CMD Assignment
- 1. Chapter 3 Appendix 1 Designing a questionnaire The following question need to be considered in designing a questionnaire 1. Preminary questions a) Will it be useful to carry out some interviews before designing questionnaire, in order to get a sense of appropriate topics and issues? Answer: yes, it will be usefull if I carry out some interviews, my topics and issues will be a good designing questionnaire. b) How large will be sample be? Is it representative of the whole population is needed about? Answer: Many sample that we can be, it depend on our questionnaire. Yes it is. c) How will the questionnaire be piloted? Answer: with alloted d) How will it be administered (e.g.,by mail, self administered, or group administered) Answer: I choose by group administered 2. The types of information asked for a) Is the question really necessary? How will the in information it provides be used? Answer: yes it is. With making a questions. b) Are other questions needed on this issue? Answer: yes they are. c) Can respondents answer this question? Do they have sufficient information (e.g,. to answer a question such as "how much English do your students use outside of class?") Answer: No they are not. d) Should the question be made more specific and more closely related to the respondents’ personal experience? Answer: yes it should more specific and closely. e) Is the question biased in one direction? (e.g., "Do you agree that a communicative approach is the best way to teach a language?") Answer: yes it is. f) Will the respondents be willing to give the information asked for? (e.g., "Does your teacher know how to teach English?") Answer: No it will not. g) Is it appropriate to ask this question?(e.g., "How old are you?") Answer: yes it is. 3. How the questions are worded a) Can the question be understood? Is the wording unambiguous? Answer: yes it can. Yes it is. b) Can the question be shortened? (Aim for not more than 20 words) Answer: yes it can. c) Does it contain vocabulary likely to be known by the learner? Answer: yes it does
- 2. d) Does the question contain any unstated assumptions? (e.g., "In your college English couurse, did you......?") Answer: No it does not. e) Are there any prestige questions, that is, which students are likely to try to answer to give a good impression of themselves? (e.g., "Have you used the things you have been taught out of the class?") Answer: yes there are. f) Is the wording biased or emotionally loaded in any way? Answer: No it is not g) Would a more personalized (or less personalized) version of the question be better? Answer: yes it would. h) Is the answer to question likely to be influenced by the content of preceding question? Answer: yes it is. Appendix 2 NeedAnalysis questionnaire for Cantonese learners Questionnaire used in analysis of learners of Cantonese in Hong Kong (from Li and Richards 1995) Part A In what situations is Cantonese (or would Cantonese be) useful for you? Please check the appropriate column Very useful Useful Not useful A1. Buying things in stores and supermarket A2. Buying things in the market place A3. Getting information about services and Goods I want to buy A4. Ordering food in a restaurant/canteen/cafetaria A5. Taking a taxi. A6. Taking other public transport. A7. Asking for directions A8. Talking to colleagues at work A9. Talking to office personnel at work
- 3. Very useful Useful Not useful A10. Talking to neighbours A11. Talking to children A12. Talking to friends A13. Having casual conversations with people A14. Talking to the students A15. Talking to a (Cantonese-speaking) Domestic helper A16. Talking to workers in my place of residence A17. Talking to electricians, plumbers, etc A18. Receiving telephone calls A19. Making telephone calls A20. Joining hobby or interest group A21. Playing sports and participating In social clubs A22. Watching TV or movies A23. Listening to radio A24. Listening to Cantonese music A25. Visiting friends’ homes A26. Visiting differents parts of the territory A27. Visiting Guangdong province A28. Making travel arrangements A29. Using Cantonese situations related to My work Please explain: I think it is very useful because we have to know the situations especially for Cantonese, it will be able to adapt in our work.
