Professional Documents
Culture Documents
Assignment 1 Kukuh WP 20170810142
Assignment 1 Kukuh WP 20170810142
INTRODUCTION
Background
CONSTRAINTS
The second is the teacher. Constraints can have a positive effect on teachers because
with these constraints, and the teacher can become very well trained and able to make
something in the classroom for themselves. Of course, this will have a positive impact on the
design curriculum. However, that does not mean the teacher does not have constraints. Some
of the constraints faced by teachers, there are : (1). The method, if the teacher is not enjoyable
will certainly make the way to teach will be boring, bad of communication, material that is too
concentrated, this caused lack of preparation in compiling the design curriculum., (2). Students'
character, each person has their character; we cannot compare one with another. Therefore the
teacher must find a way to support the application of learning models and methods, formulation
of the applied approach strategy.
The Third is the situation. The situation can also be constraints in designing a design
curriculum because of the different policies of each country in using English is different. For
example, it will be easier to use English if in a country using English as a second language
rather than being a foreign language, so it is more likely that students will have more significant
opportunities to use English language in outside the classroom.
The fourth is time, in the learning process, analyzing the time is very important. In
many courses, the time constraints in learning are critical because time may become limited,
or the objectives in learning have not fulfilled. In the time constraints, there are several steps
in making the design curriculum, and there are 1). Check out the local environment. It is
beneficial for knowing how much time should be needed to teach in class. 2). They are looking
at previous research. In making the design curriculum, of course, we need prior research to
make decisions. for example According to Pimsleur (1980), the time required to achieve
proficiency in mastering English for native Indonesian and French is 240 hours while for
mastering Hebrew or Japanese is 360 hours. and 3). Considering the effect of constraints on
the design of the course. There are two approaches to environmental constraints there are
working with constraints and overcoming these constraints. Working with constraints is that
we must overcome these constraints following the design curriculum. While overcoming
constraints is work that overcomes these constraints, so if something in the learning goals has
not completed then to achieve these learning objectives, the teacher may provide additional
work.
The last is the facilities constraints, facilities in the teaching and learning process are
very important to support the creation of a conducive learning process. With the lack of
facilities used by the teacher, of course, in the learning process in the classroom will not run
well. Therefore, facilities become valuable to support the teaching and learning process.
CONCLUSION