A Summary of Presentation Group 5 & 6

Submitted to fulfill Group Assignment of EFL Curriculum Analysis

Lecturers:
Prof. Dr. Nenden Sri Lengkanawati (0699)
Dr. Fazri Nur Yusuf, M.Pd. (2242)

by:
Fitri Rizki Amalia (1906668)
Class 2A

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

SCHOOL OF POSTGRADUATE STUDIES
UNIVERSITAS PENDIDIKAN INDONESIA
2020
 Assessment is a systematic way of gathering and interpreting information from measurement
data of an individual or group of individuals for the purposes of making decisions (Brown, 2004; Murray
& Christison, 2010). It involves the interpretation and representation of measurement data about
student level of attainment of learning goals. It can be said that it is essentially concerned with firstly
making sense out of measurement data and then assigning a mark, a grade, a rank, or some form of
qualitative comment to that previously collected measurement information. Assessment is a process
that includes four basic components:
1) Measuring improvement over time.
2) Motivating students to study.
3) Evaluating the teaching methods.
4) Ranking the students' capabilities in relation to the whole group evaluation
According to Brown (2004), there are some principles of language assessment to construct a
good test; they are: Practicality, reliability, validity, authenticity, and washback.
a. Practicality refers to the usability of a test. It involves three aspects: economical in time and finance,
easy to administer and score, and easy to interpret.
b. Reliability deals with the results of the test. It means that if the test is administered to the same
students on different occasions (with no language practice work taking place between these occasions)
then it produces (almost) the same results. The test results should be consistent. It covers students-
related reliability, rater reliability, test administration reliability, and test material reliability.
c. Validity refers to the ability of the test to measure what must be measured or what must be tested. It
concerns with what to test, how to test, and how far the test results can be related to the real abilities.
It covers content-related evidence, criterion-related evidence, construction-related evidence,
consequential validity, and face validity.
d. Authenticity is the degree of correspondence of the characteristics of a given language test task to the
features of a target language task (Brown, 2004). Teachers should construct a test with the test items
are likely to be used or applied in the real contexts of daily life. Brown (2004) also proposes
considerations that might be helpful to present authenticity in a test. They are:
1. The language in the test is natural as possible.
2. Items are contextualized rather than isolated.
3. Topics are meaningful (relevant, interesting) to the learners.
4. Some thematic organization to items is provided, such as through a story or episode.
5. Tasks represent, or closely approximate, real-world tasks.
e. Washback refers to the influence of testing on teaching and learning
In the process of translating raw data into meaningful information, Print (1993) proposed that
the educator will use either norm-referenced or criterion-referenced procedures. The former compares
individuals with others from a comparable group, while the latter relates the individual to a set of
predetermined criteria.
a. Norm-referenced procedures.
Norm-reference assessment compares the performance of an individual with that of other students,
using the same measuring device. It uses same measuring device. This may be a test, an essay, an exam,
a work sample, a performance checklist and so forth. The student’s performance is then reported as a
grade, mark, percentile, decile, quartile, or whichever form has been selected in the school context
b. Criterion-referenced procedures
By contrast to the method above, criterion-referenced procedures compare an individual’s performance
with a predetermined level or standard of performance. It assesses whether a learner has achieved what
is required to establish certain standards in the learning task. For instance, a student learning to play the
piano must achieve certain standards reach certain criteria at a level in order to proceed to the next
level. When the standard has been achieved the student is able to proceed to the next stage, that is, to
acquire the learning for the next criterion or standard.

Forms of Assessment
Murray & Christison (2010) proposed two forms of assessments which are available to classroom
teachers, those are formative and summative assessment.
a. Formative assessment
Formative assessment is designed to assist the learning process by providing feedback to the learner,
which can be used to identify strengths and weakness and hence improve future performance. It is most
appropriate where the results are to be used internally by those involved in the learning process
(students, teachers, curriculum developers) (Darling-Hammond, 2006).
b. Summative Assessment
Summative assessment aims to measure or summarize, what a student has grasped and typically occurs
at the end of a course or unit of instruction (Brown, 1990). Typically, summative assessment occurs at
the end of an educational activity and is designed to judge the learner’s overall performance whether
the students have proficiency in language in order to move levels or to take certain classes (Brown
1990; Darling-Hammond, 2006, Murray & Christison, 2010). The purpose of summative assessment is to
measure competency, to determine how well students can perform relative to a given concept or skill.
Summative assessments can also be used for planning purposes, but the planning is of a different
nature, such as predicting how many teachers would be needed for an upcoming semester based on
how many students are projected to pass an exam .

METHOD AND CURRICULUM FRAMEWORK

Curriculum development is more complex process because it seeks not only how the materials is
being taught, but also the process that are used to determine the needs of a group of learners, to
develop aims or objectives of a program, to determine appropriate syllabus, course structure, teaching
methods, materials and the process of evaluating the language program. According to Richards (2001),
the development of curriculum is emerged along with the appearance of the concept of syllabus design.
The syllabus design is the development process of the syllabus. Even though the concept of syllabus
design has appeared earlier, the curriculum development in language teaching that we know nowadays
were started in the 1960s. However, if we look back at the history in twentieth century, there have been
some changes in language teaching approaches and methods, those are grammar translation method,
direct method, structural method, reading method, audiolingual method, situational method, and
communicative approach.
In developing a curriculum, there are some considerations: goals, contents and sequencing, effective
teaching, assessment, and evaluation (Richards, 2001; Nation and Macalister, 2010). Then it is related
with Posner model. Posner (2004) suggested a framework for curriculum analysis (figure 3) using 4 sets
of questions to address (1) the curriculum documentation and origins; (2) curriculum proper; (3)
curriculum in use and (4) curriculum critique.

