n a u p m a m e k n a k g n a b m e g n e m ) 1 ( : t u k ir e b i a g a b e s n a k i s a l u m r o fi d i n i n a it il e n e p m a l a d n a h a l a s a m r e P u d a p r e t s ir g g n I a s a h a b i r e t a m a n a m i a g a B
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a i r e
C emangan Taman Baltia dan Taman Kanak-Kanak berdasarkan e T e g a u g n a L e v it a c i n u m m o
C aching tiu? Stud iin imenggunakan peneilitan dan n a d n a it il e n e p ; u ti a y h a k g n a l a m il i d a j n e m i s a t p a d a i d g n a y ) D & R ( n a g n a b m e g n e p n a d i s a u l a v e , ir e t a m n a p a i s r e p n a g n a b m e g n e p , n a a n a c n e r e p , ir e t a m n a l u p m u g n e p n i b m o k i d g n a y n e d l a Y n a d p m e K n i a s e d l e d o m i t u k i g n e m i n i i d u t S . i s i v e
r asikan
n i h c a e T e g a u g n a L e v it a c i n u m m o C n a g n e
d g dan karakteirsitk siswa untuk
t e s u t a s n i a s e d n e
m mater ibahasa Ingg ir sterpadu untuk guru Ceria Demangan k a n a K n a m a T n a d a ti l a B n a m a
T -Kanak berdasarkan Communicaitve Language e
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,i r e t a m t a u b m e m h a l e t e
S dapa td tiairk suatu kesimpulan .Satu se tmater i u d a p r e t s ir g g n I a s a h a
b untuk guru Ceria Demangan Taman Baltia dan Taman k
a n a
K -Kanak berdasarkan Communicaitve Language Teaching adalah mater i e m , k o c o c n a d n a v e l e r , a w s i s n a h u t u b e k n a k r a s a d r e b n i a s e d i d g n a
y nyediakan
. T L C n a k n i m r e c n e m g n a y i s a ir a v r e b g n a y r a j a l e b n a t a i g e k n a d s a g u
t Kesimpulan
. 3 > i a li n r e b g y i r e t a m i s a u l a v e l i s a h n a k r a s a d r e b k ir a ti d t u b e s r e
t Akh rinya ,
ri p s n i g n e m n a k a i n i i r e t a m a w h a b p a r a h r e b i ti l e n e
p as ipara guru bahasa Ingg ir s
u a t
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F JESUS CHRIST fo rHIS
t s s y a w l a o h w e n o e h t s i E H . e v o l s u o m r o n
e ay sbesideme t o help me i n many
y r e v e r o f M I H k n a h t I . y lt n e u q e r f M I H e r o n g i I h g u o h t s e m it d r a h d n a t l u c if fi d
e l p o e p y n a m h g u o r h t e v o l S I H r o f M I H k n a h t I .s i s e h t s i h t n i e ti r w I d r o w e l g n i s
. e m d n u o r a
, s t n e r a p y m k n a h t o t e k il d l u o w I , y l d n o c e
S Prambudi YS , S.Pd. and
. S , it a y i m s i r t u
S Pd.fort hei rrtemendou ssuppo tr ,careandprayer .sI t hankBapak d
n a p u e v i g o t t u o b a s a w I n e h w e c n e d if n o c y m t u o b a g n i g n ir b r o
f Ibukfo revery
m e h t k n a h t I . e c i v d a g n i g a r u o c n
e fo rbeing good ilstener sdu irng ou rtea-itme .s k
n a h t I y ll a n i
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n a o t n a ir d n A s a k i
W d Nugrahad iT irstya .It hank t hem fo ramusing moment swe .
r e h t e g o t d a h
i h
T rd Iwould ilket o t hank my sponsor ,Bu Veronica Triprihatmini ,S.Pd. , m
u H .
M . ,M.A. fo rhe rguidancedu irngmyt hesi sw iritng.I t hankhersomuchf o r alway sgiving me a l tilte o fher itmej ust t o havesomeconversaiton wtih me . I
r e h k n a h
t so much f o rbeing agood ilstene ra swel la sagrea tcounselor .It hank .
y d u t s y m g n ir u d ’ r e h t o m ‘ y m g n i e b r o f r e
h I t hank Mis sDyah and al lCeria’s s
r e h c a e
t forl etitngmeconduc tmy r esearch t hereand wliilng t o helpmedu irng o
s l a I . g n ir e h t a g a t a d d n a n o it a m r o f n i e h
t thank to Mis sMtia ,Pak Gun and
h t e r a g r a M r e t s i
S fo r being my mate ira l evaluators . I thank them fo r the o
it s e g g u s d n a s m s i c it ir
x k
a b
m Sep it ,abang Heindra Endruw ‘Jondi’l Perdana ,D iw ,and mbak Lia a
n a i d r
A . Ialso t hank al lmy PB I’07 firends ,especially Yancukku ,Bencukku , g
n u g
A ,Trex ,Nissa ,Midut ,Fendi ,Gwen ,Gabey ,Pakdhe Aflon ,Banu and y
o s
A .I t hank t hem al lfor t he suppo tr sand t he happines swe shared du irng ou r !
s y u g e fi l r u o r o f t s e b e h t o d s ’t e L . y d u t s
, p u o r g i l a w a j a R g n a G k n a h t o s l a
I mbak Gendut, Cempe, Nana, Uchi, pak D ya , dekUlan, ma sOccy, Romiandex-GangRajawal iGroup ,Pawiro ,Yudan ,
n a h o
J and Damar .We have been through many happines sand sorrow . Iwli l o t d e r e v il e d o s l a s i e d u ti t a r g f o e l d n u b A . d n i m y m n i s t n e m o m t a e r g r u o p e e k
, w e r C C E
C KakWiddy ,M kba Dian ,Yurista Pra itwi ,Yoan ,Intan ,Anis ,Indi , m
it m i
T ,Mega andmyr oommateAgnesEndah ‘ Upli ’Wjiayan it.I t hank t hem s
s a s y a w l a r o f ll
a u irngmet ha t Imus tbeablet opas severyh ard itme .
I oa ls thank my bes tfirends ,Icez ,Mio ,Ambur ,Nindya ,my bes tfirend’ s ,
r e t s i
s Dek Tika and t hei rfamiiles .I t hank them fo rshowing me rtue l ove and e
u
rt brotherhooddu irngt heseyears . k
n a h t
I my brother ,AlexsanderIrfan Bramasto ,S.Pd ,fo rb irnging my j oy r
o f m i h k n a h t I . k c a
b beingagrea tmoodboaste ra swel la sal oya lcompanion. ,
y ll a n i
F I t hank everybody who i swliilng t o help and suppor tmedu irng my .
e n o y b e n o n o it n e m t o n n a c I o h w , y d u t s
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ii i v
x i
i x
v i x
v x
1 1 3 3 3 4 5
7 7 7 6 1
7 1
7 1
ii x .
