FORMATIVE EVALUATION OF THE ENGLISH STRUCTURE OF ENGLISH DEPARTMENT CURRICULUM AT TEACHER TRAINING FACULTY, THE STATE ISLAMIC UNIVERSITY (UIN) AR-RANIRY, BANDA ACEH-INDONESIA.

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Autor/Urheber	Manan, Abdul; Azizah, Azizah
Institution	Proceedings of EEIC
Titel	FORMATIVE EVALUATION OF THE ENGLISH STRUCTURE OF ENGLISH DEPARTMENT CURRICULUM AT TEACHER TRAINING FACULTY, THE STATE ISLAMIC UNIVERSITY (UIN) AR-RANIRY, BANDA ACEH-INDONESIA.
Quelle	In: Proceedings of EEIC; Vol 1, No 2 (2016): Proceedings of EEIC; 285-289(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Formative evaluation; English language structure curriculum
Abstract	The research is conducted to analyse (1) the feasibility of goal of the existing language structure of English curriculum, (2) the actual teaching-learning process for this curriculum, (3) English lecturers and students' satisfactions with this curriculum. It is focused on the sixth semester level of English students and how this curriculum is being implemented. It aims at providing suggestions and recommendation to curriculum developers and English teachers in particular and to all other interested audiences in general to assist them in diagnosing different aspects of the objects of the evaluation which needs further improvement and revisions. The data were mainly collected through document analysis, teachers' questionnaire and students' questionnaire. The findings of the study reveal that the existing language structure of English department curriculum is feasible for English department students' future profession. The current curriculum is good and well organized. The course is informative and the content of the course is useful but not successful in implementation in some ways because of the factors affecting the implementation itself. The English language structure syllabus does not emphasize much on the TOEFL test items making students unable to have high scores on the structure expression parts of the test. English teachers are convinced that the current English language structure curriculum is good because it is arranged with high consideration for students' ability level, but students indicate that it is still difficult for them.
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