Formulating a Teaching Goal for Productive Skills in a Competence-Based Syllabus
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As each type of syllabus brings different principles, competence-based syllabus has its own principles in elements of the syllabus. Formulate one teaching goal that represents productive skills of the competence based syllabus.
Answer:
Formulate one teaching goal that represents productive skills of the competence-based syllabus.
As the syllabus states goals and objectives, a detailed plan is needed to ensure that these goals and objectives are achieved (Soepriyatna, 2019). And Soepriyatna (2019) also mentioned that the goal is the general intent of the changes learners must make and are not specific enough to measure.
It refers to the knowledge, skills, and values that students must develop that the teacher will try to achieve by the end of the class period. And the goal of the course is to find out why the course should exist and why students should study and master it.
Meanwhile, objectives are different from goals. As Soepriyatna (2019) stated that the objective in the syllabus is a description of the performance that the teacher wants students to achieve before being deemed competent, and the objectives are more specific than the goals.
According to Becker and Calhoon in Soepriyatna (2019), there are several elements of course outlines as follows:
- Administrative information.
It includes course name and number, semester, etc
- Required text, readings, or materials.
It includes lists of reading materials, books, or other resources that are needed for the course.
- Course descriptions.
What is this course about? Focus on the student's perspective: Why do they want to take this course? What can they expect from taking it? What questions will they learn to answer?
- Goals and Objectives.
List what students should be able to do, know, or feel by the end of your course. What will they learn during the course? Maybe it will be more than just content. It is also a good idea to map how the course's Desired Learning Outcomes map onto course assessments and course learning activities.
- Structure and sequences of class activities.
It contains topics to be covered, dates, and readings to be done in a column format so that they are easy to read and refer to. It also includes the assignment due date or test date in this class activity schedule, as well as the teaching methods and reasons we teach that way.
- Grading procedures.
It uses columns, provides details of course grades, and describes policies such as for late assignments or missed exams.
- Other course policies.
If attendance and participation are not part of your course value, consider setting out your expectations for them in a separate section. It is also a logical place to discuss issues such as academic dishonesty.
- Any institution-required elements.
Some institutions and faculties may require instructors to include standard statements in their course outlines about issues such as academic dishonesty or classroom behavior.
Next, productive skills involve producing messages both orally and in writing. Productive skills show students' ability to use English more actively, such as writing and speaking. Productive skills are divided into speaking and writing because learners do this need to produce language. They are also known as active skills. They can be compared to receptive skills of listening and reading.
The following is an example of the goal of the course in teaching speaking (productive skills):
“The students are able to do a monologue in the form of a narrative.”
- Speaking: Students should be able to speak fluently and accurately in a variety of situations, such as giving presentations, participating in discussions, and engaging in casual conversations.
- Listening: Students should be able to listen to and comprehend a variety of spoken texts, such as lectures, news broadcasts, and conversations.
- Writing: Students should be able to write effectively in a variety of genres, such as essays, letters, and emails.
- Reading: Students should be able to read and comprehend a variety of written texts, such as articles, books, and websites.
By focusing on the development of productive skills, the competence-based syllabus can help students to develop the language proficiency they need to succeed in their academic and professional lives.
Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka.