ENVIRONMENT ANALYSIS

(Group Task)

Task 1: The range of constraints

After brainstorming constraints that may significantly affect the design of courses,
we would like to put the constraints as follow:
Constraints arise from teacher’s factors:
1. Teacher’s pedagogical competence
It deals with teacher’s knowledge on English language teaching curriculum and
syllabus ,teacher’s competence in English language teaching,
teacher’sknowledge and teacher’s proficiency in English language, teacher’s
ability in preparing English language teaching material,

2. Teacher’s organization and communication skills,

It deals with teacher’s ability in organizing the class, designing classroom
activities which involve students’ interaction in the class, handling group
workand individualized learning for students, and teacher’s ability in creating
good communication interaction in the class.

3. Teacher’s socio-affective skills

It deals with teacher’s personal qualities which affect teacher and students
interaction in the class.

Constraints arise from students’ factors:

1. Students’ personal characteristics
It deals with students’ age, gender, personal character ( confidence, motivation,
learning styles).

2. Students’ knowledge
It deals with students’ knowledge on the English language. It includes
students’ background knowledge and students’ present knowledge.
3. Students’ purposes
It deals with the purposes in having the lesson in the class.

Constraints arise from situation’s factors:

1. Facilities
It is related to physical equipments: buildings, rooms, teaching aids.
2. Time
It is related to the length of the study in relation to the goals of the teaching
learning process.
3. Teaching learning resources
It is related to the material being used in teaching learning process.
4. Government’ policies
It is related to the policies issued by the government toward the teaching
learning process. It deals with the curriculum design and also the syllabus.

Task 2: Examining your teaching environment

1. List five important constraints that may face you in your teaching
situation. Rank your constraints according to the strength of the effect that
they may have on your course.
Five important constraints in our teaching situation are:
1. The change in the curriculum
2. Teacher’s pedagogical knowledge on English language teaching
3. Government policies
4. The design of the curriculum in English language teaching
5. Students’ characters influenced by present technology advancement.

2. Very briefly describe the most important constraint or strength and say
why it is important.
To our opinion the design on the curriculum plays the most important role.
What a teaching learning process will be conducted in a classroom is
influenced by the design of the curriculum. Take for an example: the
design of English language teaching nowadays is much influenced by the
 concept of “Language viewed as a text, as a discourse”. The effect of this
concept is resulted in the focus of the teaching in the class. One of the
focuses of English Language teaching in Indonesia is on teaching the
students about text genres which seems to give no strong focus on
“communication as the notion of English language teaching”. Teaching
the students about genre itself is a constraint since it is not an easy thing to
do to get the students’ comprehension on the genre. Another effect is
seen in the assessment. Evaluating students’ knowledge on the text genre
seems to be unrelated to the notion of teaching the language for
communication. Therefore, we view curriculum design to be the most
important factor since it is the basic concept which will construct the
teaching learning process conducted in schools, in the classrooms.

3. What do you know or need to know about the constraint or strength?

Teachers need to investigate the constraints and the strengths related to
their teaching learning process in their classroom. Finding out the
constraints and also the strengths will help the teacher in designing the
best course for both teacher and students in the classroom. A good
classroom activity is created when the activity reflects on both teacher and
students’ needs from the course.

4. How can you take account of the constraint or strength in your

curriculum?
(What parts of the syllabus will it most affect?)
We can take account the constraint in the curriculum through investigation
which can be done by conducting a research, discussion, observation, etc.
for example through the research, we will be able to analyze many aspects,
for example students’ English achievement. What parts the students are
still weak or what parts they are good after following a curriculum can be
found. Then, we can decide the next step to do. Furthermore, the strength
of curriculum is preserved. Therefore, what the students have achieved in
learning by following the curriculum can be maintained.

Parts in syllabus which are affected are as follows;

 1. Basic and Standard Competence
Basic and standard competence are the most common parts to change
when something happens to a curriculum. They have very close
relationship with approach in teaching. Therefore, when the approach
adapted is changed, basic and standard competence are likely to
change as well.

2. Objectives
Objectives are the more specific realization of basic and standard
competence. Therefore, when basic and standard competence are
changed, the objectives will also change.

3. Indicators
Indicators are how the objectives are achieved in the classroom. Again,
when the objectives are changed, the indicators will change as well.

5. Which of the solutions listed above do you most favor? Why?

Conducting a research is the most favored one because it has clear
procedures and objectives. Therefore, the result of it can be proved both
theoretically and practically.
 REFERENCES

Nation, I.S.P & Macalister, J., (2010). Language Curriculum Design. New York:
Routledge 270 Madison Ave.

Ricards, J. C., (2001) Curriculum Development in Language Teaching. New

York: Cambridge University Press
 CURRICULUM AND SYLLABUS
DESIGN

Group 3
Didi Pitoyo
Endah Dwi Rahmawati
Fais Nurul Hadi
Fellycia Agustine
Fitri Agustin
Harits Setyawan
Nuh Sunyoto

ENGLISH STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
2015