The students had studied many topics of qualitative research. They do analysis and share the idea about it. To do the final examination, they have to make article as their final project. See more about it in this link. Read carefully the instructions there and send the papers at least on Friday, 19 December 2015 at midnight.
Please open the link to see the final examination. Then, collect your final project in these following link:
1. CMD TBI 5C
2. CMD TBI 5D
3. CMD TBI 5E
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
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.
Please open this link to open RPS of academic writing. Make your presentation based on the topic there. Read articles that relate to them.
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.
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.
The Bridge: Linking CMD & Assessment
Curriculum cannot stand alone without assessment, and assessment frameworks shape how curriculum is designed. Here’s how they connect:
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.
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.
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
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.
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
