Developing Syllabus for IELTS Preparation Program
Focus on Grammar for Adult Learners
DOI:
https://doi.org/10.15642/NOBEL.2021.12.2.260-276Abstract
Since the IELTS test demands high English proficiency, it has become a challenge for Indonesian learners who are non-native English speakers. IELTS requires a thorough knowledge of English grammar to make the test takers able to gain high scores. The test-takers, who are mostly graduate students from various backgrounds, frequently join IELTS preparation classes. The previous research mainly focused on how teaching grammar is essential for students who want to take IELTS. Yet, the research about developing the syllabus for IELTS preparation classes has not been discussed much in Indonesia, making the information limited. Therefore, developing the syllabus for IELTS-based grammar is critically important since it assists the teacher in fulfilling students’ expectations and increases the student’s understanding of mastering English language skills. The current study aims at developing an IELTS-based syllabus for grammar to equip both students and teachers. The study adopted the developmental research proposed by Borg and Gall (2003). The syllabus was designed based on environment and need analysis obtained through interviews, placement tests, IELTS simulations, and questionnaires. The outcome is a three-part syllabus equipped with various learning activities to motivate and facilitate students to improve their grammar and ability to achieve higher IELTS scores.
Downloads
References
Ahmadi, S., Riasati, M. J., & Bavali, M. (2019). A comparison of writing performance of Iranian IELTS candidates facing chart topics vs. table topics in academic writing (Task 1). International Journal of Instruction, 12(4), 17-34. https://doi.org/10.29333/iji.2019.1242a
Borg, W.R & Gall, J.P. (2003). Educational research an introduction, (7th ed.). New York: Pearson Education, Inc.
Brown, J. D. (1995). The element of language curriculum; A systematic approach to program development. Boston: Heinle & Heinle Publishers.
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 207-217). Boston, MA: Heinle and Heinle.
Feez, S. & Joyce, H. (1998). Text-based syllabus design. Sydney: National Centre for English Language Teaching and Research Macquarie University.
Frodesen, J. (2001). Grammar in writing. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 233-248). Boston, MA: Heinle and Heinle.
Fu, D. (2009). Writing between languages: How English language learners make the transition to fluency, grades 4-12. Portsmouth, NH: Heinemann.
Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle.
Green, A. (2007). IELTS washback in context: Preparation for academic writing in higher education. Cambridge: Cambridge University Press.
Irfani, B. (2014). Syllabus design for English courses. English Education: Jurnal Tadris Bahasa Inggris, 6(1), 21-41. https://doi.org/10.24042/ee-jtbi.v6i1.517
Joukoulian, A. (2016). Teaching English as a Foreign Language Today Integrated Approach versus Communicative Approach. aou.edu.lb. https://web.aou.edu.lb/research/Documents/CALR%207%20article%205.pdf
Jones, W. (2012). Assessing students’ grammatical ability. In: C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.) The Cambridge Guide to Second Language Assessment, (pp.247–56). Cambridge: Cambridge University Press.
Kohoutová, I. (2006). teaching English to adults: Needs analysis. Prague: Charles University.
Kubrushko, P., Shishov, S., Kalnei, V., Scaramanga, V., Shafazhinskaya, N., & Rabadanova, R. (2018). Perception of educational information in the process of learning of construction and humanitarian universities students: Comparative analysis. International Journal of Civil Engineering and Technology (IJCIET), 9(11), 2331–2337. ISSN: 0976 – 6308.
Lestary, S. (2020). Perceptions and experiences of mobile-assisted language learning for IELTS preparation: A case study of Indonesian learners. International Journal of Information and Education Technology, 10(1), https://doi.org/1067-73. 10.18178/ijiet.2020.10.1.1341
Merriam-Webster. (n.d.). Grammar. In Merriam-Webster.com dictionary. Retrieved September 28, 2021, from https://www.merriam-webster.com/dictionary/grammar.
Nation, I.S.P & Macalister, J. (2010). Language curriculum design. UK: Routledge.
Namaghi, S.O. & Safaee, S. (2017). Exploring techniques of developing writing skill in IELTS preparatory courses: A data-driven study. English Language Teaching; 10(3), 74-81. http://dx.doi.org/10.5539/elt.v10n3p74
Nartiningrum, N., Rayuningtya, P., & Virgiyanti, D. F. (2021). Error analysis of undergraduate students’ writing performances: IELTS-based activities. Journal of Educational Management and Instruction (JEMIN), 1(1), 19-27. https://doi.org/10.22515/jemin.v1i1.3446.
Nushi, M., & Razdar, M. (2021). IELTS writing preparation course expectations and outcome: A comparative study of Iranian students and their teachers’ perspectives. Cogent Education, 8(1), 1-24. https://doi.org/10.1080/2331186X.2021.1918853
Pham, Q. H. P. (2020). A Corpus-Based Approach to Grammar Instruction in IELTS Writing Classes. RELC Journal, 1-8. https://doi.org/10.1177/0033688220952170
Rajabi, P., & Dezhkam, E. (2014). The effect of explicit grammar instruction on improving writing accuracy of Iranian EFL learners. Journal of ELT and Applied Linguistics, 2(1), 61-76.
Richards, J.C., & Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Richards, J.C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25. https://doi.org/10.1177%2F0033688214522622
Vasbieva, D.G., Vlasova, V.K., & Novikova, Y.B. (2019). Efficiency of teaching English vocabulary and grammar on the basis of assignments in IELTS format. XLinguae, 12(2), 99-110. https://doi.org/10.18355/XL.2019.12.02.09
Yang, Y., & Badger, R. (2015). How IELTS preparation courses support students: IELTS and academic socialisation. Journal of Further and Higher Education, 39(4), 438-465. https://doi.org/10.1080/0309877X.2014.953463
Yosintha, R., Yunianti, S.S., & Ramadhika, B. (2021). Structure and written expressions on the TOEFL: Linguistic and non-linguistic constraint. NOBEL: Journal of Literature and Language Teaching, 12(1), 70-90. https://doi.org/10.15642/NOBEL.2021.12.1.70-90
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 NOBEL: Journal of Literature and Language Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.