This document discusses a framework for designing language courses. It outlines a process involving investigation, conceptualization, and practice. Teachers' voices provide examples of applying the framework and insights into designing courses. A key point is that course design is an ongoing process as student needs and feedback require modifications. Collaboration with other teachers helps strengthen design work by providing different perspectives and support for ongoing improvements.

1. A SYSTEM APPROACH
TO COURSE DESIGN
By :
Yanti Kurniawati
Akhmad Fauzi

2. OUTLINE
From each
section
• Investigation
• Framework
• Teachers’
voices

3. FIRST INVESTIGATION
DESIGNING A LANGUAGE
COURSE INVOLVES ….

4. Framework; Processes of
course design

5. Can
begin
anywhe
re
As long as
it make
sense to
you
Depend on
your belief
and
understand
ing,
articulated
or not,
what you
know
about your
student.
The
compon
ents are
interrelat
ed and
influence
the other

6. Teachers’ Voices; David
Thomson
I am a teacher
with experience
in Saudi Arabia,
Japan, and the US
I used the
framework in
planning a course
on writing using
computers at an
Intensive English
Program in the
IUfSe.lt strange to
write goals and
objectives after
I had already
determined the
content

7. SECOND INVESTIGATION :
DESIGNING LANGUAGE COURSE IS A
WORK IN PROGRESS
WHAT DO YOU THINK ABOUT THIS
STATEMENT ???

8. Human
Beings
But
…
Those
objectives
will
change in
some
ways
They want
students to
achieve the
objectives
That they
already set
So, they
need to
work in
progress
Because, once it meet
student and underway,
it will necessity be
modified

9. Teachers’ Voices; Iris Broudy
She had
Teaching
experience in
Vietnam and
Mexico
Her
working
style
tends to
be
perfection
istic
She ever
spent 8
hours to
revise the
goals &
objective
of her
course
work in
progress is
never
complete,
never perfect.
Students are
not machine,
predictable in
their ability and
responses
When created
materials doesn’t
work according to
the plan, she will
steer the students
to use them
properly rather
than allowing
things to emerge
from materials

10. 3rd INVESTIGATION
LOOK AT FIGURE 1.2 ….
WHERE DO YOU SEE CONCEPTUAL
PROCESS TAKING PLACE ? WHERE
DO YOU SEE PRACTICE TAKING
PLACE ?

11. From Conceptualization to
practice; Figure 1.2

12. Recommendation; Work with
partner or group
Teachers’ Voices;
Deni
se
Maks
ail-
Fine
Had the difficulty in
redesign a course
She began
consulting with her
colleagues about
her project.
Write the
importance
of
collaboration
As magic, she
is amazed at
the impact that
collaboration
has had on
how I work
Every time she
interacted and
discussed about
the course, it
would all seem to
come together

13. Last Investigation …
Do you want to try ? Why Not ?
However, working with someone who
is unfamiliar with your context can
also be helpful because you will need
to be more explicit about what you are
doing and your reasons for doing so.

14. CONCLUSION
Designing a
language
course involves
experience,
hard work, and
careful planning
Work in partner or
group will give
teacher more
power in their
profession and
helps them to be
aware of their
own practice with
their colleagues.
Designing
language
course is a
work in
progress