4 lSylabus………. .
5Reviewo fRelatedStudies………. .
B Theoreitca lFramework ...
Y G O L O D O H T E M I I I R E T P A H
C ……….
.
A ResearchMethod...……….. .
B ResearchSetitng……..………. .
C ResearchParitcipants..………. .
D Insrtument sandDataGatheirngTechnique………. .
E DataAnalysi sTechnique……….. .
F ResearchProcedure………..
V I R E T P A H
C RESULTS ANDDISCUSSION..... .
A How a se t o f integrated mate iral s fo r teacher s o f Ceria Demangan g n i h c a e T e g a u g n a L e v it a c i n u m m o C n o d e s a b n e tr a g r e d n i K d n a p u o r g y a l P
d e n g i s e d s
i ……… .
1 TheResutl so ft heNeedSurvey……….…………... .. .
2 TheSetitngo o fG al ,Topic sandGenera lPurposes………. .
3 TheSpeci ifcaitono fLearningObjecitves………. .
4 TheSelecitonoft heSyllabus……… .
5 TheSelecitono fSubjec tContent………. .
6 TheSelecitono fTeaching/LearningAcitviites……… .
7 TheMateira lEvaluaiton……….……….. .
8 TheMateira lRevision………….………. .
B Wha t a se t o f integrated mate iral s fo rteacher s o f Ceria Demangan g n i h c a e T e g a u g n a L e v it a c i n u m m o C n o d e s a b n e tr a g r e d n i K d n a p u o r g y a l P
e k il k o o l ll i
w ……….. 9 1 23 24
27 7 2
9 2
0 3
0 3
2 3
2 3
35
5 3 36 45 7 4
0 5
1 5 35 45 9 5
ii i x .
A Conclusion s……….. .
B Suggesiton s………... .
1 Fo rEngilhTeacher so rEngilshI nsrtuctors……… .
2 Fo rFu trhe rResearcher………...
S E C N E R E F E
R ….………. S
E C I D N E P P
A
.. . … A x i d n e p p
A ………..
… … … … … … … … … … … … … … … … … … … … … … … … … … B x i d n e p p A
… … … … … … … … … … … … … … … … … … … … … … … … … … C x i d n e p p A
… … … … … … … … … … … … … … … … … … … … … … … … … … D x i d n e p p A
. … … … … … … … … … … … … … … … … … … … … … … … … … … E x i d n e p p A
… … … F x i d n e p p
A ……….
2 6
4 6
4 6
4 6
6 6
9 6
1 7
3 7
8 7
v i x s
e l b a T
e r P f o s t n e d n o p s e R 1 . 4 e l b a
T -designSurvey………..………... f
o y r a m m u S 2 . 4 e l b a
T Ceria’ sP irncipalI nterview……….... .. .. … … … … ) 1 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 3 . 4 e l b a T
… ) 2 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 4 . 4 e l b a
T ………...
.. . … … … … … ) 3 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 5 . 4 e l b a T
.. . … … … … … ) 4 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 6 . 4 e l b a T
.. . … … … … … ) 5 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 7 . 4 e l b a T
. … … … … … ) 6 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 8 . 4 e l b a
T ..
.. … … … … … … … … … … … … … … … … … … s c i p o T f o t s i L 9 . 4 e l b a T
.. . … … … … … … … … … … … … … s e s o p r u P l a r e n e G f o t s i L 0 1 . 4 e l b a T
.. … … … … … … … … … … … … s e v it c e j b O g n i n r a e L f o t s i L 1 1 . 4 e l b a T
A f o e e r g e D 2 1 . 4 e l b a
T greemen tandMeaning…….……… )
1 t r a p ( n o it a u l a v E l a ir e t a M f o y r a m m u S 3 1 . 4 e l b a
T ………...
.. … … … .. . … … … ) 2 t r a p ( n o it a u l a v E l a ir e t a M f o y r a m m u S 4 1 . 4 e l b a T
.. … … … … … … … … … … … … … n o i s i v e R l a ir e t a M f o t s i L 5 1 . 4 e l b a T
e g a P
1 4
1 4
3 4
3 4
4 4
5 4
6 4
7 4
9 5
0 5
0 5
8 5
8 5
9 5
v x s
e r u g i F
1 . 2 e r u g i
F . Stagesi nLanguageProgramDevelopment( Yalden , ..
… … … … … … … … … … … … … … … ) 8 7 9
1 ………..………...
n g i s e D s ’ n e d l a Y d n a s ’ p m e K n e e w t e b n o it a n i b m o C e h T . 2 . 2 e r u g i F
.. … … … … … … … … … … … … … … … … … … … … … … … … … l e d o M
… … … … … … … … … … h c r a e s e R e h t f o s p e t S l l a r e v O e h T . 1 . 3 e r u g i F
P ea g
3 1
5 1
1
N O I T C U D O R T N I
e r a y e h T . s tr a p 6 f o s t s i s n o c r e t p a h c s i h
T research background ,problem ,
s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o
f research benefti s and
.s t n i o p g n i w o ll o f e h t n i d e t a r o b a l e s i tr a p h c a E . s m r e t f o n o it i n if e d
.
A ResearchBackground
. h s il g n E f o e c n a tr o p m i e h t f o e r a w a w o n e r a e l p o e p n a i s e n o d n
I Thi s
ll e w s i s s e n e r a w
a -grabbed by both pubilc school sand non pub ilc school sin Indonesia . Almos t al l school s in Indonesia have Engilsh a s theri subjec.t t u b , l o o h c s y r a d n o c e s d n a l o o h c s y r a m ir p n i y l n o t o n t h g u a t s i h s il g n E , r e v o e r o M
. p u o r g y a l p d n a n e tr a g r e d n i k n i o s l a
a i r e
C Demangan Playgroup and Kindergatren i sone of t hose schools which e
c u d o rt n
i Engilshto ti sstudentst hrough tisdaliyt eachingandl earningprocess .I t .
h s il g n E h ti w r a il i m a f s t n e d u t s s ti e k a m o t s m i
a Chlidren who study there are o
s r a e y 6 o t 1 d n u o r
a ld .They are encouraged t o befamiila rwtih Engilsh .They y
a r
p in Engilsh ,they sing many Engilsh song .s Moreover ,the teachers have g n i n r a e l d n a g n i h c a e t e h t g n ir u d h s il g n E n i k a e p s t s u m y e h t h c i h w n i ,s y a d l a i c e p s
. y a d s e u T d n a y a d n o M e r a s y a d e s o h T . s s e c o r p
, r e v e w o
H Ceria’ steachers its l l ifnd some challenge sin speaking Engilsh . f
o t s o
d e s u e r a h c i h w s e c n a r e tt u e m o s w o n k y l n o y e h T . h s il g n E k a e p s o t e v a h y e h t
s a h c u s , y lr a l u g e
r ‘push you rchari’ ,‘toy saway’ ,‘make abig cricle’ ,and ‘wash s
d n a h r u o
y ’ ,bu ti fthey have to speak fu trher ,they are incapable o fdoing .ti Seeing thi srealtiy ,the researche ri sencouraged to design a se to fintegrated
e v i g o t s l a ir e t a m h s il g n
E thet eacher smoreexercise sandchancest odevelopt hei r s
ll i k s h s il g n
E .