- 4. Part B From the list above please choose five that are most important for you. Write the numbers below A14, A15, A18, A19, A29 Part C If you already speak some Cantonese, please indicate your present level of ability in Cantonese: C1. Basic (lower): know a few words and fixed expressions: cannot manage conversational exchanges: respond to question and answer exchanges on a few topics: very limited vocabulary, grammar, and knowledge of idioms: pronunciation heavily influenced by mother tongue. C6. If you have studied Cantonese, please indicate under what circumstances. Other: I do not ever studied Cantonese. C7. If you attended a formal course, please indicate the length and frequency of the course (e.g., 6 weeks, 3 hours per week) 3 days in a week C8. How useful was the course? (please circle your choice) Very useful Not useful Please explain: I choose it is useful because the course make us more increase our knowledge but it decrease togetherness with our family. C9. If you have used one or more textbooks, please indicate the name of each text and how useful or otherwise it was: Name of text Very useful Useful Not useful a) Improving Grammar . b) IELTS Somewhatuseful
- 5. C10. To what would you attribute your present level of ability in Cantonese? Very true Somewhat true Not true a) I attended a useful course b) I studied with a private tutor c) I make every effort to use Cantonese d) I enjoy studying Cantonese e) I need Cantonese for my job f) I am a good language learner. g) I get a lot of help from Cantonese-speaking Friends h) I spend a lot of time on Cantonese C11. What activities or experiences were most helpful in your study of cantonese? Please elaborate. There is no activity that I have in Cantonese. Part D If you have studied Cantonese before, but have since stopped studying Cantonese, please complete Part D below by checking the appropriate box. I have studied Cantonese before, but I stopped because of the following reason(s): Very true Somewhat true Not true D1. I did not have time to continue D2. I felt that I was not making any progress D3. I was not given any opportunity to use Cantonese outside the classroom
- 6. Very true Somewhat true Not true D4. The lesson were not useful because: a) We were not taught things that I could see b) I found the language too difficult to master c) I found the pronunciation too difficult to master d) I found the grammar too difficult to master e) I found the vocabulary too difficult to master D5. The teacher did not know how to teach Cantonese D6. I did not like the teaching method used. D7. The materials were: a) Too difficult b) Not relevant to my needs c) Not interesting d) Not challenging Part E Have you ever used the following activities in studying Cantonese? If you indicate yes, how useful were they? Very useful Useful Not useful E1. Practicing a dialogue from a book E2. Practicing drills on tunes, sound, and Grammatical patterns E3. Free conversation with native speaker E4. Free conversation with other learners of Cantonese
- 7. Very Useful Useful Not useful E5. Memorizing bilingual vocabulary lists E6. Studying Cantonese textbook at home E7. Studying the Grammar of Cantonese E8. Studying the tone system of Cantonese E9. Studying the difference between English And Cantonese E10.Doing pair work exercises E11.Doing group work exercises E12.Doing translation exercises E13.Writing down Cantonese using a romanized System E14.Watching TV in Cantonese at home E15.Watching or listening to people speaking Cantonese around me E16.Using cassettes at home E17.Talking to friends in Cantonese E18.Trying to use Cantonese whenever I have the Opportunity E19.Putting myself in situations in which I will be Forced to speak in Cantonese E20.Making myself understood even if I make A lot of mistakes
- 8. Very useful Useful Not useful E21.Speaking a good Cantonese without making Mistakes in grammar and pronunciation E22.Studying with private tutor Part F In class or with a tutor, I would like my teacher to: F1. Explain a new grammar points before No A little Good Best Practicing them F2. Practise before explaining new grammar No A little Good Best Points F3. Correct any mistakes I made in front of others No A little Good Best Immediately F4. Correct my mistakes of grammar No A little Good Best F5. Correct my mistakes of pronunciation No A little Good Best F6. Use Cantonese only No A little Good Best F7. Use both English and Cantonese No A little Good Best Part G What are you feelings about Cantonese as a language? G1. Cantonese is a language with a rich vocabulary Very true True Not true G2. Cantonese is made up of many colloquial Very true True Not true Expressions G3. Cantonese is made up of many idioms Very true True Not true G4. Cantonese is a very difficult language Very true True Not true G5. Cantonese is a language with a lot of Very true True Not true Grammar G6. Cantonese is a language where pronunciation is Very true True Not true Very important C7. Cantonese is a language where rhythm Very true True Not true And intonation are important C8. Cantonese is a very useful language in Hong Kong Very true True Not true C9. Cantonese is a fascinating language Very true True Not true C10.Cantonese is a beautiful sounding language Very true True Not true C11.Cantonese is a polite language Very true True Not true C12.The rhythm and intonation of Cantonese are Very true True Not true Pleasing to my ears
