CURRICULUM AND SYLLABUS DESIGN

Concepts of the Terms

We have many definitions of the terms as provided by
many experts of education. Those definitions and
interpretations seem different among experts of
education because of the differences in the points of
views. Apart from that, curriculums are always revised
and deeply developed from time to time which makes it
different due to the time shifts of the periods and the
century.
• Anyway, curriculum will help you to attain competence
of objectives of education and the current trends in
education in an evaluation of curriculum plans at all
levels of education including elementary, secondary, and
high school, as well as those in community colleges,
universities, and adult education.
• In this occasion, curriculum may refer to mean:
• A school’s written courses of study;
• The subject matters taught to the students;
• The courses offered in a school;
• The planned experiences of the learners under the
guidance of the school;
• Among those definitions are:
• The term is derived from Latin language “curriculae” which means as a
“certain distance should be covered by an athlete”. At that period the term
means as a range of certain time and period in education that should be
completed by a students to obtain a certificate. In other words, curriculum
means as a bridge to be taken by a student to arrive at a finish line of his
struggle. His final struggle is rewarded through the giving of a certificate.
 Curriculum is “certain numbers of the subjects to
be taken by the students for obtaining a number
of knowledge”. The subjects in this case is
regarded as a learning experience that should be
followed by the students which have been
systematically presented in a written document
done by an authority of the state.
 Curriculum is “systematic program of education
provided by the state for the society”. Through
that program, people may establish many
activities of teaching and learning.
 By curriculum we mean to provide the people with teaching-
learning environment in order to yield a change of attitudes
and behavior. So, everything in concern with teaching and
learning should be arranged in suitable order to reach the
significant values of transformation;
 Therefore, curriculum is not merely about the certain subject-
matters, but it is everything that can develop the students’
potentials such as: school-buildings, classrooms, library,
laboratory, school yard, teachers, administrative staffs,
principal, media of instruction, means and facilities of teaching
and learning activities;
 Really, curriculum does not concern with the class activities
and the subjects, since it is what syllabus does;
 Curriculum manages the outline of the course and does not talk
about teaching in detail, it is the syllabus does.
• Curriculum is interpreted to mean all of the organized
courses, activities, administrative, and experiences which
students have under the coordination of school.
• Curriculum is an educational program which is seriously
planned to be implemented in a real class atmosphere to
achieve the goal.
• School as a site where education is implemented based
its realization on four subsystems: (1) teaching, (2)
learning, (3) instruction, (4) and curriculum;
• School is a center of instruction, where curriculum
provides guidelines and orientation.
 Curriculum is that what are taught at schools, it is
a set of subjects, it is a set of materials, it is a set
of sequences of timetable, it is a set of
performance objectives, it is a set of series of
learning experience undertaken by the learners;
 Curriculum is all students’ instructional
experiences under the guidance of a teacher.
Thereby, curriculum is regarded as a
comprehensive plan for priding sets of learning
opportunity for persons to be well educated;
 It is based on UUSPN No. 20 thn 2003:
“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”.
• CURRICULUM IS AS A MEANS OF GAINING THE
ULTIMATE GOAL OF NATIONAL EDUCATION THAT IS TO
SHARPEN THE LIFE OF THE NATION AND TO DEVELOP
INDONESIAN PEOPLE IN TOTALITY WHICH IS BASED ON
FAITH AND DEVOUT TO THE ALMIGHTY GOD THAT IS
GOOD CHARACTER, KNOWLEDGEABLE AND SKILLFUL,
HEALTHY PHYSICAL AND SPIRITUAL.