ll i k s g n i k a e p s e v l o v n i t o n s e o d e h r o e h s , h s il g n E s k a e p s y d o b e m o s n e h
W s
y a m o s l a e h r o e h s t u b , y l n
o have to involve speaking and ilstening skill s s
u h T . r e h t e g o tl
a , a se t o f integrated Engilsh mateiral s i s needed . A se t of n
i tegrated mate iralsi smateiral which combines two o rmore skills i n each unti . e
r o
M over ,Richard sand Rodgers( 2001 :172 )stated t hati ntegratedmateiral shelp il
g n
E shl earnerst odevelopthei rcommunicaitvecompetence. e
v it a c i n u m m o
C LanguageTeaching( CLT)i st heapproachwhichi schosent o t
n g i s e
d he mate irals .Teacher sin Ceria Demangan Playgroup and Kindergatren r i e h t t e e r g o t h s il g n E e s u y e h T . n o it a s r e v n o c y li a d r o f h s il g n E e s u y lt s o m
. e m it e l c ri c g n i v a h e r a y e h t n e h w t i e s u o s l a y e h T . s t n e d u t
s Thus ,CLTi sthebes t
h s il g n E r i e h t n e p r a h s o t m e h t s e g a r u o c n e T L C e s u a c e b y l p p a o t h c a o r p p
a skill s
e k a t s i m l a c it a m m a r g g n i k a m f o d i a r f a g n il e e f t u o h ti
w s ,pronunciaiton mistakes , .
.
B ProblemFormula iton
s a m e l b o r p e h t s e t a l u m r o f r e h c r a e s e r e h t , m e l b o r p t a h t g n ir e d i s n o c y B
: s w o ll o f
.
1 How i s a se t o f integrated mateiral s fo r teacher s o f Ceria Demangan n
e tr a g r e d n i K d n a p u o r g y a l
P based on Communicaitve Language Teaching ?
d e n g i s e d .
2 Wha twli la se to fintegrated mateiral sfo rteacher so fCeria Demangan y
a l
P group and Kindergatren based on Communicaitve Language Teaching ?
e k il k o o l
.
C ProblemLimtia iton s i h t s ti m il r e h c r a e s e r e h
T research on designing ase tofi ntegrated mateirals , p
i u q e h c i h
w Ceria’st eache rwtih skillst o communicatei n Engilsh easliy du irng ir
e t a m e h T . s s e c o r p g n i n r a e l d n a g n i h c a e t e h
t a lwli lbe designed based on thei r .
s d e e
n I twli lalsobedesignedbyt aking communicaitvelanguaget eachingast he e h t o t p u h s il g n E e ri u q c a o t s r e n r a e l e h t p l e h l li w s l a ir e t a m e s o h T . h c a o r p p a
y r a t n e m e l
e leve.l
.
D ResearchObjec itves
h c r a e s e r s i h t f o e v it c e j b o e h
T ist o ifnd ou thow ase tofi ntegrated mateiral s f
o s r e h c a e T r o f h c a o r p p a e v it a c i n u m m o c n o d e s a
b Ceria Demangan Playgroup
d e n g i s e d s i n e tr a g r e d n i K d n
l a ir e t a
m sbased on Communicaitve Language Teaching fo rTeacher so fCeria n
a g n a m e
D aPl ygroupandKindergatren.
.
E ResearchBeneftis .
1 ForTeacher so fCe iraDemanganPlaygroupandKindergarten i
f o t e s a e d i v o r p l li w h c r a e s e r s i h
T nsrtucitona l mateira l based on CommunicaitveLanguageTeaching fo reducator so fCeria DemanganPlaygroup
a g r e d n i K d n
a tren .Providingt hi smate iral ,teacher so fCe iraDemanganPlaygroup r i e h t e v o r p m i o t s e c n a h c d n a s e s i c r e x e h ti w d e p p i u q e e r a n e tr a g r e d n i K d n a
li k s h s il g n
E l .s
.
2 ForTeachers
, l a ir e t a m s i h t g n i d i v o r p y
B tii sexpected t hati twli lencourageallt eacherst o f
o e s u e h t e z i m i x a
m integrated mateiral swtihin the Communicaitve Language k
r o w e m a r f g n i h c a e
T .Providedwtihthesemateiral ,st eacher sareablet opicki tup a
t n e m e l p p u s a s
a rymateiralt os uppor tthei rownmateiral .s .
3 ForEngilshEduca itonStudyProgramo fSanataDharmaUniverstiy a
e l f o e c r u o s l a n o it i d d a n a s a d e s u e b n a c s i s e h t s i h
T rning fo rEngilsh
m a r g o r P y d u t S n o it a c u d
E students .I tcan also be used a sone o freference o r a
ri p s n
i iton fo rthem when they wrtie thei rthesi sso tha tthey can develop such .
.
4 ForotherResearchers
r e h c r a e s e r r e h t o , h c r a e s e r s i h t f o e c n e t s i x e e h t y b t a h t d e t c e p x e s i
tI swli lbe
o d o t d e g a r u o c n
e othe rresearche sto develop Engilsh teaching and learning . d e n g i s e d e h t y fi d o m o t r o t c u rt s n o c e r , e s i v e r o t d e d e e n e b l li w s e h c r a e s e r r e h tr u F
.s d e e n r i e h t o t g n i d r o c c a s l a ir e t a m
.
F Deifniitono fTerms .
1 As e tofi ntegratedmaterial s r e f e r l a ir e t a m d e t a r g e t n
I to ase tofi nsrtucitona lmateiralst ha tcove rallf ou r n
a l f o s ll i k
s guage (Richard and Rodgers ,2001:64) .In thi sresearch ,integrated l
a ir e t a
m mean sa se tof mate irals which develop learner’ sintegrated skills .I t s
r e v o
c ilstening , reading , speaking and reading . In thi s research , a se t o f e h t t u o b a g n ir b o t s s a l c n i d e s u e r a h c i h w s e it i v it c a s e d i v o r p l a ir e t a m l a n o it c u rt s n i
. s d n e d e ri s e d
)
1 Communica itveLanguageTeaching t
a h t d e n o it n e m ) 1 : 8 0 0 2 ( u
W Communicaitve LanguageTeaching o rCLT i s d
r a g e r y ll a r e n e
g ed a san approacht o l anguaget eaching . tIi sbased on t het heory .
n o it a c i n u m m o c s i e s u e g a u g n a l f o n o it c n u f y r a m ir p e h t t a h
t Thus ,i taim sto
y n a M . y ti li b a e v it a c i n u m m o c p o l e v e
d teacher sthink tha tCLT emphasizes on e
s u f e r d n a g n i n a e
m s othe rlanguage element ssuch a sgrammar ,pronunciaiton , .