- 9. C13. Cantonese is a harsh sounding language Very true True Not true C14. Cantonese is a vulgar sounding language Very true True Not true Appendix 3 Need analysis questionnaire for non-English-background student Student questionnaire used at the University of Auckland, New Zealand (from Gravatt:Richards, and Lewis 1997) Institute of Language Teaching and Learning NEEDS ANALYSIS OF ENGLISH AS A SECOND LANGUAGE STUDENT-STUDENT VERSION This questionnaire is a part of a project being carried out by the Institute of Language Teaching and Learning to determine what the language needs of students whose first or dominant language is not English (ESL students) attending the University are, whether these are being adequately met and, if not, what can be done better. For this purpose the opinions of both staff and students in a variety of departments are being surveyed. It would be appreciated if you could complete this questionnaire, which should take approximately 20 minutes. The term ‘N/A’ is used in this quetionnaire. It means ‘Not applicable’ and is the appropriate response if a question doe not apply to you With which of the following groups do you identify? (Please tick the appropriate box): Pacific island-which? Asian-which country? Other (please specify) How many years have you been studying at Auckland University (Including 1997)? What is your current course of study? Indonesia Never CurriculumAndMaterial Development
- 10. Please complete this questionnaire with regard to the course you have specified here A. Overview of Skills Needed and Difficulties Encountered In your course of study, how often are you expected to use the following skills? (please circle): Very often Often Sometimes Rarely Never Reading 4 5 Writing Speaking Listening How often do you have dificulty with each of these skills? (please circle): Very often Often Sometimes Rarely Never Reading 4 5 Writing Speaking Listening B. General Statements Please circle the appropriate response: How important to success in your course of study are the following abilities? High Moderate Low 1. Listening to English 1 2 3 4 5 2. Speaking English 1 2 3 4 5 3. Writing English 1 2 3 4 5 4. Reading English 1 3 4 5 How important to success in your field after graduation are the following abilities? High Moderate Low 1. Listening to English 1 2 3 4 5 2. Speaking English 1 2 3 4 5 3 3 3 3 3 3 3 3
- 11. 3. Writing English 1 2 3 4 5 4. Reading English 1 3 4 5 C. Speaking and Listening Skills How often do the following happen to you? Always Often Sometimes Never N/A 1. Receive low grades in tasks involving 1 2 3 4 5 Class participation 2. Have difficulty working is small groups 1 2 3 4 5 During class 3. Have difficulty working with other 1 2 3 4 5 Students on out-of-class-project 4. Have trouble leading class discussions 1 2 3 4 5 5. Have difficulty participating in large 1 2 3 4 5 Group discussions or in debates 6. Have difficulty interacting with students 1 2 3 4 5 Demonstrators in labs, tutorials, etc 7. Struggle with out-of-class assignment 1 2 3 4 5 Which require interaction with native Speakers of English D. Speaking Skills How often do the following happen to you? Always Often Sometimes Never N/A 1. Have difficulty giving oral presentation 1 2 3 4 5 2. Have trouble wording what you want to 1 2 3 4 5 Say quickly enough 3. Worry about saying something in case 1 2 3 4 5 You make a mistake in your English 4. Not know how to say something in English 1 2 3 4 5 5. Not know the best way to say something in 1 2 3 4 5 English 6. Have difficulty with your pronunciation of 1 2 3 4 5 Words 7. Find it difficult to enter discussions 1 2 3 4 5
- 12. E. Listening Skills How often do the following happen to you? Always Often Sometimes Never N/A 1. Have trouble understanding lectures 1 2 3 4 5 2. Have trouble taking effective notes 1 2 3 4 5 3. Have to ask staff questions to clarify the 1 2 3 4 5 Material you have been taught 4. Have trouble understanding lengthy 5. Have trouble understanding spoken 1 2 3 4 5 Instructions. 6. Have trouble understanding informal language 1 2 3 4 5 7. Have trouble understanding the subject matter 1 2 3 4 5 Of talk. i.e., what is being talking about I have problems understanding lectures or the students because: Often Sometimes Never 8. They talk very fast 1 2 3 9. They talk very quietly 1 2 3 10.Their accents or pronunciation are Diffferent from what I am used to 1 2 3 11.More than one person is speaking 1 2 3 e.g., in group discussion F. Writing skills With regard to written assignment, please indicate for each of the following: 1. How important the skills is, and 2. How often you have problems with the skills Importance Very Important Not Not sure important Important 1. Using correct punctuation and spelling 1 2 3 4 2. Structuring sentence 1 2 3 4 3. Using appropriate vocabulary 1 2 3 4
