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PREFACE
Penulis
CHAPTER I
INTRODUCTION
1. Background
Makalah ini dibuat sebagai bahan pemenuhan tugas dari mata kuliah Curriculum and
Material Development. Selain daripada itu, makalah ini juga sebagai bahan ajar pendalaman
materi yang berkenaan dengan A Curriculum Developed on Communicative Goals. Bab
materi ini menerangkan tentang bagaimana membuat curriculum yang communicative juga
dapat membuat peserta didik sebagai target ajar dapat memenuhi tujuan pembelajaran dan
pendidikan. Peran serta guru sebagai pembimbing berpengaruh besar dalam
jalnnyaaktivitas belajar mengajar. Hal ini, didukung dengan beberapa teori mengenai
keharusan kolaborasi yang baik antara guru dan peserta didik.
2. Problem formulation
1) What is the influence of Sociocultural views of the nature of language to the
communicaive goals?
2) What is the influence of Cognitively - based view on language learning
communicaive goal?
3) What is the influence of The Fundamental Of Humanistic Curiculum to the
communicaive goals?
4) What is the meaning of Exploring theroles of teacher, learners and others within a
communicative?
CHAPTER II
The relationship between language and social context is studied in the field
Sociolinguistics. Sociolinguistics has the main components, namely the characteristics
of language and function language. The language function referred to is the social
function (regulatory), namely to form directives and interpersonal functions, namely
maintaining good relations and imaginative functions to explain the realm of fantasy
and emotional functions such as to express the atmosphere hearts like anger, sadness,
joy and appreciation. Language development is in line with the development of human
life in the modern age shows a changing phenomenon among others by the use of
language as a known social tool with variations in languages.
A central concern to linguists who study language in its social context is the
phenomenon of variation at all structural levels. Rather than to put differences in
language performances aside as many linguists have, sociolinguists work with
analytical constructs based on variables such as speaker, hearer, setting, topic, and
channel, for example. A corollary to the phenomenon of variation is the occurrence of
styles of speaking, or registers. As one sociolinguist has stated, "There are no single-
style 69 4 A curriculum developed on communicative goals speakers' (Labov 1970).
Every speaker adopts a style of speaking which is appropriate to the particular social
context.
The research focus of sociolinguistics has ranged from topics external to the
code of language itself, for example the area of language planning and policy-making,
through studies of language linked to social variables, for example men's and women's
language and terms of address, to the study of norms for interacting, for example studies
of telephone talk and teacher talk. A key concept in sociolinguistics is focus on the
speech community rather than on an individual or idea- lized speaker as the focus of
language.
Of the various thrusts of sociolinguistics during the past twenty years, probably
the concept of communicative competence has had the greatest impact on the ficld of
language pedagogy. Since Hymes' 1972 paper on the topic, the concept of
communicative competence has continued to develop. Though not all would define it
in exactly the same way, a generally accepted definition begins with the idea that
communicative competence entails knowing not only the language code or the form of
language, but also what to say to whom and how to say it appropriately in any given
situation. It deals with the social and cultural knowledge that speakers are presumed to
have which enables them to use and inter- pret linguistic forms. It also includes
knowledge of who may speak or may not speak in certain settings, when to speak and
when to remain silent, how to talk to persons of different statuses and roles. A well-
known description of communicative competence has been that it includes know- ledge
of what to say, when, how, where, and to whom. In effect, it takes in all of the verbal
and non-verbal mechanisms which native speakers use unconsciously to communicate
with each other.
Tanpa kita sadari, di setiap percakapan terjadi sebuah proses respon satu sama
lain. Fenomena yang sering terjadi itu tidak disadari ada proses yang terjadi di otak atau
pikiran kita. Proses ini disebut teori kognitif atau kognitivisme.
A. SEJARAH KOGNITIVISME
a. Psikologi eksperimental
c. Penguasaan bahasa
C. PRINSIP KOGNITIVISME
1
Bottom up adalah cara untuk menyandikan pengalaman dengan mentransfer informasi yang diperoleh
melalui dunia luar
informasi dalam pikiran kita. Ini terdiri dari memori jangka pendek,
memori jangka panjang, dan sensorik.