)
2 CeriaDemanganPlaygroupandKindergarten a
i r e
C Demangan Playgroup and Kinderga tren i sa p irvate schoo lwhich i s .
a tr a k a y g o Y 8 2 . o n u r a B n a g n a m e D . l J n o d e t a c o
l tI i sa schoo lwhich use s
d n o c e s e h t s a h s il g n
E ary l anguagea tschool .Theschoo lfocuse sno tonly on u
t
s dents ’cogniitveaspect ,bu talso focuse sonencouragingt hestudentst o be d
n a t n e d n e p e d n
7
E R U T A R E T I L D E T A L E R F O W E I V E R
n o it p ir c s e d l a c it e r o e h t e r a y e h T . s n o i s s u c s i d r o j a m o w t s t n e s e r p r e t p a h c s i h T
e m o s , n o it p ir c s e d l a c it e r o e h t e h t n I . k r o w e m a r f l a c it e r o e h t d n
a related theo ire s
i s e d h c u s y d u t s e h t h ti w d e n r e c n o
c gn models , integrated mateirals , g
n i h c a e T e g a u g n a L e v it a c i n u m m o
C and sy llabu s wli l be developed . The s e t a rt s u ll i d n a n o it c e s s u o i v e r p e h t f o y r a m m u s e h t s t n e s e r p k r o w e m a r f l a c it e r o e h t
n e k a t e b o t s p e t s e h
t int hes tudy.
.
A THEORETICALDESCRIPTION .
1 DesignModel
t a m d e t a r g e t n i f o t e s a g n i n g i s e d h ti w e p o c o t r e d r o n
I eiralf ort het eachers ’o f a
i r e
C DemanganPlaygroupandKinderga tren ,ani deali nsrtucitona ldesignmode l it
c u rt s n i y n a m e r a e r e h T . y l s u o i v e r p d e t a t s e b d l u o h
s ona ldesign model swhich
o r p e r
a posed by many expetrs .Among others are Kemp and Yalden. Kemp’ s h
c i h w n i h c a o r p p a m e t s y s e h t n o s e z i s a h p m
e al lelement so fdesign mode lcanno t e k a t l li w t n e m e l e e n o o t d e t a l e r n o i s i c e d a , e c n e H . s m e ti d e t a r a p e s s a n e e s e b
o t c e f f
e nothe relements .However ,Kemp( 1977:9 )statedt ha thi sdesign modeli s s
s e c o r p e l b i x e lf
a .We can star tfrom any elemen twe are ready wtih .Yalden e h t s p l e h h c i h w n o it c n u f e v it a c i n u m m o c e h t n o l e d o m n g i s e d r e h s e z i s a h p m e
o t s r e n r a e
s u b a ll y s e v it a c i n u m m o c s e s u e h S . ) 6 8 : 8 7 9 1 , n e d l a Y ( e g a s u l a r e n e g d n a e r u t c u rt s e r u s n e o
t the learner stha tthey communicate communicaitvely ,efifcienlty and . y l e t a ir p o r p p a . s e s s e n k a e w d n a s h t g n e rt s n w o s ti e v a h s ’ n e d l a Y d n a s ’ p m e K h t o b , r e v e w o H n a c s l e d o m n g i s e d o w t e s e h t y ll u f e p o h , s l e d o m n g i s e d o w t e s e h t g n i n i b m o c y B .r e h t o n a e n o e t e l p m o c .
a Kemp’ sDesignModel n i s p e t s t h g i e e r a e r e h
T eK mp’ sdesignmode,lt heyare: )
1 IdentfiyingGoals ,LisitngTopics ,andStaitngGenera lPurposes
l a r e n e G d n a d e t s il e r a s c i p o t , d e if it n e d i e r a s l a o g , p e t s s i h t n i h ti W h c i h w g n i h t e m o s s n a e m l a o G . d e t a t s e r a s e s o p r u
p i sexpected to be
a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s m o r f d e v ir e d e b n a c s l a o G . d e v e i h c a e s o h T . a e r a t x e t n o c e h t n i h ti w d e t c e l e s n e h t e r a s c i p o T . ) 4 1 : 7 7 9 1 , p m e K ( t s o m , n o it a z i n a g r o l a c i g o l a o t g n i d r o c c a d e c n e u q e s y ll a u s u e r a s c i p o t r o e l p m i s m o r f n e tf
o concretel evels t o complex and moreabsrtact l evel . n w o s ’ e n o e h t e r a s e s o p r u p l a r e n e G . d e t a t s e r a s e s o p r u p l a r e n e g , t a h t r e tf A .t i n u r o c i p o t e h t r o f e s o p r u p r o s m i a )
2 IdentfiyingLearners ’Characte irsitcs
d n a e z i n g o c e r d l u o h s e w t a h t s e u g r a ) 8 1 : 7 7 9 1 ( p m e
K respec tastuden ta s
s d e e n , s e it il i b a p a
c , and interes t are obtained . Those wli l affec t the d n a s c i p o t f o n o it c e l e s e h t g n i d u l c n i , g n i n n a l p l a n o it c u rt s n i n i s e s a h p m e f o g n i c n e u q e s d n a e c i o h c e h t , d e c u d o rt n i e r a s c i p o t e h t h c i h w t a l e v e l e h t l f o y t e ir a v e h t d n a , t n e m t a e rt f o h t p e d e h t , s e v it c e j b
o earning acitviite s
.) 9 1 : 7 7 9 1 , p m e K ( )
3 W iritngLearningObjecitves
, s t n e m e n if e r s e ri u q e r t a h t y ti v it c a l a t n e m p o l e v e d a s i s e v it c e j b o g n it ir W s p e t s g n i n n a l p t n e u q e s b u s s p o l e v e d r e ti r w e h t s a s n o it i d d a d n a , s e g n a h c e b d l u o h s e v it c e j b o n A . ) 9 1 : 7 7 9 1 , p m e K
( measurable .There are three h c i h w n i a m o d e v it i n g o c e h t s i y r o g e t a c t s ri f e h T . s e v it c e j b o f o s e ir o g e t a c d n o c e s e h T . n o it a m r o f n i r o e g d e l w o n k g n i n r e c n o c s e v it c e j b o s e d u l c n i d n a e s u g n ir i u q e r s ll i k s e h t s t a e rt h c i h w n i a m o d r o t o m o h c y s p s i y r o g e t a c n o it a n i d r o o
c o fskeleta lmuscle .The thrid one i sthe affecitve domain .s n o it o m e l l a d n a , s e u l a v , s n o it a i c e r p p a , s e d u ti tt a h ti w s n r e c n o c h c i h w )
4 LisitngSubjec tContent
