A BREAKTHROUGH SYLLABUS IN TEACHING LANGUAGE TESTING COURSE

Tedi Rohadi(1*),


(1) IAIN Syekh Nurjati Cirebon
(*) Corresponding Author

Abstract


Abstract: The word “testing or assessment” has always been a scarry thing for anybody especially students. This perception is worsened by the fact that time allotment of the course is limited and the scope of materials to be covered is overloaded. As a result, the students are overwhelmed, confused, and even frustrated. The paper is a report of a breakthrough syllabus in teaching language testing course resulted from a classroom action research in effectively transforming such frightening, bewildering, and discouraging nuances to be a conducive teaching-learning circumstance. Theories and concepts underpinning the study as well as research methodology will initiate the paper. The next part of the paper will discuss the so called “a breakthrough syllabus” itself as the focus of the study and its implementation and findings. The paper will not only elaborate some problems that were encountered during the implementation but also will provide some suggestions to anticipate those potential problems in the end part of the paper. The discussion last but not least enlighten every aspect involved in the study.

 

Keywords: Assessment, Syllabus, Language Testing


Full Text:

PDF

References


REFERENCES

Adu-Febiri, F. 2005. “Beyond Knowledge and Skills: Bringing Emotions, Morals and Spirit into the Classroom.” A Paper presented at the International Conference on Pedagogy, Nanyang Technological University, Singapore, May 30 –June 10, 2005.

Bloom, B.S. & D.R. Kratwohl. (1965). The Taxonomy of Educational Objectives, The Classification of Educational Goals. Handbook 1: Cognitive Domain New York: D. McKay.

Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Longman.

Brown, J. D. (1995). The elements of language curriculum. New York: Newbury House.

Bruffee, K.A. (1989). Thinking and Writing as Social Acts. In Thinking, reasoning and writing, ed. Maimon, P. Elaine, Barbara F. Nodine and Finbarr W. O’Connor. Pp. 213-222. Longman Series in College Composition and Communication.

Brumfit, C.J. & Johnson, K. (eds) (1979) The Communicative Approach To Language Teaching. Oxford: OUP.

Cockburn, B. & Ross, A. (1978) Working Together. Teaching Higher Education Series: 3 School of Education, University of Lancaster.

Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27, 91-113

Fulwiler, T. (1986) Seeing with Journal. The English Record, 32 (3), pp 6-9.

Hutchinson, T. & Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press.

Johnson, David W et.al. (1991). Cooperative learning: increasing college faculty instructional productivity. Washington: George Washington University.

Johnson,D,. Johnson, R & Smith, K.A. (1991). Active Learning: Cooperation in the College Classroom, Edin, Minn.; Interaction Book Companya.

King, P and Kithener, K. (1994). Developing Reflective Judgement. Jossey-Bass, San Fransisco.

McCrindle, A. And Christensen, C. (1995). The Impact of Learning Journal on Metacognitive Processes and Learning Performance, Learning and Instruction, 5 (3): 167-185

Nunan, David. (2003). Practical Language Teaching. New York: McGraw Hill.

Prabhu, N.S. (1987) Second Language Pedagogy. Oxford: OUP.

Richards, Jack C and Willy A Renadya. (2002). Methodoly in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press.

Richards, J.C. & Rodgers, T.S. (1986) Approaches And Methods In Language Teaching. Cambridge: Cambridge University Press.

Speck, B. W. (2002). Learning-Teaching- Assessment Paradigms and the Online Classroom. In Assessment Strategies for the on-line class: from theory to practice, ed. Anderson, S. R., Bauer, J.F., Speck, B.W. Wiley Periodicals, Inc, USA. 19-30

Wolf, M. 1998. Journal Writing: a means to an end in educating students to work with older adults. Gerontology and Geriatrics Education, 10: 53-62..

Schwartz, B. L. (2000). Skirmishes in the memory wars: Review of Williams and Banyard's Trauma and Memory. Applied Cognitive Psychology, 14, 594 - 595.

Mackay, R., & Mountford, A. (Eds.). (1978). English for Specific Purposes: A case.study approach. London: Longman..

Wetherell, J. And Mullins, G. (1996). The Use of Student Journal in Problem Based Learning, Medical Education, 30:105-11

White, R.V. (1988) The ELT Curriculum : Design, Innovation And Management. Oxford: Blackwell.

Widdowson, H.G. (1978) Teaching Language As Communication. Oxford: OUP.

Widdows, S. & Voller, P. (1991) "PANSI : a survey of the ELT needs of Japanese University students". Cross Currents 18, (2), 127-141 .

Wilkins, D.A. (1976) Notional Syllabuses. Oxford : Oxford University Press.

Yalden, J. (1983). The communicative syllabus: Evolution, design and implementation. Oxford: Pergamon.

Yalden, J. (1987). The principles of course design for language teaching. Englewood Cliffs: Prentice-Hall




DOI: 10.24235/eltecho.v2i2.2173

Article Metrics

Abstract view : 436 times
PDF - 233 times

Refbacks

  • There are currently no refbacks.


 

This Journal is indexed by:

 

 

View My Stats

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.