D. TIGA TEORI KOGNITIF PENTING
Kognitif adalah teori belajar yang ditekankan dalam proses yang terjadi
di dalam diri peserta didik. Dalam hal ini, ada tiga jenis teori kognitif yang
penting. Mereka adalah teori perkembangan kognitif Piaget, teori kognitif
sosial budaya Vygotsky dan pendekatan pemrosesan informasi.
a. Perkembangan Kognitif Piaget (1896-1980)
Piaget adalah psikolog terkenal dari Swiss yang menggambarkan
teori kognitivisme dalam teori perkembangan kognitif. Menurut Hebb
(2003: 3) teori Piaget menyatakan bahwa anak-anak secara aktif
membangun pemahaman mereka tentang dunia dan melalui tahapan
perkembangan kognitif. Ini berarti bahwa Piaget menggambarkan
kognitivisme pada tahap perkembangan anak-anak ketika mereka siap
untuk membangun makna sesuatu melalui pemahaman mereka sendiri
yang dimulai dari hal yang sederhana hingga yang kompleks.
b. Teori Sosial Budaya Vygotsky 1896-1934)
" In this role-relationship between teachers and learners, their endeavors take
place in a cooperative, open, and caring manner. The teacher is there to guide
learners, not to tell them. The teacher's role is recognized as a facilitating one,
with learners proceeding according to their own inner capacities, not in a lock-
step plan solely of the teacher's creation. An attitude of cooperation and sharing
is stressed, as well as an emphasis on group activities. A central theme is that
it is the teacher's responsibility to lessen any feelings learners may have of
anxiety or fear. Learners should not feel shy about speaking or asking questions.
At no time should they try to avoid having the teacher call on them because of
feeling timid or insecure. 'Keeping a low profile' in order not to be called on by
the teacher is not in keeping with the atmosphere in a language classroom
where communicative objectives are stressed (Littlewood 1981:93)."
“in a language class where the objective is language use, the material to 'learn'
so to speak, can only be 'mastered' by the learners engaging in a social
encounter, or by experiencing the social behavior of and their personal role in
the target culture- almost a play within a play”
A. LEARNERS AS PLAYERS
Selain daripada peserta didik dan guru sebagai pemain ada beberapa
peran yang dapat di peroleh peserta didik dalam masa pembelajaran yaitu:
B. ADMINISTOR
C. WRITERS
Penulis adalah oranga yang merancang setiap hal yang akan ditulis.
Penulis juga yang berperan aktif dalam menyampikan ide-ide dalam tulisan agar
pembaca dapat memahami setiap hal yang dituliskan. Penulis tidak hanya asal
menulis suatu karya namun juga memikirkan setiap interest dari pembeca
sebagai targetnya. Tidak hanya itu penulis juga harus mengontrol setiap jalan
cerita yang sedang dikerjakan akan pembaca tidak bosan saat membaca certita
tersebut. Penulis memahami setiap pembaca yang menjadi targetnya baik
memahamisituasi dan kondisi yang akhir-akhri ini terjadi atau disebut up-to-
date. Hal tersebut,menjadikan seorang penulis harus memiliki ke-propesionalan
dalam menulis hingga kriteria penulisan dan cerita yang menarik dapat
diperlihatkan.
“Writers represent the profession's best possibility to move on
from what one classroom researcher (Allwright 1982) has
described as the cycle of pre- sentation, testing, and feedback
which constitutes much of the activity in typical classrooms”
D. L2 REASERCHERS AS TREND-SETTER
CLOSING
1. CONCLUSION
Coomucative adalah hal yang penting dalam setiap pembelajar. Kolabarosi antara
guru dan peserta didik dapat meciptakan suasan communicative di kelas. Terciptanya
suasan communicative di kelas dapat menciptakan aktivitas yang dapat menggiring
kepada terwujudnya tujuan pembelajaran dan pendidikan.
SOURCES
http://ejournal.iainkendari.ac.id/zawiyah/article/download/406/391
https://books.google.co.id/books?id=b1zpdUJSajMC&pg=PA68&lpg=PA68&dq=Curriculum+
developed+on+communicative+goals+dubin+and+oisin&source=bl&ots=m6WXoioerM&sig=
ACfU3U3vusoeIJR-
bZnH5_jgXfI8IaalTg&hl=id&sa=X&ved=2ahUKEwjcuNu5pcLoAhXMdn0KHaDKAwsQ6AEwAXo
ECAcQAQ#v=onepage&q&f=false
https://www.meshguides.org/guides/node/768
Dubin, Fraida and Elite Olshtain. 1987. Course Design: Developing Programs and Materials
for Language Learning. Cambridge: Cambridge University Press.