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    Subjective Analysis The Criteria of Subjective Analysis Answer Audiences

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    Nadila
    The document provides information for designing an English course for tour guides in Indonesia. It outlines the learners as senior high school graduates aged 18-22 who are interested in English. The course aims to provide competencies for students to work as tour leaders and handle problems/complaints that occur. Content will focus on vocabulary, discourse-based language, dialogues, and listening texts. Methodology will take a combination approach considering mentalism, affective factors, and learner models. Materials will include presentations, discussions, and exercises focused on tour preparation, scheduling, and problem-solving.

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    Subjective Analysis The Criteria of Subjective Analysis Answer Audiences

    Uploaded by

    Nadila
    62 views4 pages
    The document provides information for designing an English course for tour guides in Indonesia. It outlines the learners as senior high school graduates aged 18-22 who are interested in English. The course aims to provide competencies for students to work as tour leaders and handle problems/complaints that occur. Content will focus on vocabulary, discourse-based language, dialogues, and listening texts. Methodology will take a combination approach considering mentalism, affective factors, and learner models. Materials will include presentations, discussions, and exercises focused on tour preparation, scheduling, and problem-solving.

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    Loli Maising 4A ESP

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    The document provides information for designing an English course for tour guides in Indonesia. It outlines the learners as senior high school graduates aged 18-22 who are interested in English. The course aims to provide competencies for students to work as tour leaders and handle problems/complaints that occur. Content will focus on vocabulary, discourse-based language, dialogues, and listening texts. Methodology will take a combination approach considering mentalism, affective factors, and learner models. Materials will include presentations, discussions, and exercises focused on tour preparation, scheduling, and problem-solving.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    62 views4 pages

    Subjective Analysis The Criteria of Subjective Analysis Answer Audiences

    Uploaded by

    Nadila
    The document provides information for designing an English course for tour guides in Indonesia. It outlines the learners as senior high school graduates aged 18-22 who are interested in English. The course aims to provide competencies for students to work as tour leaders and handle problems/complaints that occur. Content will focus on vocabulary, discourse-based language, dialogues, and listening texts. Methodology will take a combination approach considering mentalism, affective factors, and learner models. Materials will include presentations, discussions, and exercises focused on tour preparation, scheduling, and problem-solving.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 4

    Nama : Loli Maising Keta Sela

    Kelas : 4A TBI
    Nim : 1910203071
    MK : ESP

    Subjective analysis
    The criteria of subjective analysis Answer

    Audiences
    1A What are your learners?
    - Ages : Min. 18 years, max. 22 years.

    - Sex : Random.

    - Nationality/ies : Indonesia.

    - Study or work specialism : Tour guide.

    - Knowlede of : English Language.

    - Educational backgroud : Senior High School.

    - Interest : English language.

    Aims
    2A what are the aims of your course? ● Students have proven competencies to
    become tour leaders in the tourism sector.
    ● Students are able to carry out work as a
    tour leader according to standards.
    ●Students are able to handle problems that
    occur and client complaints on the tour and
    are able to provide solutions to problems that
    occur.

    Content
    3A what kind of language description do you Discourse-based.
    require? Should it be structural, notional,
    fungtional, discourse-based, some other
    kind, a combination of one or more of these?
    (see
    ch.4).

    4A What language points should be Vocabulary areas.


    covered? (i.e. What particular structures,
    functions,
    vocabulary areas etc?)

    5A What proportion of work on each macro- Speaking.


    skill (e.g. reading) is desired? Should there
    be
    skills- integrated work?

    6A What micro-skills do you need? (e.g. Writing.


    deducing the meanings of unfamiliar words-
    see
    Munby (1978), Pages 116-132)

    7A What text-types should be included? Dialog text type, and listening text. The
    dialogue text will make it easier for students
    to learn how to have a dialogue with the
    other person. Listening texts is great for
    learners to practice foreign language hearing.

    8A What subject-matter area(s) is/are English academy.


    required (e.g. medicine, biology etc.)

    9A How should the content be organised Content is arranged according to the subject
    throughout the course? matter to be taught and according to what
    students need.

    10A How should the content be organised Content is arranged in a graded / incremental
    within the course units? pattern. Starting from easy, medium, to
    difficult.

    11A How should the content be sequenced The content that is sorted during the course
    throughout the course? should start from easy first. Then, gradually
    get to the more difficult ones.

    12A How should the content be sequenced From comprehension to production.


    within a unit?

    Methodoly
    13A What theory/ies of learning should the Combination of mentaslism: thinking as
    course be based on? Should it be rule-governed activity, the affective factor:
    behaviourist, learners as emotional beings and a model for
    cognitive, affective, some other kind, a learner.
    combination of one or more of these? (See
    ch.5)

    14A What aspects of the learners attitudes It is expected that students have good
    to/expectations about learning English language skills as tour guides.
    should the
    course take into account? (See ch.6)

    15A What kinds of exercises/tasks are ● Presentation.


    needed? ● Discussion.
    ● Question and answer.

    16A What teaching-learning techniques are Presentations and group work/group


    to be used? discussions.

    17A What aids are available for use? Whiteboard and marker.

    18A What guidance/support for teaching the Language guidance and statement of
    course will be needed? purpose.

    19A How flexible do the materials need to


    be?

    Other criteria
    20A What price range is necessary?

    21A When and in what quantities should the


    materials be available? Etc.

    Material Design

    Material Design A

    Material : Tour preparation and briefing.

    Test: 1. What should be prepared?


    2. Which direction will it go?

    Source : Adopted from :


    Adapted from :

    Material Design B

    Material : Schedule coordination and preparation

    Test : 1. When do preparations start?


    2. When is the departure time?

    Source : Adopted from :


    Adapted from :

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