TUGAS 1

EFL Curriculum and Material Development

D. Abdul Kohar NIM: 530045568

Pick and choose any syllabus of an English course offered at a university level, then identify
what components of syllabus you could find out. Explain each component briefly using your
own words.
I will choose “City University of Hong Kong Course Syllabus offered by Department of
English” with effect from Semester A in 2020 / 2021.
The syllabus basically has some components that show general information about the course,
learning outcomes, objective, and determine textbooks and required reading that students should
do, and explain the structure to organize the course, and how to teaching learning activities will
be applied and the final is an assessment, how the students are measured to check if the learning
outcome are achieved.
The first part
In the first part describes that City University of Hong Kong Course Syllabus provides a general
information about the course by overviewing the course. Through this general information, the
course title, code, duration, unit, level, proposed area, medium instruction and assessment will be
identified such as the following information.
Course Title: University English
Course Code: GE1401
Course Duration: 1 Semester
Credit Units: 3
Level: B1
Proposed Area: Arts and Humanities
(for GE courses only) Study of Societies, Social and Business
Organisations
Science and Technology
X GE English
Medium of Instruction: English
Medium of Assessment: English
Prerequisites: Grade D in HKAL Use of English or Grade 4
(Course Code and Title) in HKDSE or successful completion of English
Academic Proficiency Courses (EL0220,
 EL0222, EL0223 and EL0225 – 6 credits) or
English for Academic Purposes (EL0200 – 6
credits) or English for Academic Purposes 2
(LC0200B/EL0200B – 3 credits) or Grade B or
above in English for Academic Purposes 1
(LC0200A/EL0200A – 3 credits)

The second Part

In the second part, City University of Hong Kong Course Syllabus provides the detailed course
that covers:
1. Abstract
It describes about the course such as the aim of this course to be given to the students and the
beneficial of this course to the students and the overall goal of this course, such as described in
the following 150-words.
“This course aims to give students the necessary competence in rhetoric and writing in English
so that they can use the English language effectively to think, reason, argue and express
themselves. Students will develop a sense of their own strengths and weaknesses as English
writers and discover how they can make their writing more creative, innovative and persuasive.
This course will aid in developing students’ fluency in reading, writing, critical, and teamwork
skills by scaffolding them through collaboratively designing an info graphic (information
visualization), and the multi-drafting and peer review process of writing an argumentative essay.
Fluency will focus on timed writing, and accuracy will be dealt with in form of mini-grammar
lessons (based on student errors in writing). The overall goal is for learners to become
autonomous writers and self-editors”.
2. Course Intended Learning Outcomes (CILOs)
CILOs state what the student is expected to be able to do at the end of the course that provide a
given standard of performance such as “use different points of view and perspectives in their
writing and integrate the ideas and words of others in a way that avoids plagiarism”. That every
CILOs consider the weight, attitude, ability and accomplishment as the following explanation:
1. Attitude
Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a
strong sense of curiosity, asking questions actively, challenging assumptions or engaging in
inquiry together with teacher
2. Ability
Develop the ability/skill needed to discover/innovate/create, as demonstrated by students
possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing
knowledge across disciplines or applying academic knowledge to self-life problem
3. Accomplishments
Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing
creative works/new artefacts, effective solutions to real-life problems or new processes
3. Teaching and Learning Activities (TLAs)
TLAs are designed to facilitate students’ achievement of the CILOs by making CILOs in time
scheduled with various teaching and learning activities, thus getting students’ achievement of
the CILOs will be planned well. And the step of CILOs is clearly managed and teacher will be
helped in achieving the goal.
There are various TLAs described briefly and related to the CILOs that can be conducted in the
class practice or online class and determining the time. In short, TLAs and CILOs are correlated
and supporting each other in order to facilitate students’ achievement.
4. Assessment Tasks/Activities (ATs)
ATs are designed to assess how well the students achieve the CILOs. There are various ATs such
as In-Class Participation, Online Module, Information Visualization (Info graphic),
Argumentative Essay, Self - assessment that each of them can be individual or group work and
has its own weight and the total weight is 100%.
ATs In-Class Participation, students are assessed according to how actively they contribute to
in-class discussions, tasks, and activities on course topics and readings. It has its own weight,
and its weight is 5%, and Online Module is 20%, Information Visualization (Info graphic) is
20%, Argumentative Essay 40%, Self-assessment is 15% and the maximum weight is 100%.
Thus every ATs has its own weight to assess how well the students achieve the CILOs.
5. Assessment Rubrics
The assessment rubrics is for grading of student achievements based on student performance in
assessment task.
Every assessment tasks (In-Class Participation, Online Module, Information Visualization (Info
graphic), Argumentative Essay, Self – assessment) has some criterions for grading. The grading
provides excellent, good, fair, marginal and failure.
For example: The criterion of in-class participation is Task fulfillment which includes: Active
participation in and contributions to all in-class tasks, activities, discussions. And the grading can
be excellent, good, fair, marginal and failure.
The excellent grade is a student actively and verbally participates in and contributes to all in-
class tasks, activities, and discussions, refrains from use of cell phones or computers at all times -
except when instructed otherwise. Missed zero classes.
The good grade is a student actively participates in and contributes to almost all in-class tasks,
activities, and discussions and refrains from use of cell phones or computers at all times - except
when instructed otherwise. Missed zero classes.
The fair grade is a student adequately participates in and contributes to most in-class tasks,
activities, and discussions and refrains from use of cell phones or computers most of the time.
Missed one class.
The marginal grade is a student marginally participates in and contributes to in-class tasks,
activities, and discussions, frequently uses of cell phones or computers and missed more than one
class. .
And the failure grade is a student fails to participate in and contribute to in-class tasks, activities,
and discussions, frequently uses of cell phones or computers, and missed more than two classes.
And so on
Part III
It describes other Information and more details can be provided separately in the teaching plan
This part provides some information of.
1. Keyword Syllabus
It is an indication of the key topics of the course such as writing as a tool for discovery, the
process of writing, argumentative writing, research and using evidence, integrating other
people’s words and ideas, avoiding plagiarism, peer review, needs analysis, self-assessment,
online self-study
2. Reading List
It provide some list of books and it is divided into compulsory readings and additional readings
2.1 Compulsory Readings
Compulsory readings can include books, book chapters, or journal/magazine articles. There are
also collections of e-books, e-journals available from the City U Library.
2.2 Additional Readings
(Additional references for students to learn to expand their knowledge about the subject.)
Text(s):
Aaron, J.E. (2008) Little, Brown Essential Handbook. Longman.
Lester, J. (2009) The Essential Guide: Research Writing Across the Disciplines (International
Edition). Pearson Education.
Oxford Advanced Learner’s Dictionary. Oxford University Press. And so on.
The last information of third part is specifying and selecting to analyze students’ need as the
following statement:
A. Please specify the Gateway Education Program Intended Learning Outcomes (PILOs)
that the course is aligned to and relate them to the CILOs stated in Part II, Section 2 of
this form:
B. Please select an assessment task for collecting evidence of student achievement for
quality assurance purposes. Please retain at least one sample of student achievement
across a period of three years