The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Indonesian schools have started modernizing their curricula by adopting a backward design that places an emphasis on students' learning outcomes in order to replace the outdated forward paradigm. They must, however, overcome a difficulty in order to achieve a beneficial alignment. This problem spurred a case study examination of the primary curriculum's objectives, syllabus, methodology, and evaluation. The results of the research indicate that the curriculum was created forward, despite claims that it was designed backward, with learning outcomes acting as program goals. In truth, the one that follows it promotes the exchange of knowledge above the development of skills. Since they still relied on information transmission, the program's learning goals were not linked with the three important components of syllabus, methodology, and assessment. The university's innovation of technique including a transfer in emphasis from the lecturer to the students was nonetheless rigidly and mechanically interpreted, and the assessment of student learning was said to be criterion-referenced without more explanation for each syllabus.

Penelitian ini bertujuan untuk menjelaskan kandungan nilai dari peraturan Nikah Ke Los Pasar Sebagai sanksi Hamil Diluar Nikah di Nagari Koto Lamo. Nilai etika berkaitan dengan proses dan muatan pembentukan karakter, moral, atau kepribadian orang menjadi lebih baik dan positif. Para pelaku harus mengikuti kedisiplinan dan karakteritik dari sanksi yang dikenakan. Proses dalam peraturan itu sendiri menuntut tumbuhnya nilai-nilai positif etika, misalnya jujur,  dan tanggung jawab. Perolehan data dilakukan melalui wawancara, kuisioner dan dokumentasi. Data  yang digunakan diperoleh dari proses penerapan peraturan nikah ke Los Pasar sebagai Sanksi Hamil diluar Nikah sampai dengan pendapat masyarakat dan tokoh adat terkait proses tersebut. Hasil dari penelitian ialah; pertama, peraturan ini dapat membentuk sikap mental dan karakter, diantaranya: jujur bertanggungjawab atas perbuatan yang dilakukan. Kedua menimbulkan efek jera bagi pelaku, serta menimbulkan rasa malu untuk tidak melakukan hal yang sama bagi yang menyaksikan.

Parenting a child is difficult, but parenting disabled children is even more difficult. The complexity of a child's disability needs to be coupled with its complexity, frequently putting parental skills to the test. The experiences of three parents of children with speech disorders disabled children are examined in this study. A phenomenological framework and study strategy were adopted to collect data, including group discussions and individual interviews. The first participant in this study is J, who has a 17-year-old disabled son; the second is SY, who has a 4-year-old disabled son; and the last one is A, who has a 19-year-old disabled daughter. The researchers used content analysis in this study. Per review and member checks were used to improve credibility. The themes that emerged showed that parents had different experiences parenting their children with disabilities, as well as the need to provide parents with accurate information about their children's problems. It seemed clear that such parents would gain from counselling to help them cope with the problematic situations of raising a disabled kid. The author suggests that this study showed the challenges faced by parents who have speech disorders and disabled children, especially in Koto Lamo.

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<p>One of the key components of implementing the goals of education in teaching and learning process, particularly in English classes is methodology. The primary goal of this article is to provide information regarding two remarkable procedures, GTM and CLT, as GTM was previously widely employed and CLT is currently very well known. This paper's strength is in its ability to increase educational professionals' understanding, particularly about English teaching methods. The principles used to compare the two approaches are clearly outlined. The principles are characteristics of the teaching-learning process, the nature of instruction, handling the students' feelings and emotions, the significance of the students' native languages, the language skills that are prioritized, and the teacher's response to the mistakes of the students. CLT is currently the more advantageous approach, while GTM still offers some advantages.</p><p><em>Salah satu kunci dalam mengimplementasikan tujuan pendidikan dalam proses belajar mengajar, khususnya di kelas bahasa Inggris adalah metodologi. Tujuan utama dari artikel ini adalah untuk memberikan informasi mengenai dua metode yang luar biasa, GTM dan CLT, karena GTM sebelumnya banyak digunakan dan CLT saat ini sangat terkenal. Keunggulan tulisan ini terletak pada kemampuannya untuk meningkatkan pemahaman para profesional pendidik, khususnya tentang metode pengajaran bahasa Inggris. Prinsip-prinsip yang digunakan untuk membandingkan kedua metode tersebut diuraikan dengan jelas. Prinsip-prinsip tersebut adalah karakteristik proses belajar-mengajar, sifat pengajaran, penanganan perasaan dan emosi siswa, pentingnya bahasa ibu siswa, keterampilan bahasa yang diprioritaskan, dan respon guru terhadap kesalahan siswa. CLT saat ini merupakan pendekatan yang lebih menguntungkan, sementara GTM masih memiliki beberapa keuntungannya tersendiri.</em></p>