Abstract
This study examines how a Speaking syllabus at tertiary level meets the students' needs through debating activity. Employing Brown's (1995) and Richards' (2001) theories as the main stake, six elements of the syllabus have been investigated that are needs analysis, objectives, language learning philosophy, methodology, materials used and resources and evaluation. It has been found that some revisions of the syllabus are needed to satisfy the Department's vision that prepares the students to be English teachers. However, both debating materials and activities seem to be useful for improving the students' critical thinking. Of all the elements, material resources are considered the weakest part of the syllabus since it provides less appropriate references.
Highlights
ABSTRAK Penelitian ini mengkaji bagaimana silabi mata kuliah Speaking pada tingkat perguruan tinggi memenuhi kebutuhan kemampuan berbicara siswa melalui kegiatan debat
This course is given to the third semester students of tertiary level in the Department of English Education which focuses on discussion and debate activities
Since this department is under School of Teacher Training and Education, most of the students enrol this department to expectedly become English teachers, and this is compatible with the school’s vision that is to create professional teachers (FKIP UMS, 2015)
Summary
ABSTRAK Penelitian ini mengkaji bagaimana silabi mata kuliah Speaking pada tingkat perguruan tinggi memenuhi kebutuhan kemampuan berbicara siswa melalui kegiatan debat. Brown (1995) remarks that there are at least five elements involved in designing a syllabus: needs analysis, objectives, teaching or methodology, materials used, and testing or evaluation. I will answer this question by examining a syllabus of speaking course in my teaching and learning context. This course is given to the third semester students of tertiary level in the Department of English Education which focuses on discussion and debate activities. I will discuss these strong and weak aspects of the syllabus on the needs analysis, objectives, language learning philosophy, methodology, materials used, and evaluation in the discussion section. I will provide the summary of my stance and the changes that could be made
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