Name: Alya Tri Lestari

NPM: 220004015
Subject: Curriculum and Material Development

Task 1: Curriculum, Syllabus, and Lesson Plan

A. Curriculum
1. Definition of Curriculum
The curriculum is a learning plan that is given to lesson participants in one period at the
education level to achieve the ultimate goal of learning
2. Benefits
The function of the curriculum in the educational process is as a means of measuring personal
abilities and educational consumption. The curriculum cannot be separated from the pursuit
of targets that make students able to understand various materials easily. Besides that,
students can carry out the learning process every day
3. Purpose
The curriculum was created to make it an educational tool for producing integrated students.
The curriculum also makes students understand the education system that is applied, so that
students can decide what education they want at the next level.

B. Syllabus
1. Definition of Syllabus
A syllabus is an arrangement of lesson plans in certain subjects. The syllabus can include
several things, such as competency standards, basic competencies, basic materials, learning
activities, indicators, assessments, time allocation, and learning resources, to materials and
tools for learning
2. Benefits
The syllabus is useful as a guide for further development of learning tools, starting from
planning, managing learning activities, and developing assessments
3. Purpose
The purpose of the syllabus in the learning implementation plan is to simplify, expedite, and
improve the results of the teaching and learning process by compiling a professional,
systematic and efficient learning plan. That way, the teacher will be able to see, observe,
analyze, and predict the learning program as a logical and planned framework.

C. Lesson Plan
1. Definition of Lesson Plan
A lesson plan is the teacher’s guide for running a particular lesson; it includes the goal that
the students are supposed to learn, the teaching-learning methods and procedures, and the
way of assessing how well the goal was reached
2. Purpose
The objectives of the lesson plan are to (1) simplify, expedite and improve the results of the
teaching and learning process; (2) by developing a professional, systematic and efficient
 learning plan, the teacher will be able to see, observe, analyze, and predict the learning
program as a logical and planned framework (Kunandar, 2011: 264).
3. Function
The function of the lesson plan is as a reference for teachers to carry out teaching and
learning activities (learning activities) to be more focused and run effectively and efficiently
(Kunandar, 2011: 264)

D. Conclusion
From the three definitions above, the curriculum, syllabus, and lesson plans can be concluded as a
unit to achieve goals in the world of education. The curriculum, syllabus, and lesson plans are
also likened to an agenda that will be implemented. The curriculum serves as a plan for the
agenda that will be held. And the syllabus is likened to the arrangement of events, while the RPP
is likened to the procedures for organizing the agenda.
Task 2: A Summary

Curriculum development in language teaching

Curriculum development aims to improve the quality of teaching or language teaching. while the
curriculum is a guideline for teachers which if it has been ratified, will apply on a national scale.
Developing a language curriculum may start with determining what to teach followed by
determining how to teach it.

Curriculum Development Processes

Each one of the processes plays a central role in improving the quality of the teaching-learning
processes, they are:
1. Selection
Teaching a language to students must be based on their level of education in school. Like
teaching vocabulary at the elementary school level, we must choose words that are taught to
students whose difficulty level is different from those at the secondary school level.

2. Gradation
The process for grouping and sorting material from low to high level, for example, related to
grammar material. There are some criteria of developing grammatical syllabuses, they are:
a. Simplicity and centrality
It's good to teach grammar starting from an easy level, for example, a student who
already knows about the subject, verb, should make easy sentences containing s + v + o
first.
b. Frequency
Re-teaching low-level material to students who are at a higher level, so that students can
understand more
c. Learnability
Sorting grammar material from low level to higher level, for example, students must first
learn nouns, then teach verbs, adjectives, and so on up to the highest level