Designing Problem-based Learning Syllabus for English Language Teaching Research Course

Abstract

As one of the documents communicating the content of a language course, a syllabus should be prepared according to the learner's needs. In response to this need, the study aims to design a problem-based learning syllabus for the English Language Teaching Research (ELTR) Course. To achieve the objectives, the four-D model by Thiagarajan, et al involving defining and designing stages was employed. To collect the data, an academic writing test and interview were used as the research instruments engaging 43 students and 5 assistant professors. Moreover, curriculum analysis was also conducted to formulate the framework of the syllabus. Based on the obtained data, the syllabus was designed for 16 meetings. The formulated indicators derived from curriculum analysis reflect the desired graduate profile to have knowledge and skills to conduct research in their own professional field, particularly in ELT. The prototype of the ELTR syllabus will contribute further to the developing and disseminating stage for the implementation purpose.