CURRICULUM 1984

Presented by:

Margaret (2223042015)
Nina Setiana (2223042016)
Ranti Pratiwi (2223042026)
Faqih Aulia Rahman (2223042030)

MASTER OF ENGLISH EDUCATION

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG 2022
 TABLE OF CONTENT

TABLE OF CONTENT ………………………………………………………...

…...ii
BACKGROUND……….…………………………....…………………………….…1

LITERATURE REVIEW …………………………………………….………….…3

2.1. History of Curriculum 1984 ……………………………………….….…3

2.2. Characteristics of Curriculum 1984………………………………….…..4
2.3. Approaches of Curriculum 1984…………………………………….…...6
2.4. Strengths and Weaknesses of Curriculum 1984……………..……….…..8
CONCLUSION …….………………………………..……………………...….…..10
REFERENCES ……….………………………………………….…………...........11
 BACKGROUND

The development of a curriculum is one of the essential components in the

implementation of education. The curriculum is a reference for learning and training
in education. Marsh (2000) stated that the curriculum is often defined as a product or
document which includes detail about goals, objectives, content, teaching techniques,
evaluation and assessment, and resources which are issued by the government.
Besides, the curriculum is an educational program that contains various teaching
materials and programmed learning experiences, systematically planned and designed
on the basic of applicable norms that are used as guidance in the learning process for
education personnel and students to achieve educational goals. Curriculum
development involves thinking in philosophy, psychology, science, technology, and
culture. Olivia (1992) stated that curriculum is changed by social forces,
philosophical positions, physiological principles, accumulating knowledge, and
educational leadership at its moment in history.

Doll (1974) stated that the commonly accepted definition of the curriculum

has changed from the content of courses of study and list of subjects and courses to

all the experiences which are offered to learners under the auspices or direction of the

school. It means that curriculum is something offered not what is given. Thus, the

curriculum is a product of its time, it is not static but changes to respond to the need

of the time. Furthermore, the curriculum is a set of education plan that needs to be

developed dynamically based on the demands and changes that happens in society.

Therefore, the concept of education in schools should be ideal and the curriculum

should talk about necessity, not a possibility.

 The curriculum in Indonesia is designed based on the foundation of Pancasila
and the 1945 constitution. In Indonesia’s History, the national education curriculum
has changed many times in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, and
2006. This transformation is a logical consequence of changes in the political,
sociocultural, economic, science, and technology systems in the society and nation.
Therefore, the government introduced a new curriculum in 1984, it was curriculum
1984. Curriculum 1984 emphasizes the process skill approach; it means teaching is to
teach the students how to learn. Curriculum 1984 introduced a credit system for high
school students to finish their studies. The course content of curriculum 1984 is the
same as that before, but a new subject called the history of national struggle was
introduced to the students from elementary school until the university level. Thus,
this paper discusses the curriculum in 1984.
 LITERATURE REVIEW

2.1. History of Curriculum 1984

Curriculum 1984 is known as a model of Curriculum model that applied the

active student active learning approach (CBSA). The 1984 curriculum was created

because the previous curriculum slows to respond to the progress in society. The

1984 curriculum was developed as a refinement of the 1975 curriculum. There was

three consideration in this development, the first is a change in political policy with

the stipulation of TAP MPR number II/MPR/1983 where it is stated the need for the

history of the nation's struggle as a compulsory subject at all levels of education. TAP

MPR is described in the Decree of the Minister of Education and Culture no.

0461/U/1983 dated October 22, 1983, stated the need for curriculum improvement.

The second is the result of the 1975 curriculum assessment between 1979 and 1981

which also includes the development of people's lives. Third, the results achieved by

the Pioneer School Development Project (1973 – 1984), the results of cognitive

studies, the success of the pioneering Professional Assistance to Teachers

emphasizing the Active Student Learning Approach (1978 – 1990), and the results of

the research (1979 – 1986) and the development of Process Skills (1980 – 1984).

The development of the 1984 curriculum was also based on the national

education goals stated in the TAP MPR number IV/MPR/1978 and number

II/MPR/1983, "National Education is based on the principle of Pancasila and aims to

increase the devotion to God Almighty, intelligence, skills, enhance character,

strengthen personality and strengthen the spirit of nationalism in order to grow

development humans who can build themselves and are jointly responsible for the
development of the nation. The Ministry of Education and Culture has carried out

several innovations at the primary and secondary education levels that lead to

teaching and learning approaches, methods, and strategies to achieve national

education goals. The 1984 curriculum divided high school students' subjects into core

programs and elective programs according to their interests and talents. The basic

changes in the curriculum from 1975 to 1984 curriculum are :

1. There are several elements in the 1983 GBHN that do not accommodate the

primary and secondary education curriculum.

