SESSION 15 for CMD and QR

 Please open these following links to send your articles' drafts as your presences in the online class. 

1. Class TBI VC

2. Class TBI VD

3. Class TBI VE

4. Class QR in post graduate program

CMD RPS 2025

 Please open the link consisting RPS of Curriculum and Material Develoment here.  Then the students have had a presentation of each topic to share their knowledge and experience about it. 

LESSON PLAN OF ACADEMIC WRITING IN ISLAMIC EDUCATIONAL MANAGEMENT DEPARTMENT

 Please open this link to open RPS of academic writing. Make your presentation based on the topic there. Read articles that relate to them. 

MID TERM TEST OF CURRICULUM AND MATERIAL DEVELOPMENT

 Please open this link to see the mid term test. Please put your answers in this g-drive before Monday 21 Oktober 2025 at 12 a.m.

MID TERM TEST OF ACADEMIC WRITING

 Please open this link to see the mid test. Please do the instructions in that test.mput your answers in this drive. Do not forget say basmallah before doing it. 

A Connection between CMD and Assessment

 The Bridge: Linking CMD & Assessment

Curriculum cannot stand alone without assessment, and assessment frameworks shape how curriculum is designed. Here’s how they connect:

1. Richard-s (2001)↔ Bachman/Palmer (1990, 1996)

Richards’ curriculum design (objectives, outcomes) aligns with Bachman’s validity and communicative competence frameworks.

2. Nunan (1988, 2004)↔ Hughes (2003)

Task-based curriculum (Nunan) needs practical classroom assessment methods (Hughes) to measure real communication.

3. Tomlinson (1998, 2011) ↔ Fulcher (2003, 2015)

Materials development (Tomlinson) must ensure tasks lead to authentic language use, which Fulcher emphasizes in performance-based assessment.

4. Ellis (2003) ↔ Alderson (1995)

Ellis’ SLA-informed curriculum links with Alderson’s diagnostic testing to refine learner progress tracking.

5. Yalden (1987)↔ Weir (2005)

Yalden’s communicative syllabus connects with Weir’s validation frameworks for large-scale exams (e.g., IELTS, CEFR-based syllabi).

6. Douglas (2000) ↔ ESP Curriculum

Douglas’ ESP assessment directly complements curriculum design ini vocational/occupational English (a key area in Indonesia’s vocational schools

This connection shows that CMD experts shape teaching content & process, while Assessment experts shape measurement & outcomes. Together, they form a cycle:

Needs Analysis → Curriculum Design → Materials Development → Teaching → Assessment → Feedback → Curriculum Improvement.

EXERCISE 3: Identifying types and styles of citation

 Please read the article and apply your knowledge about types and styles of citation that you have learned. Please put your answers in the column. 

EXERCISE 2: ANALYSIS ACADEMIC WRITING

 Please open this link to analyse the article. Please give your ideas about its content including the criteria of effectiveness in academic writing (logic, clearity,  and formality). Put the answers in this blog' comment column. Thank you

Session 1: Practice in analysing a text

 Please read the text below and find which ones are introduction, body, and conclusion. Put your answers in the blog's comment coloumn. To do the exercise, please open this link. 

Session 1: Needs Analysis

Case Study: Vocational High Schools (SMK) in Banten Province

Indonesia’s vocational schools are expected to prepare graduates with skills relevant to industry. However, many students struggle with English for workplace communication (airline, hospitality, IT sectors). The goal of this needs analysis is to identify what English skills are needed and how the current curriculum meets them. Please give your explanation about it

FINAL TEST IN EYL 2025

 Time flies, and here we are, already at the end of the 5th semester! I truly appreciate your enthusiasm and dedication throughout our English for Young Learners course. We've delved into a lot of ground, covering everything from child language acquisition theories and engaging teaching methodologies to effective classroom management strategies and even crafting age-appropriate and impactful teaching materials.

This course isn't just about how to teach English; it's profoundly about understanding the world of children, interacting with them meaningfully, and instilling a love for the English language from an early age. As future educators, you're the ones who'll be shaping the next generation, and your ability to teach English to young learners will be an incredibly valuable asset.

For this final examination, I want you to demonstrate the comprehensive understanding and practical skills you've developed throughout the semester. Instead of a traditional written exam, I'm offering you the opportunity to choose one of three project-based final assignment options. I believe these options are not only more applicable to your future careers but also have a greater real-world impact. To do the final examination of EYL, you have to open this link, and please send your chosen project in this drive at least on 23 June 25. Do your best.

FINAL TEST IN BAHASA INGGRIS 2

 Pelaksanaan semester genap telah dilaksanakan dan mahasiswa diwajibkan mengikuti UAS sebagai salah satu syarat penilaian.  Buka link ini untuk melihat lembar soal UAS mata kuliah Bahasa Inggis 2. Kerjakan sesuai dengan instruksi pada soal dan jawaban dituliskan pada kolom komentar blog ini paling lambat malam ini pk. 24.00 WIB. Selamat mengerjakan. 

PRACTICE ON DIRECT AND INDIRECT SPEECH

Please change this direct speech to indirect speech below. Write your answers in the blog column. Thank you.

1. Sarah said, "If I had known about the meeting earlier, I would have prepared better."
2. The manager told the team, "You must submit the report by Friday, or there will be consequences."
3. James asked his professor, "Could you explain the theory in simpler terms? I'm struggling to understand."
4. Emma said, "I might join you for dinner, but it depends on my workload."