a. How the Lecturer Teaches
Before starting the course, the lecturer has designed curriculum planning based on Backward Design Principle Wiggins McTighe, 2001. Backward
design has three steps in designing the curriculum: identify desired results learning goals, determine acceptable evidence assessments, and plan learning experiences
and instruction learning materials and strategies. According to the interview with Mr. X as the lecturer, the learning goals has been designed as below:
1 To equip students with skills to learn independently, therefore, language is taught by integrated mechanism,
2 To put the learning in an integrated way, or to situate learning English in a more integrated fashion which is out of past belief, and
3 Creating a community of learners where high-expectation attitude is sustained and maintained.
If we take a look closer at the goals, there is no goal which is talking about specific listening skill or competence to achieve. Even though this was a listening
class, the lecturer did not make a specific goal for listening skill. It did not mean that the listening skill is not important. However, the lecturer wanted to emphasize
the integrated learning happened in this class. Students learned through content- based materials and some different approaches. They would help students to
develop both English skills and general knowledge. At the end, the students could achieve the listening skills or competences by themselves in a way that they did not
realize. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In order to achieve these goals, the lecturer designed some sets of assessment which were related one to others and these would help students to learn
and to achieve goals of this class. In every meeting, the lecturer gave his students formative assessments in some forms. There were three formative assessments.
First, students had True or False statements. This assessment would help students to be thorough in listening English. Furthermore, since it was the first listening
class, the students were helped by having clues written in the statements. They only needed to listen carefully and be sure whether the statements were true or false. The
second formative assessment was cloze procedure. Students were asked to fill in the blank of each sentence with appropriate words based on the listening passage.
The last formative assessment was reflection. Reflection helped students to have a moment to think about what they have learned in class; what they have got andor
what they did not get from today’s meeting. In addition, the lecturer always gave students some time to have peer discussion before working on their assignment. By
having peer discussion, students were expected to help each other understanding their assignments before they had to work on it individually. The discussion was
not only between students; the lecturer would come to each small group and had a discussion with them.
The lecturer also prepared summative assessment to measure their ability and improvement of listening English. In one semester, there were two
examinations: mid-term and final examination. The kinds of test in examination were not different from their daily practices; there were three kinds of test:
vocabulary test, three sets of prepared materials, and one additional surprised PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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