• For teachers Curriculum functions as: (i) a
guidelines of planning and organizing a
learning experience for the learners, (ii)
as a guidelines of evaluating the students
advancement in terms of their learning
experience, and (iii) as a reference of
conducting teaching-learning activity
• A curriculum may consist of the
following components:
• Goal of what to achieve;
• Materials of what to teach;
• Organization of how to teach;
• Evaluation of what to measure;
• I n 2 0 0 3 t h e c e nte r o f t h e go ve r n m e nt
h a s d e ve l o p e d n ew C u r r i c u l u m w h i c h
i s l a b e l e d “ C B C ” sta n d s fo r
“ C o m p e te n c e - b a s e d C u r r i c u l u m ”. T h i s
c u r r i c u l u m wa s d e s i g n e d b y t h e
O ffi c e o f M i n i ste r i a l Ed u cati o n i n
J a ka r ta . T h i s c u r r i c u l u m wa s
d e s i g n e d b a s e d o n sta n d a rd i ze d
co m p e te n c e a n d b a s i c c o m p e te n c e
t h at s h o u l d b e m a ste re d b y t h e
st u d e nt s .
• In 2006, the Ministerial Office of Education has issued new
curriculum which is labelled “School Curriculum” or in
bahasa Indonesia KTSP. This newly made curriculum is
designed due to certain standard of competence and basic
competence that is the same as in CBC. Then this new
curriculum is given to the school authority to be
implemented.
• This new curriculum gives full authority to the schools
to implement and develops the curriculum due to
potential of the school and the local wisdoms. So this
curriculum is as a result of teacher’s creation based on
standardized contents and standardized competence.
• Then this national curriculum becomes an
operational curriculum for it makes teachers to
be capable to design their own school curriculum
(new curriculum) which is based on the needs
and condition of the school. The curriculum is
due to standardized contents which covers:
structures, subject-matters, and hours of
learning.
 A Competence-based Curriculum starts with an
identification of the competencies each learner is
expected to master. It is quite different than the
previous curriculum which was made on material-
based approach. This competence-based curriculum
has long been developed and implemented in
Singapore, Australia, and England. This CBC is as
an anticipation of global competition and science
transformation.
• White (1988) states that “curriculum refers to the
totality of contents to be taught and aims to be
realized within one school or educational system”.
And in USA “curriculum tends to be synonymous with
syllabus. On the one hand, curriculum may be viewed
as the “program of activities, i.e. the course to be run
by the pupil in being educated”. To me curriculum is a
grand design of teaching and learning activities done
by teachers under the auspices of school which covers
the objective, content, methods, evaluation.
 Curriculum is a grand design of activities that are
provided for the students. The term curriculum
refers to all experiences of the students for which
the school accepts responsibility;
 Curriculum is a planned and organized series of
learning experiences, and activities which is made
available for students to achieved defined
educational objectives.
 Curriculum is a general platform of education
which consists of national education goal
based on political policy and socio-cultures of
the society. It is developed in line with the
progress of science and technology, and
national development.
 It is a general guidelines to carry out national
education consists of all subjects to be
accomplished by the students in a certain
period of time due to national education goal.
SYLLABUS
 An instructor should pay closed attention to the
curriculum for it is a guidelines of conducting national
education to obtain the goal of national development;
 Then syllabus is the second priority since it is more
specific and more concrete than curriculum. A
curriculum consists of many syllabus. A curriculum
covers all school program of all subject-matters, but a
syllabus is only for one subject-matter;
 Curriculum includes: goal/objective, contents,
resources, all experiences of learning, and final
evaluation, whereas syllabus is a concrete statement
of the plan of any part of the curriculum;
 Syllabus is a part of curriculum, where it clarifies the
statement of the objectives of teaching and learning.
