A PAPER

DEFINITIONS, CONCEPTS, FUNCTIONS, PURPOSES, AND PRINCIPLES OF THE

ENGLISH EDUCATION CURRICULUM; HISTORICAL BACKGROUND AND
DEVELOPMENT OF VARIOUS ENGLISH EDUCATION CURRICULA IN
INDONESIA

WRITTEN BY :

ATHA RIDA ZAFIRAH (A1B221047)

DANA AMANIA (A1B221048)

RAHMA MAULA IZAZI (A1B221049)

MARIA ELSA MAHARRANI (A1B221055)

JULIA EKA PUTRI (A1B221065)

LECTURER :

Dr. Dra. YELIA, M.Pd

JAMBI UNIVERSITY

2022
I. INTRODUCTION

The curriculum is a number of content plans which are a number of stages of learning
designed for students with instructions for educational institutions whose contents are in
the form of static or dynamic processes and competencies that must be possessed. The
definition of curriculum is constantly evolving in line with developments in educational
theory and practice.Not only the general curriculum, but also the curriculum in English
education in Indonesia.
The English Language Education Curriculum is everything that is learned about
English Language Education, both planned and unplanned. This English Education
Curriculum very important existence in education in Indonesia.One of them is as an
introductory medium in seeking knowledge globally. With the rapid development of
information and communication technology globally, many websites or information
sources are used, most of which use English as the language of instruction. This paper
contains what is the English Language Education Curriculum, the concepts in it, the
functions and objectives of this curriculum, as well as the principles contained therein, as
well as the historical background and development of the English Language Education
Curriculum in Indonesia.
It is hoped that this paper can be accepted by educators and readers as knowledge
about the English Education Curriculum in Indonesia. With this paper it is also hoped
that educators, especially language educators, can understand the objectives of this
curriculum effectively so that students are able to increase their knowledge and skills in
language and communication.

II. DISCUSSION
A. Definitions
Curriculum is organized into two, the curriculum is a number of content plans which
are a number of stages of learning designed for students with instructions for educational
institutions whose contents are in the form of static or dynamic processes and competencies
that must be possessed. Furthermore, the curriculum is the entire experience under the
guidance and direction of the educational institution which brings into learning condition.
Because the curriculum is a dynamic thing to adapt to the times, in this case the mastery or
teaching of foreign languages contributes to part of the curriculum, so that a curriculum on
English education is created.
The English Language Education Curriculum is everything that is learned about
English Language Education, both planned and unplanned.

B. Concepts
The concepts of the English Language Education Curriculum includes as a
substance that is seen as a learning plan for students or goals to be achieved, as a
system that is part of the school system, eduction and even society, and as field of
study by curriculum experts aiming to develop English Language Education.
In English gives students a crucial tool for intercultural communication, allowing
them to share cutting-edge scientific and technical knowledge, explore different
cultures, and foster a sense of global citizenship. It also helps students develop their
own unique personalities and skils. Students will better appreciate and comprehend
their own language and culture by learning English and studying other cultures.

C. Functions
English gives students a crucial tool for intercultural communication, allowing
them to share cutting-edge scientific and technical knowledge, explore different
cultures, and foster a sense of global citizenship. It also helps students develop their
own unique personalities and skills. Students will better appreciate and comprehend
their own language and culture by learning English and studying other cultures.

D. Purposes
1. The main purpose of English curriculum is to enable students to formulate and
develop their communicative competence through practice of listening, speaking,
reading, writing, and linguistics knowledge (pronunciation, vocabulary,
grammar).
2. The English curriculum enables students to have an overview of the landscape,
people and cultures of some English-speaking countries and other countries in the
 world, to have good attitudes and feelings toward those countries, their people,
cultures, and languages.
3. The English curriculum enables students to formulate and develop the qualities
and competencies necessary for employment, that are sense and responsibility,
career orientation and choice consistent with their capacities, interests and
adaptability in the context of the new industrial revolution.

E. Principles
Remember the implementation of English should be based on the principles of
teaching English itself. Brown (2007) says there are twelve principles of language
teaching which include, namely: Cognitive: (1) automation, (2) meaningful learning,
(3) anticipation of rewards, (4) intrinsic motivation, (5) strategic investment,
Affective, ( 6) language ego, (7) self-confidence, (8) risk taking, (9) language and
cultural relations, and Linguistics (10) the influence of mother tongue, (11) between
languages, and (12) communicative competence. announcement.

