RT.

MEETING 1
LANGUAGE CURRICULUM DEVELOPMENT
(CURRICULUM AND MATERIAL DEVELOPMENT)

Lecture: David Berthony Manalu, M.Pd

ARRANGED BY :

Name : Afrio Romualdo Guivarch Pasaribu

NPM : 1801030106
Group : PI.A2

ENGLISH EDUCATION PROGRAM STUDY

FACULTY OF TEACHER TRAINING AND EDUCATION
HKBP NOMMENSEN PEMATANG SIANTAR UNIVERSITY
2020
Preface

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 Praise and Gratitude go to God Almighty because for His blessings and inclusion, the
author is still in good health and can complete this paper on time.

The author is also grateful to those who helped me in writing and completing this paper,
especially to the lecturer who has provided many and complete references to make it easier for
the author to complete this paper.

The author realizes that there are still many shortcomings in writing this paper.
Therefore, the authors expect constructive criticism and suggestions from readers to improve
future paper writing.

Hopefully this paper can be useful for readers. Thank you very much.

Pematangsiantar, 5th October 2020

Writer

TABLE OF CONTENT

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Table of Contents
PREFACE 2
TABLE OF CONTENT 3
CHAPTER I INTRODUCTION 4
CHAPTER II DISCUSSION 6
DEFINITION 6
HISTORY OF CURRICULUM 7
CURRICULUM DESIGN PROCESS…………………………………………………………………………………………………………….9

CHAPTER III CONCLUSION……………………………………………………………………………………………………………………..10

REFERENCES………………………………………………………………………………………………………………………………………….11

CHAPTER I

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 INTRODUCTION

1. Background

In the world of education, the term curriculum is interpreted in different terms by experts.
Curriculum in the world of education as Ronald C. Doll said: "The school curriculum is a
process content, both formal and informal, which is intended for students to acquire knowledge
and understanding, develop skills and change the appreciation of attitudes and values with the
help of schools". Meanwhile, Maurice Dulton said "The curriculum is understood as experiences
that learners get under the auspices of the school".

From these definitions, the curriculum can be interpreted in three contexts, namely as a
number of subjects that must be taken by students, as a learning experience, and as a learning
program plan.

The definition of curriculum as a number of subjects that must be taken by students is a

curriculum concept that has colored many educational theories and practices until now. In this
sense the curriculum is often associated with efforts to obtain a diploma, while the diploma itself
is a description of the ability of a person who gets the certificate.

The definition of curriculum as a learning experience implies that the curriculum is all
activities carried out by students both inside and outside of school, as long as these activities are
under the responsibility and monitoring of the teacher (school).

The curriculum as a program / learning plan does not only contain program activities, but
also contains objectives that must be pursued along with evaluation tools to determine the
success of achieving goals, besides that it also contains tools or media that are expected to be
able to support the achievement of these goals. The curriculum as a plan is drawn up to smooth
the teaching and learning process under the guidance and responsibility of the school or
educational institution and its teaching staff.

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 So the curriculum is an educational program that contains various teaching materials and
learning experiences that are programmed, planned and systemically designed on the basis of
applicable norms which serve as guidelines in the learning process for educational staff and
students to achieve educational goals.

2. Problem
a. What is the definition of curriculum
b. How is the brief history of curriculum
c. How is the process of designing the Language Curriculum

3. Purpose
The purpose of this paper is to find out the definition of the Language Curriculum,
how is a brief history of the curriculum itself and how to design a Language
Curriculum.

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 CHAPTER II
DISCUSSION

1. Definition of Curriculum

The word curriculum comes from the Latin currere, which means a running competition
field. Curriculum can also come from the word curriculum which means a running course, and in
French it is known as charter which means to run. (BMPM, 2005: 1).

According to J. Galen Sailor and William M Alexander (1974: 74), the curriculum is
defined as a volume of judgments regarding the nature of education. The definition used also
influences haw curriculum will be planned and utilized.

In terminology, curriculum means an educational program containing various teaching

materials and learning experiences that are programmed, planned and systematically designed on
the basis of applicable norms and used as guidelines in the learning process for educators to
achieve educational goals (Dakir, 2004: 3) . According to Dakir, the curriculum contains all
programs that are run to support the learning process. The program that is poured out is not fixed
in terms of administration only but is related to the whole used for the learning process.

Curriculum is a structured series of intended learning outcomes. (Johnson,1967). Oriosky

and Smith (1978) said Curriculum is the substance of the school program. It is the content pupils
are expected to learn. Tanner and Tanner (1980), said Curriculum is the reconstruction of
knowledge and experience, systematically developed under the auspices of the school (or
university), to enable the learner to increase his or her control of knowledge and experience.
According to Oliva (1982), Curriculum is the plan or program for all experiences which the
learner encounters under the direction of the school. And finally in Peraturan Pemerintah (PP)
Nomor 32 Tahun 2013 tertulis “Kurikulum adalah seperangkat rencana dan pengaturan
mengenai tujuan, isi dan bahan pelajaran serta cara yang digunakan sebagai pedoman
penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu.

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 2. Brief History of Curriculum
 In 1576, the first known use is an educational context is in the ‘Professio Regia’, a
work by Professor Petrus Ramus (University of Paris)
 In 1582, the term subsequently appears in University of Leiden
 17th Century The University of Glasgow also referred to its “course” of study as a
“curriculum”
 19th Century, European universities routinely referred to their curriculum to
describe both the complete course of study (as for a degree in surgery) and
particular courses and their content.