t c e j b u S . e v it c e j b o g n i n r a e l h c a e y fi c e p s o t s m i a t n e t n o c t c e j b u s g n it s i L t c e l e s e h t s e s ir p m o c t n e t n o
c ion and organizing of t hespeci ifc knowledge p e t s ( s ll i k s , ) n o it a m r o f n i d n a s t c a f
n i d e ri u q e r e r a s e u q i n h c e t t a h W ? c i p o t s i h t o t g n it a l e r s e r u d e c o r p ? s ll i k s l a it n e s s e g n i m r o f r e p )
5 DevelopingPre-Assessment e r p g n i n g i s e
D -assessmen t aim s to determine learners ’ background y d a e r e r a s r e n r a e l e h t r e h t e h w e n i m a x e l li w t I .s c i p o t e h t t u o b a e g d e l w o n k f o r e h t o b t o n o d s r e n r a e l e h t t a h t s e r u s n e t I . c i p o t e h t y d u t s o t t o n r o v a h y e h t g n i h t e m o s g n i n r a e
l e arleady known a swell .Kemp (1977 :51 ) e r p e h t g n i n g i s e d n i d e r e d i s n o c o t s n o it s e u q 2 s t s
il -assessmen:t( 1)t owha t e ri u q c a s a h r e n r a e l h c a e t n e t x
e d the necessary prerequistie sfo rstudying o b a d e r e t s a m y d a e rl a e v a h y a m r e n r a e l e h t t a h w ) 2 ( d n a c i p o t e h
t u tthe
. d e i d u t s e b o t t c e j b u s )
6 SelecitngTeaching/LearningAcitviite sandResources
d n a s d o h t e m l a n o it c u rt s n i e t a ir p o r p p a t s o m e h t h c i h w n i p e t s a s i p e t s s i h T . e v it c e j b o h c a e h s il p m o c c a o t r e d r o n i d e t c e l e s e r a s e c r u o s e r l a n o it c u rt s n i t n a tr o p m i s i t
I to know the srtength s and weaknesse s o fatlernaitve n i e n o d e b n a c s s e c o r p n o it c e l e s , n e h T . s l a ir e t a m s u o ir a v f o d n a s d o h t e m e h t e v r e s t s e b l li w t a h t s d e e n d n a s c it s ir e t c a r a h c s t n e d u t s f o s m r e t . d e h s il b a t s e n e e b e v a h t a h t s e v it c e j b o )
7 CoordinaitngSuppor tService s n
e h
e s t r o p p u S . ) 4 8 : 7 7 9 1 , p m e K ( n a l p l a n o it c u rt s n
i rvice smus tbe considered g n i e b , s l a ir e t a m d n a e d a m g n i e b e r a s n a l p l a n o it c u rt s n i e m it e m a s e h t t a .) 5 8 : 7 7 9 1 , p m e K ( d e t c e l e s )
8 EvaluaitngLearners ’Learning
o t d e d e e n s i n o it a u l a v E . e b d l u o h s n o it a u l a v e t a h w e t a c i d n i s e v it c e j b o e h T e h t r e h t e h w w o n
k objecitve shave been accompilshed o rnot .Moreover , , h t o b r o f n a l p n g i s e d l a n o it c u rt s n i n a n i p e t s f f o y a p e h t s i n o it a u l a v e .) 1 9 : 7 7 9 1 , p m e K ( s r e h c a e t d n a s t n e d u t s .
b Yalden’ sDesignModel
t n o l e d o m n g i s e d r e h d e z i s a h p m e n e d l a Y t a h t e r o f e b d e n o it n e m e v a h I s
A he
n i d e d e e n s a w s u b a ll y s e v it a c i n u m m o c t a h t d e c it o n e h S . ” e v it a c i n u m m o c “ d r o w e h t s e r u s n e s u b a ll y s e v it a c i n u m m o C . m a r g o r p e g a u g n a l e v it a c i n u m m o c a g n i k a m d n a e t a ir p o r p p a e r o m a n i e t a c i n u m m o c o t y ti li b a e h t g n ir i u q c a n i s r e n r a e l 8 9 1 , n e d l a Y ( y a w t n e i c if f
e 7 :86) .Moreover ,a syllabu scan be considered a s e r u s s a o t d e ri u q e r g n i h t y r e v e n o it a r e d i s n o c o t n i s e k a t t i e c n i s ’ e v it a c i n u m m o c ‘ . ) 7 8 : 7 8 9 1 , n e d l a Y ( n o it a c i n u m m o c : e r a y e h t ,l e d o m n g i s e d n e d l a Y n i s e g a t s 8 e r a e r e h T )
1 NeedSurvey
n o it a c i n u m m o c t u o b a n o it a m r o f n i l l a h c i h w n i p e t s e h t s i y e v r u s d e e N s r e n r a e l f o s c it s ir e t c a r a h c t n a v e l e r d n a s n o it a v it o m , s d e e n l a n o s r e p , s t n e m e ri u q e r . d e r e h t a g e r a g n i n r a e l r o f r e n tr a p r i e h t f o e s o h t s a l l e w s
a The informaiton i s
a d n a t s r e d n u o t d e r e h t a
o t p e t s e h t s i t i , n o i s u l c n o c n I . s e v it c e j b o e l b a t p e c c a d n a c it s il a e r h s il b a t s e o t s r e n r a e l e h t t u o b a n o it a u ti s n e v i g y n a n i e l b i s s o p s a n o it a m r o f n i h c u m s a r e h t a g i u q c a n i s e s o p r u p r i e h t t u o b a d n
a irngt het argetl anguage. )
2 Descirpitono fPurpose
e s o p r u p e g a u g n a l e h t y fi r a l c o t s i p e t s t x e n e h
T o fthel anguage program .I t e s r u o c e g a u g n a l e h t g n i c a f n o i s i c e d r o j a m e h t r o f n o it a d n u o f e h t s e h s il b a t s e . e p y t s u b a ll y s e h t s t c e l e s r e n g i s e d e h t n e h w r e n g i s e
d The purpose descirbed i s
n o d n a o t y rt n e n o s ll i k s s t n e d u t s d n a s c it s ir e t c a r a h c ’ s t n e d u t s f o s m r e t n i d e r a p e r p . m a r g o r p e h t m o r f ti x e )
3 Developmen to fSyllabus
e h t f o s c it s ir e t c a r a h c d n a s d e e n e h t o t d e ti u s t s e b e b d l u o h s n e s o h c s u b a ll y S s i e r e h T . s r e n r a e
l no syllabu swhich universally agreed o r if tto any stiuaiton . f o l e d o m e h T . t x e t n o c g n i n r a e l e h t t s u j d a o t d e p o l e v e d e b n a c s u b a ll y s , s u h T e d i u g e h t s a s u b a ll y s 6 s e d i v o r p n e d l a Y . c i m a n y d a s e m o c e b s u h t n g i s e d s u b a ll y s l a r u t c u rt S y l e m a n r e n g i s e d r o