The principles above can be described as follows. The first principle is Cognitive:
(1) automation relates to how children acquire language naturally and under their
conscious threshold. When a child acquires his first language, the child will be able to
acquire language that comes from the surrounding environment, both from the family
environment and the community environment, without realizing that he is acquiring
language. Entering the language learning phase, children have consciously acquired
language by learning letters and phonemes in the second language they are learning.
The second principle, meaningful learning is related to whether students have
prior knowledge of what they will learn. Initial knowledge (schemata) is important
because by knowing some or all of the material to be studied, of course they will be
enthusiastic about learning so that the ultimate goal of this learning becomes
meaningful.
The third principle, the anticipation of rewards is related to the existence of
awards (rewards) to students. Giving this award will help the teacher in making
learning effective because usually when students are given an award they will become
motivated and enthusiastic in learning English. Giving this award should be done by
the teacher by alternating strategies.
The fourth principle, intrinsic motivation is related to encouragement from within
students to carry out various learning activities properly and appropriately. Intrinsic
motivation will arise from within students if the teacher always makes students aware
of the importance of learning English. By trying to provide this motivation students
will gradually become aware of the importance of English so that students will be
motivated to learn English.
The fifth principle, strategic investment is related to how students can allocate
time, effort and effort in learning English. In addition, for students to be successful in
learning English requires various preparations including the books used, the teacher
who teaches, and the methods used by the teacher.
The sixth principle, language ego is related to the identity that students have
towards the second language they learn. For example, when students learn English as
a second language, they will experience an identity crisis because they are developing
a second identity. Brown (2001:62) says that because of their fragility students should
treat them with gentleness and wisdom. The seventh principle, self-confidence is
related to the self-confidence possessed by students as capital in learning various
knowledge and skills in English. Students who have high confidence when learning
English mastery of vocabulary will tend to increase the more often they speak or
interact in English.
The eighth principle, risk taking is related to students' courage in using English
without fear of being wrong in using the English language. Taking risks for someone
who learns English especially his courage to use the target language will make him
confident and in the end he will master the English language.
The ninth principle, the relationship between language and culture is related to
students who will master English need to understand the relationship between
language and culture of the language they are learning. Language is an integral part of
culture, language exists because of culture. The more students get to know the culture
of a country, the more capable they are of learning and mastering the language they
are learning.
 The tenth principle, the influence of the mother tongue related to mastery of the
mother tongue plays an important role in mastering other languages. A student who
will learn English must first master the various vocabulary in his mother tongue.
According to Haugen in Chaer (2004: 86) knowing two or more languages means
bilingual." Furthermore, it is said that learning a second language, let alone a foreign
language, will not in itself have an influence on the original language.
The eleventh principle, between languages is related to the emphasis on the
influence of language forms on other languages. The pattern of language structure is
often different from one another. This difference has implications when translated
from the target language into the target language. An incorrect translation will change
the meaning of the language being translated, resulting in interference with the
language being translated.
The twelfth principle, communicative competence is related to how students are
able to communicate in accordance with the rules or rules that they have mastered.
Someone who has competence will be able to speak according to the situation and
conditions in which he speaks.