2. There is a mismatch between curriculum materials in various fields of study

and the abilities of students.

3. There is a gap between the curriculum program and its implementation in

schools.

4. Too dense curriculum content that must be taught at almost every level.

5. The implementation of National Struggle History Education (PSPB) as a

stand-alone education sector starting from the childhood level to the high

school level including Education Outside School.

6. Procurement of new study programs (such as in high school) to meet the

needs of job development.

2.2 Characteristics of Curriculum 1984

The Indonesian English curriculum switched from a teacher-centered to a student-

centered one. Since 1954, the outdated curriculum has been used in schools to teach

and learn English. However, it was first deployed locally during the first phase of its

installation. English was taught using the Audio-Lingual Method from 1968 to 1975.

The curriculum 1984 is oriented to instructional goals, and learning in the classroom
must be functional and effective. The teaching approach was student-centered

through the students’ active learning system (CBSA) to improve students’

communicative competence. Therefore, the curriculum 1984 has characteristics as

follows:

1. Oriented to instructional goals, based on the view that providing learning

experiences to students in very limited study time at school must be truly

functional and effective.

2. The teaching approach is student-centered through Student active learning

(CBSA). CBSA is a teaching approach that provides opportunities for

students to be actively involved physically, mentally, intellectually, and

emotionally with the hope that students get the maximum learning experience,

both in the cognitive, affective, and psychomotor domains.

3. The subject matter is packaged using a spiral approach. Spiral is an approach

used in packaging teaching materials based on the depth and breadth of the

subject matter. The higher the grade and level of the school, the deeper and

wider the subject matter provided.

4. Instilling understanding before being given practice. The concepts that

students learn must be based on understanding, only then given practice after

understanding. To support the understanding of teaching aids as media are

used to help students understand the concepts they are learning.

5. The material is presented based on the level of readiness or maturity of

students. The provision of subject matter based on the level of students'

mental maturity and presentation at the elementary school level must go

through a concrete, semi-concrete, semi-abstract, and abstract approach by

 using an inductive approach from examples to conclusions. From easy to

difficult and from simple to complex.

6. Using a process skills approach. Process skills are a teaching and learning

approach that emphasizes the process of forming skills to acquire knowledge

and communicate the acquisition. The process skills approach is sought to be

carried out effectively and efficiently in achieving learning objectives.

2.3 Approaches of Curriculum 1984

The 1984 curriculum is influenced by the Humanistic, where the students as

individuals who can and are willing to actively seek, explore, and research their

environment. In this curriculum, the position of students is placed as a subject of

study. As the subject of the study, the students do the observation, classifying,

discussing, and reporting. The 1984 curriculum uses a process approach and goal

orientation. Besides, the 1984 curriculum carries a process skills approach. This

model is called Student Active Learning (CBSA) or Student Active Learning. The

CBSA approach focuses on student activity which is the core of learning activities

that are manifested in various forms of activities such as discussion, speech, and

debate. Teaching materials are based on the depth and length of education level. The

material is presented based on the level of readiness or maturity of the students.

Through the concrete, semi-concrete, semi-abstract, and abstract approaches using an

inductive approach.

The learning method uses the CBSA concept or in other words, students

become subjects of learning because students are given the opportunity to be

physically, mentally, intellectually, and emotionally active. The goal of English

learning in the 1984 curriculum is to prepare the students with English skills; reading,

listening, speaking, and writing. The teaching method from grammar translation and

direct methods become a communicative approach. The communicative approach is

using language as the mean of communication, to deliver the message or meaning

from one person to another person, from the speaker or writer to the listener or reader.

The form of language usage is always connected with the meaning, context factors,

and language situation. In the communicative approach, communicative competence

is defined in terms of expression, interpretation, and negotiation of meaning. It

includes knowing how to use a language for a wide range of purposes, knowing how

to vary the language according to the context, knowing how to produce and

understand different types of texts, and knowing how to communicate despite a lack

of proficiency in using effective communication strategies (Richards, 2006). The

communicative approach based on the teaching language theory stated that utterances

or sentences reveal the concept and the function. The Material used is based on

authentic material like newspapers and magazines and real conversation. The goal of

Teaching English in Curriculum 1984 is to bring back the communicative function in

English learning. Reading and conversation are no longer an exercise for structure but

a language experience to expand knowledge and skills in English. According to

Depdikbud (1984), the language elements being taught are :

1. Pronunciation, Teaching pronunciation or spelling, teaching phrase form and

good sentences, and vocabulary.