Curriculum clarifies the statement of the goals of national
education in terms of many components, such as:
goal/objective, subject-matters, methodology, standard of
competence, basic competence, and final evaluation;
 Syllabus certifies the materials of teaching and learning,
and it states the activities of teaching and learning done
by a teacher in the classroom. It also involves the goal of
teaching, indicator, theme/subthemes, activity of learning,
evaluation, and times allocation;
 MODELS OF CURRICULUM
 In this case, we identify four models of curriculum: (1)
sequential model, (2) sequential model with feedback, (3)
dynamic model, and (4) interactive model;
 Sequential curriculum model will follow the following
description:
 (1) Objective – Learning experience – Organization of
Learning Experience – System of Evaluation;
 (2) Objective – Learning experience – Organization of
Learning experience – Evaluation – Feedback;
 (3) Objective – Learning experience – Organization of
Learning experience – Evaluation;
 (4) Objective – context – LE – context – Organization of LE
– context – Evaluation;
 Curriculum Development
• Principles of Curriculum Development: (1) Relevance, (2)
Effectiveness, (3) Efficiency, (4) Flexibility
• The development of curriculum should be relevant with
the people’s needs in line with the needs of the future,
because education is a long investment;
• It signifies that what we give now to students will provide
results in the next future not for the current moment;
• Therefore, curriculum should be future-oriented;
• When developing curriculum, we should make a
significant need analysis for the current time and in
relevance to the coming time;
• Curriculum should be designed effectively to achieve its main
goal and in relation with the people’s needs. In this matter, it is
necessary to develop the subject-matters according to students’
interests. The teaching and learning activities should be focused
on students, because students are the center of instructional
activities and teacher is as a facilitator. It is to make teaching-
learning running effectively;
• In teaching-learning activity, teacher should design the lesson
plan efficiently. It means that teacher should manage the time
allocation as efficient as possible to get the goal of teaching. It
means that teaching should be conducted through suitable
approach, method, procedure and technique. So a teacher
should develop better technology of education in terms of the
advancement of science and technology;
 A DESIGN OF CURRICULUM SHOULD BE FLEXIBLE,
WHERE IT CAN ACCOMMODATE THE NEEDS OF
ENVIRONMENT WHERE SCHOOLS ARE LOCATED.
THEREFORE, A CURRICULUM MAY INDICATE TO
INCLUDE A LOCAL CONTENT OR LOCAL WISDOM.
A LOCAL CONTENT MAY BE DIFFERENT FOR
EVERY SCHOOL, WHERE IT DEPENDS ON THE
CHARACTERISTICS AND STRENGTHS OF THE
REGIONS. THE INSTRUCTIONAL MATERIAL OF
THE SCHOOLS ARE DETERMINED BY THE
SCHOOLS THEMSELVES.
 Language Teaching Syllabus
 An instructor of language teaching actually should pay closed
attention to curriculum and syllabus, that is to know what to
teach for it is a great guidelines of conducting teaching and
learning;
 An instructor will make a selection on the certain material as
resource of learning experience for the students;
 An instructor will make consideration concerning the strategy
how to pass on the materials to the learners, that is in line with
the suitable approach, methods, techniques, and procedures;
 Then an instructor makes a decision who will the participants
of the teaching and learning;
 Finally, an instructor will make reflection towards the teaching
and learning, that is to measure the students’ mastery level of
certain subject-matters. In this occasion, an evaluation is badly
needed to obtain significant information concerning students’
progress;
 Kinds of Syllabus
 (1). Structural Syllabus
 Structural syllabus consists of sentence patterns or
grammatical patterns to be taught. In other words,
structural syllabus will facilitates the lists of
language components to be presented. This kind of
syllabus is regarded as an implementation of
structural linguistics or structural grammar which
focuses its instruction on the form of language. Its
orientation is on the analysis of a language where
language is considered as a system of rules. The use
of analysis is as a resource of knowing the language,
that is what a language is rather than how to use a
language.