F. Historical Background English Education Curricula In Indonesia

Teaching English in Indonesia has been going on since the Dutch colonial era.
However, the teaching of English was abolished by the Japanese occupation
government. The abolition was part of the revision of the education system that had
been implemented by the Dutch colonial government. After Indonesia declared
independence in 1945, teaching English began again.The development of teaching
English was evident after Mr. Wachendorf, the first person to serve as Head of the
Inspectorate of the English Language Teaching Center at the Ministry of Education,
stated that English is the first foreign language that must be taught in secondary
schools in Indonesia.
The aim of teaching English, according to Wachendorf, is to equip students with
"working knowledge of English." Teaching English is strengthened by Decree No.
966 of 1967 of the Minister of Education and Culture, which is still valid today.The
ultimate goal of teaching English in the 1946, 1953, 1962, 1968, 1975, 1984, and
 1994 curricula for SMP/SLTP and the 1950, 1962, 1968, 1975, 1984, and 1994
curricula for SMA/SMU is, in principle, the same: to equip students with English
proficiency through mastery of skills in reading, listening, writing, and speaking.
However, in the 1984 and 1994 curricula, it was stated that the priority had changed
to: reading, listening, speaking, and writing.
The English language teaching program changes according to changes in the
curriculum to respond to the demands of educational developments in particular and
society in general, but still refers to the goals set in the curriculum. In terms of
curriculum changes, the teaching materials given to junior and senior high school
students from one curriculum to another are essentially the same; only the
presentation (packaging) is different. In addition, the teaching method used stated that
the change in method started from the grammar-translation method, the direct
method, the aural-oral approach, to the communicative approach.
All English teaching programs that have been regulated in the curriculum will not
be achieved without qualified teachers. For this reason, it is necessary to trace the
existence and development of teacher education institutions (LPG) to determine the
extent of their rolessary to trace the existence and development of teacher education
institutions (LPG) to determine the extent of their role. LPG, which was originally in
the form of in-service training, such as B-1, PGSLP, and PGSLA, the Teacher
Education Center, and the English Language Center, has changed to pre-service
training, such as STC, and the Teacher Education Program for tertiary level. (PTPG,
FKIP, IKIP, STKIP, Open University).

G. Development Of Various English Education Curricula In Indonesia

The development of the English Curriculum in Indonesia varies. This is evidenced
by changes in the curriculum since the emergence of the English Curriculum in 1975
until now. During this time period, Indonesia has experienced several curriculum
changes, including the 1975 Curriculum, the 1984 Curriculum, the 1994 Curriculum,
2004 Competency-based Curriculum (KBK), 2006 Education Unit Level Curriculum
(KTSP), the 2013 Curriculum, and the Merdeka Curriculum that released in February
2022.
 The development of the English Language Education Curriculum in Indonesia is
based on college, society, value systems, philosophy, psychology, politics, country
development, and science and technology (IPTEK). All curricula, including the
English Language Education Curriculum, are dynamic and are developed according
to the needs of students to build competence both now and in the future, so several
approaches are needed related to development of this curriculum. For example the
Audiolingual Approach found in the 1975 Curriculum, the Communicative Approach
which colored the 1984 to 1994 Curriculum, and the Communicative Approach and
Literacy Approach found in the 2004 (KBK) to 2006 (KTSP).

III. CONCLUSION
Curriculum is organized into two, the curriculum is a number of content plans
which are a number of stages of learning designed for students with instructions for
educational institutions whose contents are in the form of static or dynamic processes
and competencies that must be possessed. The English Language Education
Curriculum is a system that is part of the school system, eduction and society. It
provides students with a tool for intercultural communication, allowing them to share
cutting-edge scientific and technical knowledge, explore different cultures, and foster
a sense of global citizenship. It also helps students develop their own unique
personalities and skills. English is an important tool for intercultural communication,
allowing students to share knowledge, explore different cultures, and develop their
own unique personalities and skills.
The main purpose of the English curriculum is to enable students to develop
communicative competence through practice of listening, speaking, reading, writing,
and linguistics knowledge. There are twelve principles of language teaching which
include, namely: Cognitive: (1) automation, (2) meaningful learning, (3) anticipation
of rewards, (4) intrinsic motivation, (5) strategic investment, Affective, ( 6) language
ego, (7) self-confidence, (8) risk taking, (9) language and cultural relations, and
Linguistics (10) the influence of mother tongue, (11) between languages, and (12)
communicative competence. announcement.
 Teaching English in Indonesia has been going on since the Dutch colonial era, but
was abolished by the Japanese occupation government in 1945. After Indonesia
declared independence in 1945, teaching English began again and was strengthened
by Decree No. 966 of 1967. The ultimate goal of teaching English in the 1946, 1953,
1962, 1968, 1975, 1984, and 1994 curricula is to equip students with English
proficiency through mastery of skills in reading, listening, writing, and speaking. The
English language teaching program changes according to changes in the curriculum,
but still refers to the goals set in the curriculum. It is necessary to trace the existence
and development of teacher education institutions (LPG) to determine the extent of
their role. LPG has changed from in-service training to pre-service training, such as
STC and the Teacher Education Program for tertiary level.
The development of the English Curriculum in Indonesia is based on college,
society, value systems, philosophy, psychology, politics, country development, and
science and technology. Several approaches are needed to develop the curriculum,
such as the Audiolingual Approach, Communicative Approach, and Literacy
Approach.

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