f -Funcitonal ,Srtucture sand Funcitons ,Vairable . e v it a c i n u m m o C y ll u F d n a l a n o it o N y ll u F , l a n o it c n u F , s u c o F )
4 TheProto-Syllabus
e h t t a h w e b ir c s e d o t n r u t ll i w r e n g i s e d m a r g o r p e g a u g n a l a , p e t s s i h t n i h ti W o t c if i c e p s d n a , s n o it o n l a r e n e g s a h c u s , e v a h l li w s u b a ll y
s pics ,communicaitve
k s l a c ir o t e h r d n a e s r u o c s i d , s n o it c n u
f ills ,vairety o flanguage etc .On the othe r o t o r p e h t ,s d r o
)
5 ThePedagogica lSyllabus h
tf if e h t n i h ti
W stages ,developmen toft eachingmateiral sanddevelopmen to f e h T . d e n i m r e t e d e r a s t n e m u rt s n i g n it s e t n o s n o i s i c e d d n a e c n e u q e s g n it s e t
s a n e s o h c , s e s a r h p d n a s d r o w f o e ri o tr e p e r a s e d i v o r p s u b a ll y s l a c i g o g a d e p
a d e if it n e d i c i p o t e h t o t e l b a ti u s d n a s n o it c n u f f o s t n e n o p x
e simpo tran tto the
.r e n r a e
l
)
6 Developmen to fClassroomProcedures
f o t n e m p o l e v e d e h t e r a h c i h w , s t n i o p r o j a m o w t s r e v o c e g a t s h t x i s e h T
. g n i n i a rt s r e h c a e t d n a e r u d e c o r p m o o r s s a l
c A language program designe r f
o t n e m p o l e v e d e h t s e n i m r e t e
d classroomprocedure. Theones electst heexercise s d
n a s e p y
t thet eaching t echniques .Theonepreparest hel esson plan sand weekly .l
l e w s a e l u d e h c
s Wtihin the sixth stage ,teache r rtaining swhich are b ire ifngs , g n i h c a e t g n it a e r c / n o it a ti o l p x e d n a , s e m o c t u o d e ri s e d , s e l p i c n ir p n o s p o h s k r o w
. d e r a p e r p e r a , s l a ir e t a m
)
7 Evaluaiton
e h T . m a r g o r p e g a u g n a l e h t f o t n e n o p m o c l l a e t a u l a v e o t d e d n e t n i s i e g a t s s i h T
t a u l a v
e ion cover s 3 elements , student s evaluaiton , program evaluaiton and .
n o it a u l a v e g n i h c a e t
)
8 RecycilngStage
s s e n ti f e h t e n i m a x e o t s i e g a t s s i h T . e g a t s g n il c y c e r e h t s i e g a t s t s a l e h T
, s e i c n a p e r c s i d e r a e r e h t f I . e c n a m r o f r e p ’ s t n e d u t s e h t d n a t e s s l a o g e h t n e e w t e b
w e h t e s u a c e b e g a t
s holecyclecan bebegun att hi spoint .Thel anguagedesigne r 1
. 2 e r u g i F . s t n e m t s u j d a e k a m n a
c presentst hes tagesi nYalden’ sdesignmode.l Figure2.1 .Stagesi nLanguageProgramDevelopment( Yalden ,1978)
s e g a t
S Desc irpiton
I NeedSurvey I
I Descirpitono fpurposet obepreparedi nt erm sof .
1 Student scharacteirsitcs .
2 Studentss kill sonenrtyt oandonextif romt heprogram I
I
I Selecitono rdevelopmen tofs yllabust ypei nt erm so fand .
m a r g o r p e h t n o s t n i a rt s n o c l a c i s y h p V
I Theproto-syllabus :descirpitonofl anguageandl anguage .
m a r g o r p e h t n i d e r e v o c e b o t e s u
V Thepedagogicals yllabus :developmen toft eaching,l earning .s
e h c a o r p p a g n it s e t d n a
.
1 development oft eachingmateirals( asf a ra spossible) .
2 developmen toft esitngs equenceanddecision sont esitngi nsrtument I
V a ) Developmen to fclassroomprocedures .
1 selecitono fexerciset ype sandt eachingt echniques .
2 preparaitonofl essonplans .
3 preparaitono fweeklys chedules
n o s p o h s k r o w r o s g n if e ir b : g n i n i a rt r e h c a e T ) b
.
1 pirnciples .
2 desriesoutcome .
3 explotiaiton/creaitonoft eachingmateiral I
I
V Evaluaiton .
1 ofs tudents .
2 o fprogram .
3 oft eaching I
I I
V Recycilngs tage .
1 congruenceor‘ fti ’betweengoalss e tands tuden tperformancei s d
e n i m r e t e d .
2 contenti sr eassessed .
g n i o g s i h c r a e s e r s i h
T to combineKemp’ sandYalden’ sbecauset hosedesign e h T . g n i h c a e T e g a u g n a L e v it a c i n u m m o C h ti w e n il n i d e r e d i s n o c e r a s l e d o m
s ’ n e d l a Y s e k a t r e h c r a e s e
r the need survey , the design o f the syllabus , the l a r e n e g d n a s c i p o t , l a o g f o g n it t e s e h t s ’ p m e K d n a n o i s i v e r e h t d n a n o it a u l a v e
t c e j b u s f o n o it c e l e s e h t , s e v it c e j b o g n i n r a e l e h t f o n o it a c if i c e p s e h t , s e s o p r u p
g n i n r a e l/ g n i h c a e t f o n o it c e l e s e h t d n a t n e t n o
c acitviites .The following ifgure .
h c r a e s e r s i h t n i l a ir e t a m g n i n g i s e d n i n e k a t s p e t s e h t s e t a t s
sl e d o M n g i s e D s ’ n e d l a Y d n a s ’ p m e K n e e w t e b n o it a n i b m o C e h T . 2 . 2 e r u g i F
) s' n e d l a Y ( y e v r u S d e e N e h T
) s' s p m e K ( s e s o p r u P l a r e n e G d n a s c i p o T , l a o G f o g n it t e S e h T
) s' p m e K ( s e v it c e j b O g n i n r a e L f o n o it a c if i c e p S e h T
) s' n e d l a Y ( s u b a ll y S f 0 n o it c e l e S e h T
) s' p m e K ( t n e t n o C t c e j b u S f o n o it c e l e S e h T
) s' p m e K ( s e it i v it c A g n i n r a e L / g n i h c a e T f o n o it c e l e S e h T
) s' n e d l a Y ( n o it a u l a v E e h T
.