General Specific Activity Material Evaluation
Instructiona Instructional
l Goal Goal
Express Make 1. Write Simple 1. Write
language sentences and words and present words to
components paragraphs put it into tense, simple be
based on based on sentences; past tense sentence;
grammatical grammatical 2. Write 2. Fill in the
structures; structures sentences blank
and space to
paragraph be good
grammatic paragraph;
ally 3. Write
simple
present
tense to
be simple
past tense
• (2) NOTIONAL/FUNCTIONAL SYLLABUS
• THIS SYLLABUS BASES ITS ORIENTATION ON THE FUNCTION
OF LANGUAGE NOT ON THE STRUCTURAL ANALYSIS OF A
LANGUAGE. SINCE IT IS A LANGUAGE FUNCTION BASED-
APPROACH OF LANGUAGE TEACHING, SO IT IS PRIMARILY
CONCERNED WITH THE NOTION (MEANING) OF LANGUAGE
NOT ON GRAMMATICAL STRUCTURES.
• THIS SYLLABUS IS CONCENTRATED ON HOW TO USE A
LANGUAGE IN AN AUTHENTIC COMMUNICATION. IN THIS
CASE, GRAMMAR IS REGARDED AS A RESOURCE FOR
EXPRESSING MEANING OR MEANING-MAKING NOT AS A
RESOURCE OF RULES LIKE IN STRUCTURAL SYLLABUS;
• THIS SYLLABUS APPLIES COMMUNICATIVE APPROACH IN
LANGUAGE TEACHING;
• FUNCTIONAL SYLLABUS IS LABELED NOTIONAL SYLLABUS AS
WELL. IN THIS SYLLABUS, AN INSTRUCTION IS HIGHLY RELATED
TO THE USE OF LANGUAGE AND GRAMMATICAL STRUCTURES
AND OTHER LANGUAGE COMPONENTS ARE ASSUMED AS A
MEANS OF SUPPORT THE COMPLETION OF LANGUAGE USE IN A
REAL COMMUNICATIVE EVENT;
• LANGUAGE FORM IS SUPPOSED TO SUPPORT SPEECH ACTS
WHERE NOTION (MEANING) ARE THE CORE BUSINESS,
BECAUSE WHENEVER NOTIONS ARE IGNORED
COMMUNICATION CANNOT BE ESTABLISHED, BECAUSE NOTION
IS VERY ESSENTIAL IN LANGUAGE USE;
• IN FUNCTIONAL SYLLABUS GRAMMATICAL STRUCTURES ARE
INTRODUCED INDUCTIVELY NOT DEDUCTIVELY AS IN
STRUCTURAL SYLLABUS AND MEANING CAN BE INTRODUCED
THROUGH CONTEXTS;
THE ADVANTAGES OF THIS SYLLABUS IS BECAUSE IT PRESENTS
LANGUAGE USE IN REAL SITUATION OF COMMUNICATION
WHERE IT IS NOT INTRODUCED IN STRUCTURAL SYLLABUS;
IN THIS SYLLABUS, LANGUAGE LEARNERS ARE ASSUMED TO BE
ABLE TO IDENTIFY THE USE OF LANGUAGE PATTERNS WHICH
ARE REALIZED IN A REAL SITUATION OF COMMUNICATION;
IN THIS SYLLABUS, STUDENTS ARE HOPED TO BE ABLE TO
PARTICIPATE IN AN AUTHENTIC DISCOURSE SUCH AS A
CONVERSATION WHERE ENGLISH IS THE ONLY MEDIA OF
COMMUNICATION;
IN THIS SYLLABUS, STUDENTS ARE HIGHLY EXPECTED TO BE
ABLE TO USE ENGLISH AS A MEAN OF COMMUNICATION THAT
IS, IT IS USED IN THE TRANSACTION OF GOODS-SERVICES, AND
INFORMATION;
• IN FUNCTIONAL SYLLABUS LANGUAGE IS NOT ONLY A MEANS OF
MESSAGE TRANSMISSION, BUT ALSO AS A MEANS OF REALIZATION OF
A NEGOTIATION IN INTERPERSONAL RELATIONSHIP AMONG PEOPLE;
• IN THIS MATTER, LANGUAGE IS SEEN AS A STRUCTURE OF SPEECH IN
SEMANTIC ORGANIZATION, THAT IS, IT IS IN CONCERN WITH
LANGUAGE METAFUNCTION WHERE NOTION PLAYS THE MOST
SIGNIFICANT ROLE IN THREE REGISTER VARIABLES, SUCH AS: (1) FIELD,