What situation What are the

How should
resulted in the purposes and
How is the development of the content of the the curriculum be What are the
implemented? curriculum’s
curriculum curriculum? curriculum?
What can be learned strengths and
What perspectives How is the
documented do the curriculum curriculum from an evaluation limitations?
organized? of the curriculum?
represent?

Curriculum Foundation Curriculum Curriculum in Curriculum

(Set 1) Proper (Set 2) Use (Set 3) Critique (Set 4)
 In Set 1, Posner suggest that curriculum should be analyzed or developed by identifying the
Foundation first. Identify closely the EFL curriculum Foundation, such as what theories/principles of
language and language learning do the curriculum represent? And what Educational philosophy. does
the curriculum represent? After that, we have to define what situational factors do EFL curriculum
consider, such as Teachers, Learners, Society, Subject matter, and Regulation.

Historical EFL Curriculum in Indonesia

Since Independence Day, the government of Indonesia has placed English language teaching as
one of the compulsory subjects in the schools. The government has played an important role in
determining the school curriculum, textbooks, teachers, and so on. The government has changed the
English curriculum five times. However, in current the first 5 changes (1945- 1952- 1964- 1968- 1975),
there were only three times changes of curriculum.

EFL Curriculum of 1984 in Indonesia

In 1984, there was a shift in the curriculum from the 1975 curriculum with the audio-lingual and
behaviorism approaches to the 1984 curriculum influenced by communicative approach (CA). Regarding
this, Hamied (2014) explains that in 1984 the curriculum of English in Indonesia changed again by
adopting the communicative approach. The development of 1984 curriculum has resulted from the
philosophical paradigm which stated that language learning and teaching should provide the learners
with opportunities to interact using the target language in their environment. Consequently, this
paradigm background changed the language teaching to focus more on the language use than language
usage (Widdowson, 1978). The adoption of communicative approach aims at enabling learners to use
the language for real-life communicative purposes or to be communicatively competent users of English
(Mustahafa, 2009).

EFL Curriculum of 1994 in Indonesia

The development of 1994 curriculum was underlined by the same principles as the previous
curriculum namely 1984 curriculum. The prevalence of communicative approach at that time became
the underlying concept of the two curriculums (1984 and 1994 curriculums). Meanwhile, 1994
curriculum was developed as a revision or completion of the previous curriculum. Hamied (2014)
explains further that in 1984, the curriculum of English in Indonesia changed again by adopting the
communicative approach and in 1994, although still adopting the same approach, the name was
changed to the meaning-based curriculum. In conjunction with this, Saukah (1996) has stated that the
main features of 1994 curriculum include the realization of the communicative approach into the
communicative syllabus and the syllabus format.

The 2013 Curriculum

The 2013 curriculum is currently being developed by the government. This curriculum has
adopted scientific approach with different steps of teaching namely observing, questioning, associating,
experimenting, and networking (Nuh, 2013). Similarly, it has been elucidated that the scientific approach
emphasizes learning in the process of observing, questioning, reasoning, trying and communicating as a
pillar of development of the 2013 curriculum. In this conjunction, Suharyadi (2013) states that this new
curriculum explicitly claims the scientific approach as the greatest power to make the quality of teaching
and learning better at enhancing students’ enjoyment, skills, and knowledge. The curriculum cuts off
from the roots of the locality, region, and education units. Curriculum 2013 is now being applied in all
regions of Indonesia.

CRITICAL ANALYSIS
Curriculum is defined as all the planned learning opportunities offered by the organization to learners
and the experiences learners encounter when the curriculum is implemented. He also stated the
curriculum is an area of vital importance to the professional teachers. The curriculum consists of
planned learning experiences, offered within an educational institution/program, represented as a
document, and includes experiences resulting from implementing that document (Print, 1993).
Meanwhile, the syllabus is a list of content areas which are to be assessed. It is a different term with a
curriculum. The curriculum consists of a content, detailed statement of curriculum intent (aims, goals,
and objectives) also detailed learning activities and evaluation procedures.
When someone chooses to be a teacher or an educational practitioner, that person should learn
about how to develop and adapt materials, plan and evaluate courses to adapt teaching to students'
needs and to function with the institutional setting. The quality of language teaching could be improved
through the use of systematic planning, development, and review practices in all aspects of the language
program. There are some key processes in curriculum development such as needs analysis, planning
goals and outcomes, course planning, teaching, material development, and evaluation. Once the
curriculum set up and it already uses in the learning process then the next step is the educators make a
value judgment for educational evaluation. For instance, in schools, teachers make a judgment about
student performance which related to product evaluation. Teachers make an evaluative statement in
the form of school reports and record cards. The concept of evaluative components (measurement,
assessment, evaluation) is used to do the evaluation in the schools.

Answer and Question

How do the students construct their understanding, and what is the teachers' role in the reading
method?
Presenter’s answer:
When the students read the materials on the text, they do the process of thinking in their minds to
make a conclusion in order to understand those materials. So constructing the understanding is an
abstract process which happens in the students' mind. And in this method, the teacher has a role to
provide a proper materials and experiences on the reading text.