2. Dialogues, teaching the skill of using simple spoken English to express the

various functions of language communication.

3. Writing/composing, teaching the perfunctory ability to compose simple

sentences and paragraphs.

 The method in the 1984 is Audio-lingual Method (learn best through constant

repetition in the target language). The audio-lingual method focuses on the ability to

recognize, differentiate, and pronounce the phonemes of the target language,

vocabulary and structure mastering, the meaning of the target language, and the

mastery of the target language at the level of a native speaker. Speaking skills are

taught on the accuracy of pronunciation and the usage of grammar and the correct

response in the spoken language. Reading and writing skills are taught after the

spoken language is formed. In the audio-lingual method, the teaching material is the

assistance tool to train and develop the language being taught. The core of the

teaching process is on the teacher. This audio teaching material acts as an example of

pronunciation elements of language performed by native speakers. Thus, the media

used are audio-tape, computer programs, textbook printed. In 1984, English became a

compulsory subject to be taught for three years in junior high schools and for three

years in senior high schools.

2.4 Strengths and Weaknesses of Curriculum 1984

The strength of the curriculum 1984:

1. The curriculum 1984 is oriented to instructional goals, and learning in the

classroom must be functional and effective.

2. The teaching approach was student-centered through students’ active learning

system CBSA (Cara Belajar Siswa Aktif) to improve students’

communicative competence.

3. The subject matter uses a spiral approach, the higher the grade level, the more

subject matter is imposed on students.

 4. This curriculum contains materials and methods mentioned in detail so that

teachers and students easily implement them.

5. Student initiatives can be deeper in learning activities which are shown

through the courage to give opinions.

6. The involvement of students in learning activities that have taken place is

indicated by self-improvement in carrying out tasks.

7. Children can learn from direct experience.

8. The quality of interaction between students is very high, both intellectually

and socially.

9. Promote the necessary discussion skills by actively participating

The weaknesses of the curriculum 1984:

1. The learning process emphasizes the theory of learning and less attention to

the content of the lesson.

2. Many schools are less able to interpret CBSA.

3. There is a dependence of teachers and students on the material in a textbook

and the method is mentioned in detail it makes teachers and students not

creative to determine the right method and have very limited learning

resources.

4. Can be dominated by one or several students so that he rejects the opinions of

other participants.

5. Students who are smart will get smarter while those who are less intelligent

will be left behind.

6. The role of the teacher is more of a facilitator so the initiative and

responsibility of students or students in learning activities are very lacking.

 7. It takes a lot of time in learning so the subject matter cannot be completely

mastered by students.

CONCLUSION

The curriculum as a set of plans and systems about the contents and materials

to be taught as well as methods used to carry out teaching and learning activities at

school becomes guidance to achieve the education goals (at school, district, province,

and state level). Curriculum development is the organized preparation of whatever is

going to be taught in schools at a given time in a given year. They are made into

official documents, as guides for teachers, and made obligatory by provincial and

territorial departments. Indonesia had already changed its national curriculum several

times. These changes were made in response to the needs and challenges in each

period.

The curriculum shift in Indonesian schools is consistent with the present

reforms being made to learning and education, which are ongoing and never cease.

The changes are intended to raise the quality of their education and learning.

However, it is not deniable that the changes in a curriculum are affected by the

political atmosphere at the time. The overall concepts of the English language

curriculum in Indonesia emphasize communicative competence. In this paradigm,

communicative competence refers to the ability to make the effective communication.

In the 1984, the CBSA approach is used that focuses on student activity which is the

core of learning activities that are manifested in various forms of activities such as
discussion, speech, and debate. The goal of English learning in 1984 curriculum is to

prepare the students with English skills.

REFERENCES

Brown, D.H. (2001). Teaching by Principles: An Interactive Approach to Language

Pedagogy. Englewood Cliffs, N.J.: Prentice-Hall Inc.

Doll, Ronald C. (1974), Curriculum Improvement, Decision Making and Process.

Boston: Ally and Bacon, Inc

Dolowitz, D.P. and Marsh, D. (2000) Learning from Abroad: The Role of Policy
Transfer in Contemporary Policy-Making. Governance, 13, 5-24.

Littlewood, William. (1985). Communicative Language Teaching; An Introduction.

Cambridge: Cambridge University Press.

Olivia, P.F. (1992) Developing the Curriculum. New York: Harper.

Richards, J. C. (2006). Communicative Language Theory Today. New York:

Cambridge University Press.

Richards, J. C. & Rogers, T. S. (2001). Approaches and Methods in Language

Teaching. New York: Cambridge University Press