(2) TENOR, (3) MODE;
• FIELD REFERS TO WHAT IS GOING ON OF SUBJECT MATTERS WHERE IT
YIELDS AN IDEATIONAL MEANINGS;
• TENOR REFERS TO THE SOCIAL RELATIONSHIPS BETWEEN THOSE
TAKING PARTS IN AN INTERACTION WHERE IT INTRODUCES
INTERPERSONAL MEANINGS;
• MODE REFERS TO HOW LANGUAGE IS BEING USED WHETHER THE
CHANNEL OF COMMUNICATION IS SPOKEN OR WRITTEN (ACTION OR
REFLECTION) WHERE IT PRODUCES A TEXTUAL MEANING;
• In Functional Syllabus, language is seen as a resource for
making meaning. Grammar in Functional Syllabus attempts
to describe language in actual use and so the focus is on
texts and their contexts. They are concerned not only with
the grammatical structures but also with how those
structures construct meaning. Functional Syllabus starts
with a question: “How are the meanings realized?
• Functional Syllabus introduces models of language that
helps us understand how texts work to make meaning,
because meanings are inclusive in texts and a text contains
context. So meanings are introduced through text and
context connection in relation to semantic perspective;
General Specific Activity Material Dur Evalu
Instructional Instructional atio ation
Goal Goal n
Ss understand Ss Ss say Skill: listening 45’
the use understand “greeting to interactional
functional skills how to use and text about
functional addressing” greeting and
skills in in an addressing:
speech acts interactional -Good night;
settings - How are you?
- I’m fine,
thank
- Goodbye
- See you
• (3) Situational Syllabus
• This syllabus comprises list of situation where
English language is used as a means of
communication;
• In that situation, it involves several participants in
an activity of a situation;
• Language that is used in that particular situation
involves speech functions established in
discourse;
• The purpose of this syllabus is to teach language
in a certain situation;
• The situation can be in the current time or in the
future time, where it depends on the students’
needs;
• THE FOLLOWING LISTS ARE EXAMPLES OF
SITUATIONS PROPOSED IN SITUATIONAL
SYLLABUS:
• THE PET SHOP
• ON THE DIET
• THE WEDDING
• A WAY FROM HOME
• THE UNIVERSE
• GAMES AND FUN
• HIKING
• AT SCHOOL
• GOING TO DOWNTOWN
• AT THE DEPARTMENT STORE
 (4) Skill-based Syllabus
 This syllabus consists of various language skills that
can be applied in communication;
 The goal of this syllabus is to teach language skills
to students to make them master language skills;
 Those language skills are: (1) listening, (2)
speaking, (3) reading, and (4) reading;
 Skill-based Syllabus also exposes students to various
language components and other sub-language skills;
 This syllabus also proposes various types of texts to
be learned by the students;
 The text types can be Narrative, descriptive,
Recount, Expository, Procedures, Argumentative,
Report, Interactive, etc.