The history of curriculum development in language teaching starts with the notion
of syllabus design. Syllabus design is one aspect of curriculum development but it is not identical
with it. A syllabus is a specification of the content of a course of instruction and lists what will
be taught and tested. Thus the syllabus for a speaking course might specify the kinds of oral
skills that will be taught and practiced during the course, the functions, topics or other aspects of
conversation that will be taught, and the order in which they will appear in the course. Syllabus
design is the process of developing a syllabus. Curriculum development is a more comprehensive
process than syllabus design. It includes the processes that are used to determine the needs of a
group of learners, to develop aims or objectives for a program to address those needs, to
determine an appropriate syllabus, course structure, teaching methods, and materials, and to
carry out an evaluation of the language program that results from these processes. Curriculum
development in language teaching as we know it today really began in the 1960s, though issues
of syllabus design emerged as a major factor in language teaching much earlier.
If we look back at the history of language teaching throughout the twentieth
century, much of impetus for changes in approaches to language teaching came about from
changes in teaching methods. The method concept in teaching – the notion of a systematic set of
teaching practices based on a particular theory of language and language learning – is a powerful
one and the quest for better methods has been a preoccupation of many teachers and applied
linguists since the beginning of the twentieth century. Many methods have come and gone in last
100 years in pursuit on of the “best method”, as the following chronology illustrates, with dates
suggesting periods of greatest dominance:

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  Grammar Translation Method (1800-1900)
 Direct Method (1890-1930)
 Structural Method (1930-1960)
 Reading Method (1920-1950)
 Audiolingual Method (1950-1970)
 Situational Method (1950-1970)
 Communicative Approach (1970-present)

Mackey (1965, 151) commented that although there has been a preference for
particular methods at different times, methods often continue in some form long after they have
fallen out of favor; this observation is still true today, with grammar translation still alive and
well in some parts of the world. Common to each method is the belief that the teaching practices
it supports provide a more effective and theoretically sound basis for teaching than the methods
that preceded it. The characteristics of many of the methods listed above have been described
elsewhere and need not concern us further here (e.g., Richards and Rodgers 1986). But it is
important to recognize that although methods are specifications for the processes of instruction
in language teaching – that is , question of how – they also make assumptions about what needs
to be taught, that is content of instruction. For example, the oral-based method known as the
Direct Method, which developed in opposition to the Grammar Translation Method in the late
nineteenth century, prescribes not only the way a language should be taught, with an emphasis
on the exclusive use of the target language, intensive question-and-answer teaching techniques,
and demonstration and dramatization to communicate meanings of words; it also prescribes the
vocabulary and grammar to be taught and the order in which it should be presented. The Direct
Method hence assumes a particular type of syllabus. However, as new methods emerged to
replace the Grammar Translation Method, the initial concern was not with syllabus questions but
with approaches to teaching and methodological principles that could be used to support an oral-
based target language-driven methodology. Harold Palmer, the prominent British applied linguist
who laid the foundations for the Structural Method in the 1920s, summarized the principles of
language teaching methodology at that time as follows:
1. Initial preparation – orienting the students toward language learning
2. Habit forming – establishing correct habits

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 3. Curriculum Design Process
1. Parts of the Curriculum Design Process

Curriculum design can be seen as a kind of writing activity and as such it can
usefully be studied as a process. The typical sub-processes of the writing process (gathering
ideas, ordering ideas, ideas to text, reviewing, editing) can be applied to curriculum design, but it
makes it easier to draw on current curriculum design theory and practice if a different set of parts
is used. There is a wide range of factors to consider when designing a course. These include the
learners’ present knowledge and lacks, the resources available including time, the skill of the
teachers, the curriculum designers’ strengths and limitations, and principles of teaching and
learning. If factors such as these are not considered then the course may be unsuited to the
situation and learners for which it is used, and may be ineffective and inefficient as a means of
encouraging learning. In the curriculum design process these factors are considered in three sub-
processes, environment analysis, needs analysis and the application of principles. The result of
environment analysis is a ranked list of factors and a consideration of the effects of these factors
on the design. The result of need analysis is a realistic list of language, ideas or skill items, as a
result of considering the present proficiency, future needs and wants of the learners. The
application of principles involves first of all deciding on the most important principles to apply
and monitoring their application through the whole design process. The result of applying
principles is a course where learning is given the greatest support.
Language courses must give consideration to the language content of a course even if
this is not presented in the course as a discrete item. Consideration of content makes sure that
there is something useful for the learners to learn to advance their control of the language, that
they are getting the best return for learning effort in terms of the usefulness of what they will
meet in the course, and that they are covering all the things they need to cover for a balanced
knowledge of the language.

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 CHAPTER III
CONCLUSION

Curriculum development is defined as planned, a purposeful, progressive, and systematic

process to create positive improvements in the educational system. Every time there are changes
or developments happening around the world, the school curricula are affected. There is a need
to update them to address the society’s needs. The definition of curriculum is a teaching and
learning design program guided by educators and students.

From a very strategic and fundamental role in the running of good education, the
curriculum has a role in achieving goals because whether or not a curriculum is good or not is
seen from the process and results of the achievements that have been taken. Curriculum comes
from English, namely Curriculum which means lesson plan, where Curriculum comes from Latin
Curare which has many meanings such as running fast, progressing fast, undergoing and trying

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 REFERENCES

White, R. (1988). The ELT Curriculum: Design, Innovation and Management. Oxford: Basil
Blackwell.

Nation, I.S.P., & Macalister, J. (2010). Language Curriculum Design. New York: Routledge

Richards, J. C. (2001). Curriculum Development in Language Teaching. New York: Cambridge

https://www.silabus.web.id/pengertian-kurikulum/

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