- 13. Very Important Not Not sure important Important 4. Organising paragraphs 1 2 3 4 5. Organising the overall assignment 1 2 3 4 6. Expressing ideas appropriately 1 2 3 4 7. Developing ideas 1 2 3 4 8. Expressing what you want to say clearly 1 2 3 4 9. Addressing topic 1 2 3 4 10.Adopting appropriate tone and style 1 2 3 4 11.Following instuctions and directions 1 2 3 4 12.Evaluating and revising your writing 1 2 3 4 13.Overall writing ability 1 2 3 4 14.Completing writing tasks (e.g., exams, 1 2 3 4 Tests) within the time available Frequency of problems Always Often Sometimes Never N/A 1. Using correct punctuation and spelling 1 2 3 4 5 2. Structuring sentence 1 2 3 4 5 3. Using appropriate vocabulary 1 2 3 4 5 4. Organising paragraphs 1 2 3 4 5 5. Organising the overall assignment 1 2 3 4 5 6. Expressing ideas appropriately 1 2 3 4 5 7. Developing ideas 1 2 3 4 5 8. Expressing what you want to say clearly 1 2 3 4 5 9. Addressing topic 1 2 3 4 5 10.Adopting appropriate tone and style 1 2 3 4 5 11.Following instuctions and directions 1 2 3 4 5 12.Evaluating and revising your writing 1 2 3 4 5 13.Overall writing ability 1 2 3 4 5 14.Completing writing tasks (e.g., exams, 1 2 3 4 5 Tests) within the time available G. Reading Skills The following questions concern the reading tasks required of you during the course. Please indicate: a) Which of the following types of material you are expected to read, and b) How often you have difficulty doing so (please circle)
- 14. Expected Frequency of difficulties To read? Often Sometimes Never 1. Journal Article yes/no 1 2 3 2. Newspaper article yes/no 1 2 3 3. Works of fiction yes/no 1 2 3 4. Entire reference or textbooks yes/no 1 2 3 5. Selected chapters of books yes/no 1 2 3 6. Photocopied notes yes/no 1 2 3 7. Workbook or laboratory yes/no 1 2 3 Instructions 8. Computer-presented reading yes/no 1 2 3 Materials Indicate how often you have difficulty with each of te following: Very Often Sometimes Never 9. Understanding the main points of text 1 2 3 4 5 10.Reading a text quickly in order to establish a 1 2 3 4 5 General idea of the content (skimming) 11.Reading a text slowly and carefully in order to 1 2 3 4 5 Understand the details of the text 12.Looking through a text quickly to 1 2 3 4 5 Locate specific information (scanning) 13.Guessing unknown words in a text 1 2 3 4 5 14.Understanding text organisation 1 2 3 4 5 15.Understanding specialist vocabulary in a text 1 2 3 4 5 16.Reading speed 1 2 3 4 5 17.Reading in order to respond critically 1 2 3 4 5 18.Understanding a witer’s attitude and purpose 1 2 3 4 5 19.General comprehension 1 2 3 4 5 H. Skill You Would Like to Improve If you were to take a course to improve your English skills, which one of the following would be useful to you? Rate the importance of each (please circle): High Moderate Low 1. Listening to pronunciation/intonation 1 2 3 4 5 Stress patterns of New Zealand English 2. Lecture notetaking 1 2 3 4 5 3. General listening comprehension 1 2 3 4 5 4. Giving formal speeches/presentations 1 2 3 4 5 5. Participating effectively in discussions 1 2 3 4 5
- 15. High Moderate Low 6. Communicating effectively with peers 1 2 3 4 5 In small group discussions, collaborative Projects, or out-of-class study groups. 7. Communicating effectively with staff 1 2 3 4 5 In or out of class. 8. Library skills 1 2 3 4 5 9. Essay writing 10. Lab report writing 1 2 3 4 5 11. Creative writing 1 2 3 4 5 12. Writing case studies 1 2 3 4 5 13. Describing objects or procedures 1 2 3 4 5 14. Writing introductions and conclussion 1 2 3 4 5 15. Writing references and quotations 1 2 3 4 5 16. Formulating coherent arguments 1 2 3 4 5 17. Summarising factual information 1 2 3 4 5 18. Synthesizing information from more 1 2 3 4 5 Than one source 19. Analysing written materials 1 2 3 4 5 20. Knowledge of vocabulary 1 2 3 4 5 21. Reading quickly 1 2 3 4 5 22. Reading critically 1 2 3 4 5 23. Reading for author’s viewpoint 1 2 3 4 5 24. Summarizing materials 1 2 3 4 5 25. General reading comprehension 1 2 3 4 5 I. Assistance Available Are you awareof the course available at the Student Learning Centre for students for whom English is a second language? (please circle): Yes/No If you have taken any of these courses, please state which you have taken and how useful they were: Course Very useful No use at all Psycolinguistic 1 2 3 4 5 English morphology 1 2 3 4 5 Profesi kependidikan 1 2 3 4 5
- 16. J. Catering for ESL Students Do you believe any changes should be made to your course or the way it is taught as aresult of difficulties students such as yourself have with English? (please circle): Yes/No If you have answered Yes, please tick the modification which should be made: Using overheads more in lectures Having more multiple choice tests Simplifying the material covered Providing summaries of important Materials Having less class involvement Reducing the amount of reading During class Providing more photocopied notes Giving additional tutorials K. Additional Comments Do you have any other comments which might be helpful in assessing what English skills are expected of you by the University, what specific difficulties you encountered in this paper, how English courses could better prepare students such as yourself for this paper, or anything else relating to your English language skills and needs? If so, please write them here: I think one of the problem in English are how we can be a good speaker and improving our vocabulary. It should be fun in learning process. Sometimes, we found difficulty when we do not enjoy the course. So, it is useful when the lectures create a situation of study that more attractive and the important is Fun in the classroom. L. Additional Information If we would like more information from you, would you be prepared to be interviewed? Yes/No If so, please give your: Name: Nurul faradillah Contact telephone number: 087843549086 THANK YOU FOR YOUR ASSISTANCE