2 IntegratedMaterials l a ir e t a m d e t a r g e t n
I smeanlearningmateirals which arethei ntegraitonoff ou r .
g n it ir w d n a g n i k a e p s , g n i n e t s il , g n i d a e r e r a h c i h w , s ll i k
s Integrated mateirals i s
“the only plausible approach wtihin communicaitve and interaciton framework” e v it a c i n u m m o c , s ll i k s r u o f e s o h t g n i n i b m o c y B . ) 4 3 2 : 1 0 0 2 , n w o r B (
s i n o it a c i n u m m o
c easiert obeachieved .Readingand ilsteningbelongt or ecep itve e h t m o r f g n i n a e m t c a rt x e e l p o e p h c i h w n i s y a w e h t e r a s ll i k s e v it p e c e R “ . s ll i k s
,r e m r a H ( ” r a e h r o e e s y e h t e s r u o c s i
d 2001:199) .Speaking and w iritng belong t o .
s ll i k s e v it c u d o r p
d e t a r g e t n
I mateira lalso refer sto “mateira ltha tfocuse son the mastery o f e h t n i s e l u r e h t f o y r e t s a m e r e m a n a h t r e h t a r s ll i k s e v it a c i n u m m o c d e t a r g e t n i
r a h c i R ( ” e g a u g n a l t e g r a
t d sand Rodgers ,2001:64) .By emphasizing on t heskill s e
h t f o y r e t s a m n a h t r e h t a
r language rule s make sintegrated mateira l help to .
T L C y b d e s o p o r p h c i h w e c n e t e p m o c e v it a c i n u m m o c e ri u q c a
n a g n a m e D a i r e
D teacher sneed i ntegratedmateiral sbecausei n daliy t eaching t a s ll i k s e r o m r o o w t f o n o it a r g e t n i e h t d e e n y e h t y lt n e u q e r f , g n i n r a e l d n
a once .
n e h w , e c n a t s n i r o
F Ce ira Demangan ha sforeigne rstudents ,Ce ira Demangan a
s k o o b y li a d ’ s t n e d u t s e ti r w o t e v a h s r e h c a e
t swel l a sstudents’ repo trs in o
t e v a h s r e h c a e t , e m it e m a s e h t t A . h s il g n
E beablet odeilvers tudents ’progresst o e
r a p ’ s t n e d u t
s n tsin Engilsh t oo. I nt hi sstiuaiton,t hey should beablet o speak i n o
t l l e w h s il g n
E o .Anothe rsiuaiton is when Ce ira’ sstudent shave ilbrary class , s
a l l e w s a s k o o b y r o t s h s il g n E d a e r o t e l b a e b d l u o h s s r e h c a e
s o m e s u a c e b s t n e d u t
s to fthe books are w irtten in Engilsh. Hence ,integrated .
d e d e e n e r a s l a ir e t a m
.
3 Communica itveLanguageTeaching .
a TheDeifni itono fCommunica itveLanguageTeaching
s a d e r e d i s n o c t s e b s i ) T L C ( g n i h c a e T e g a u g n a L e v it a c i n u m m o
C an approach .
h t‘ o t s r e f e r h c a o r p p
A eo ire sabout t henature of l anguage and l anguagel earning d
n a s e c it c a r p f o e c r u o s e h t s a s e v r e s t a h
t p irnciple s in language teaching ,
s r e g d o R d n a s d r a h c i R
( 2001:16) .CommunicaitveLanguageTeachingr eferst oa t
c e lf e r t a h t s e l p i c n ir p f o t e s e s r e v i
d s a communicaitve view o flanguage and m o o r s s a l c f o y t e ir a v e d i w a t r o p p u s o t d e s u e b n a c t a h t d n a g n i n r a e l e g a u g n a l
: e d u l c n i s e l p i c n ir p e s o h T . ) 2 7 1 : 6 8 9 1 ( e r u d e c o r p
- Learnersl earnal anguaget hroughusing tit ocommunicate.
- Authenitc and meaningfu l communicaiton should be the goa l o f .s
e it i v it c a m o o r s s a l c
- Fluencyi nani mpo tran tdimensiono fcommunicaiton.
- Communicaitoni nvolvest hei ntegraitono fdfiferentl anguages kill .s - Learning i sa proces so fcreaitve consrtuciton and involves t ira land
.r o r r e
, s r e g d o R d n a s d r a h c i R
( (2001:172) a
h p m e ) 1 2 1 : 0 0 0 2 ( n e s r a
L sizestha tCLTaim sbroadlyt oapplyt het heoreitca l e v it a c i n u m m o c g n i k a m y b h c a o r p p a e v it a c i n u m m o c e h t f o e v it c e p s r e p
e h t g n i g d e l w o n k c a y b d n a g n i h c a e t e g a u g n a l f o l a o g e h t e c n e t e p m o c
e d n e p e d r e t n
i nce o f language and communicaiton . Richard s and Rodger s (2001:159 )made a clea rporrtaya labou tcommunicaitve competence by taking
e c n e t e p m o c e v it a c i n u m m o c t a h t d e n o it n e m h c i h w , y r o e h t ’ s e m y
c e b o t r e d r o n i w o n k o t s d e e n r e k a e p s a t a h w f
o ommunicaitvely competent i n a . y ti n u m m o c h c e e p s .
b T Che haracterisitc so fCommunica itveLanguageTeaching
t a h t T L C f o s c it s ir e t c a r a h c e v if y fi t n e d i ) 8 9 9 1 ( n o s n h o J d n a n o s n h o J : e r a y e h t , y g o l o d o h t e m e v it a c i n u m m o c f o n o it a c il p p a e h t s e z i s a h p m e )
1 Approp irateness
e h t t a h t s n a e m t I . e t a ir p o r p p a e b t s u m n o it a u ti s n i a tr e c a n i d e s u e g a u g n a l e h T e h t , g n it t e s ,t x e t n o c e h t o t ti f h c i h w s e c n a r e tt u e m o s e s o o h c o t e l b a e b e r a s r e n r a e l e h t , n o it i d d a n I . c t e , n o it a c i n u m m o c e h t f o e s o p r u p e h t , t n a p i c it r a p e h t f o s e l o r s r e n r a e
l should be able to use forma lstyle so fspeaking and informa lstyle so f .l l e w s a g n i k a e p s )
2 Messagef ocus
. g n i n a e m l a e r s i h c i h w , e g a s s e m e h t d n a t s r e d n u d n a e t a e r c o t e l b a e r a s r e n r a e L d a n I . n o it a c i n u m m o c c it s il a e r n i e t a c i n u m m o c o t s r e n r a e l e h t s e g a g n e T L
C diiton ,
s t x e t n o c s u o ir a v n i s m r o f e g a u g n a l e t a ir p o r p p a e h t e s u o t s r e n r a e l e h t s n i a rt T L C d n a e t a e r c o t d e n i a rt e r a s r e n r a e l , e c n e H . ) 4 8 : 1 0 0 2 , r e m r a H ( s e s o p r u p s u o ir a v d n a . n o it a c i n u m m o c l a e r n i d e r e v il e d e r a h c i h w s e g a s s e m e h t d n a t s r e d n u )
3 Psycho ilnguisitcprocessing
)
4 Riskt aking
l s i T L C n i s e l p i c n ir p e h t f o e n o t a h t e r o f e b d e n o it n e m n e e b s a h t
I earningi sa
r o r r e d n a l a ir t s e v l o v n i d n a n o it c u rt s n o c e v it a e r c f o s s e c o r
p .Thus ,learner sare
g a r u o c n
e ed t o l earn from errorst hey makeand t o employ a vairety of l anguage .s
e i g e t a rt s n o it a c i n u m m o c
)
5 Freepracitce
f o y t e ir a v a f o e s u e h t s e v l o v n i h c i h w , ’ e c it c a r p c it s il o h ‘ e g a g n e L T C
. e c n o t a s ll i k s e l g n i s e n o e c it c a r p t o n s e o d t I .s ll i k s b u s
.