- 17. Chapter 4 Appendix 1 Situation analysis profile Social factors Positives: In Indonesia, Foreign laguage teaching is consequently needed for student and teacher and there is greeter interest in novel teaching methods Negatives: using textbook to support the new curriculum, the parents feel their children not being taught the basics. It because there is no reviewed to ensure the skills. Project factors Positives: Curriculum projects are produced by a team people. I think It is good because the members may be are specialist in their field. They dividing their job. So, it making efficient. Negatives: It can affect in curriculum planning such as A person who is a good teacher may not make a good materials developer or project leader and who will be selecting the expert member. Also, clearer specifications of roles might also have led to fewer problem. Institutional factors Positives: Institutions have their own ways of doing things. It depend on every culture in an institution. In some institutions, texbooks are the core of the curriculum and all teacher must use the prescribed texts. In other institutions, teacher work from course guidelines and supplement them as they see fit. It can be a strong sense of professionalism. Negatives: One of negative there is teacher who feel that they are undervalued, underpaid, and that proposed changes will not bring any benefits to them
- 18. Teacher factors Positives: The important is the kinds of teachers the program will depend on the kinds of teacher needed to ensure that the program achieves its goals. Negatives: Teachers can often compensate for the poor-quality resources and materials they have to work from. Learners factors Positives: Learners may affect the outcomes of a project in unexpected ways. For example, a textbook or set of materials may be engaging, at a suitable level, and provide a lot of useful practice. Negatives: Not be appreciated by students because they fail to see any links between the book and an examination they are working toward. Adoption factors Positives: It will affect teachers’ pedagogical values and beliefs, more understanding of the nature of language or second language learnin, or their classroom practices and use of teaching materials. Negative: Although curriculum planners might provide many compelling reasons for adopting a communicative teaching methodology, teachers might feel that it make testing more difficult compared with a more traditional grammar based approach.
- 19. Appendix 2 Matrix for identifying factors in curriculum renewal process This matrix includes an estimate of the difficulty in fulfilling the requirements of the factors (from Rodgers 1984) Low difficulty High difficulty A. The educational requirement sought: 1. The subject matter is familiar or unfamiliar 2. The knowledge domain (skill, or other) is Simple or complex 3. The learning group is relatively easy to teach Or difficult to teach 4. The instructional design is simple or complec 5. The instructional design is familiar or Unfamiliar 6. The curricular and instructional designs are Well or inadequately researched 7. Instructional materials are ‘off the shelf’ Or nonexistent. 8. The instructional materials are to be Technically simple or sophisticated 9. The renewal is to be made in an individual Or local arena or in a nation wide (worldwide?) arena 10. The proportion of concern with ‘the full Renewall process’ (from theory, through design And development, publications, training, and support) is partial or complete. B. Renewal activities and resources required: Low difficulty High difficulty 1. Time available is extensive or limited 2. Funds available are extensive or limited 3. professional resources are extensive or limited 4. professional resources are experienced and accomplished or inexperienced
- 20. 5. The ‘standing’ of the renewal agency/ Person (status, reputation, track record) Is excellent or poor 6. The role or position in the ‘system’ of the Renewal angency(ies)-(individual, school, System, university, publisher, etc) 7. The theory and practice of curriculum Renewal is adequate to nonexistent C. The content of the renewal program: Low difficulty High difficulty 1. The target school system(s) is (are) Well organized or unorganized 2. The competing renewal programs are few Or many 3. The target school system(s) has (have) simple Or profound educational problems 4. The idea of curriculum renewal is well or Poorly accepted 5. The idea of the renewall effort is consistent With or inconsistent with the current view
- 21. ASSIGNMENT CURRICULUM AND MATERIAL DEVELOPMENT I NURUL FARADILLAH (21313026) Department of English University of Muhammadiyah Kendari 2015