c Acitviitesi nCommunica itveLanguageTeaching
c it s il a e r r o l a e r a n i s t n e d u t s e v l o v n i y ll a c i p y t T L C n i s e it i v it c A “
it a c i n u m m o
c on ,where t he accuracy of l anguaget hey use i sl ess i mpo trant t han , r e m r a H ( ” g n i m r o f r e p e r a y e h t k s a t n o it a c i n u m m o c e h t f o t n e m e v e i h c a l u f s s e c c u s
, w a s g ij , e c it c a r p n o it a c i n u m m o c r i a p , s e m a g s u o ir a v , s u h T . ) 5 8 : 1 0 0
2 er -ol play
l u p o p y r e v e m o c e b n o it a l u m i s d n
a a r in CLT . Solving a puzzle , sha irng . s e s s a l c T L C n i e n o d e b o s l a n a c p u o r g a n i y r o t s g n it c u rt s n o c d n a n o it a m r o f n i
t a h t s i s e s s a l c T L C n i s e it i v it c a g n i s o o h c n i d e r e d i s n o c e b d l u o h s t a h t t n i o p e n O
e d a h c u s e v a h o t s r e n r a e l e c n a h n e d l u o h s s e it i v it c a e s o h
t srie to communicate
. g n i h t e m o s
.
4 Syllabus n a d r o
J (1977 - ):60 6 3 subsumedt heva iroust ype so fsyllabu sundert hreebroad :
.
a Conten to rProduct( focusingont heendr esul)t .
b Skills .
c Methodo rProcess( focusingt ot hemeanst oanend)
n e e b s a h h c i h w h c a o r p p a n o d e s a b , s u b a ll y s f o s n o it a c if i s s a l c r e h tr u f e r a e r e H
: e v o b a d e n o it n e m
t c u d o r P r o t n e t n o C : a e p y T )
1 Grammaitca/lSrtuctura/lLanguageForm
y t e ir a v a n i s t s i x e d n a t s e d l o e h t d e r e d i s n o c s i s u b a ll y s f o e p y t s i h
T fo
, n r e tt a p e c n e t n e s , s e s n e t b r e v . g . e , r a m m a r g f o t c e p s a n o s e s u c o f t I . s m r o f
e h t o t t s e l p m i s e h t m o r f g n i h c a e t r o f m e h t s e d a r g n e h t d n a . c t e , s n u o n , s e l c it r a
a s d e e n t I . s s e n l u f e s u d n a y c n e u q e r f o t g n i d r o c c a d n a e n o x e l p m o c t s o m
p e t s e v it a l u m u
c - yb -stepapproach.I fi simplemented wtih an emphasi sont he n
a s a o t d e r r e f e r n e tf o s i ti , e g a u g n a l n e k o p
s o -ral structura lmethod. )
2 Noitonal-Funcitonal
( s g n i n a e m l a u t p e c n o c s t s il h c a o r p p a s i h
T noitons : e.g . itme , space , l
a c i g o l( e g a u g n a l h g u o r h t d e s s e r p x e ) y ti t n a u
q relaitonship ,etc). , and the (
s e s o p r u p e v it a c i n u m m o
c funcitons )fo rwhich we use the language (e.g . h c a o r p p a s i h T . ). c t e , n o s ir a p m o c , n o it p ir c s e d , s e i g o l o p a , s t s e u q e r , s g n it e e r g
n i d e z il it u n e tf o e r a n o it a c i n u m m o c f o s e s s e c o r p e h T . n o it a c i n u m m o c s e s s e rt s
m e l b o r p . g . e , g n i n r a e l/ g n i h c a e t e h
)
3 Stiuaitonal s i h
T syllabu s ilstst hestiuaiton so rcontextsi n whichthel anguagewli lbe t
I . d e s
u analysest hel anguageneededf ort hoses tiuaiton .s )
4 Topic
e r a s c i p o t ,s u b a ll y s s i h t n I . s u b a ll y s l a n o it a u ti s o t r a li m i s s i s u b a ll y s s i h T
. d e z y l a n a e g a u g n a l e h t d n a s e i d u t s t s il a i c e p s ’ s t n e d u t s m o r f d e t c e l e s )
5 Content-Based
ll y s f o s e p y t e v o b a e h t ll a h g u o h tl
A abu sarebased on conten to fonef orm t
n e t n o c , r e h t o n a r
o -based ha scome to mean ,in recen tyears ,the paritcula r , g n ir e e n i g n e , s c i m o n o c e . g . e , s e n il p i c s i d c i m e d a c a c if i c e p s f o s t n e m e ri u q e r
i h c a e t n o s e s u c o f h c a o r p p a r o s u b a ll y s a h c u s , s d r o w r e h t o n i . c t
e ngstudent s
r a l u c it r a p r i e h t h ti w d e t a i c o s s a s n o it n e v n o c c i m e d a c a d n a , s ll i k s , e g a u g n a l e h t
t c e j b u s ( t n e t n o c s ti d n a t c e j b u
s -matter) .Genre analysi shelp sto determine . e n il p i c s i d e h t s s o r c a , ll a t i fi , d e z il a r e n e g e b n a c s n o it n e v n o c / s ll i k s h c i h w
S : b e p y
T k ills )
6 Skills
e r a h c i h w , s ll i k s e g a u g n a l l a n o it i d a rt e h t f o e r o m r o e n o n o d e s a b s i t I
( g n it ir w d n a g n i k a e p s , g n i n e t s il , g n i d a e
r macro skills) ,and in which the d
e t h g il h g i h n e tf o e r a s ll i k s e h t f o t n e u ti t s n o
c – the sub-skill so rmicro skills . e
v it i n g o
C sklisl are closely aliled to language and learning skills ,and thei r .s
s s e c o r P r o d o h t e M : c e p y T