 The followings are examples of various reading
skills proposed by Skill-based Syllabus:
 Reading for general information;
 Reading for explicit main idea;
 Reading for implicit main idea;
 Reading for explicit detail information;
 Reading for implicit detail information;
 Reading for specific information;
 Reading for a specific fact;
 Reading for pleasure;
 Reading for fact and opinion;
 Reading for reference, etc;
• (5) TASK-BASED SYLLABUS
• THIS SYLLABUS PROPOSES TASK-BASED APPROACH TO
BE LEARNED BY THE PARTICIPANTS;
• THIS SYLLABUS BASES ITS APPROACH ON THE USE OF
TARGET LANGUAGE;
• THE GOAL OF THIS SYLLABUS IS TO EXPOSE STUDENTS
TO VARIOUS TASKS TO BE COMPLETED BY THE
LEARNERS;
• IN THE COMPLETION OF THE TASKS, THE TARGET
LANGUAGE (ENGLISH) IS THE ONLY MEANS OF
COMMUNICATION;
• IN THIS SYLLABUS, TASKS COMPLETION IS THE PRIME
PRIORITY WHILE LEARNING THE TARGET LANGUAGE IS
THE SECOND PRIORITY;
 Here are the examples of Task-based Syllabus:
 Planning a Class Picnic;
 Planning a class Study Tour;
 Filling out Application Forms;
 Writing Various Types of Letters;
 Planning a Discussion Group;
 Completing Reading Tasks;
 Writing Term Papers for Content Courses;
 Planning a Class Discourse, etc;
 (6) Content-based Syllabus
 Actually, this syllabus is not a language class syllabus;
 The main goal of this syllabus is to teach a subject-
matter by using the target language as the only
means of communication in the class;
 In this case for example, English is used in the
teaching of biology subject;
 The purpose is not to teaching English, but to
teaching the biology subject;
 Because English is used in this teaching biology, so
the students are exposed to English;
 By exposing students to English, this will make them
acquire the English language;
• (7) COMPETENCE-BASED SYLLABUS
• LANGUAGE IS A CENTER OF THE DEVELOPMENT OF
INTELLECTUAL, SOCIAL, EMOTIONAL, AND CULTURE
WHICH ARE REGARDED AS KEY POINT OF SUCCESS TO
ALL SUBJECT-MATTERS;
• BECAUSE LANGUAGE PLAYS A KEY POSITION IN VARIOUS
ASPECTS OF THE DEVELOPMENT OF HUMAN
RESOURCES, SO IT IS NECESSARY TO PREPARE THE
LEARNERS FOR AN ACHIEVEMENT OF SIGNIFICANT
COMPETENCE;
• COMPETENCE MEANS TO MAKE LEARNERS TO BE ABLE
TO EXPRESS THOUGHTS AND FEELING THEN TO REFLECT
THEIR EXPERIENCES;
• COMPETENCE MEANS TO MAKE SOMEONE TO BE ABLE
TO PARTICIPATE IN A COMMUNITY WHERE THE TARGET
LANGUAGE IS SPOKEN WIDELY;
• In this model of curriculum and syllabus, we have: (1)
several models of language competences, (2) models of
language, (3) levels of literacy, and (4) the nature of oral
and spoken language;
• As far as it is recognized that we can identify several
models of competences in terms of language
competence viewed from various perspectives;
• In this curriculum and syllabus, the models of language
competence are in relation with the perspective of
language pedagogy which has developed since Canale
and Swain model;
• The model that we use now is referred to Celce-Murcia,
et al (1995) where language is regarded as a means of
communication, not merely as a set of rules;
 (1) Model of Language Competence
 The model of language competence we use is in line with
the model that language is as a means of communication
not merely as a set of rules;
 As the implication of this perspective, we need to
prepare the learners to be able to communicate with the
target language and participating in the community
where the target language is spoken;
 This model of language competence is labeled
“Communicative Competence” (Celce-Murcia, et al
(1995);
 In this case, the learners expect to achieve the
“Communicative Competence” since it is to make them
smart to use the language in an interpersonal
relationship and participating in the language community
interaction where the target language is spoken;
 The model which is named ‘communicative
competence’ comprises strategic competence
that covers (a) socio-cultural competence, (b)
linguistic competence, and (c) actional
competence;
 But the core competence of these several
competences is ‘Discourse Competence’ meaning
that the primary goal of language teaching and
learning is to achieve ‘Discourse Competence’;
 Discourse competence is supported by strategic
competence that consists of socio-cultural
competence, linguistic competence, and actional
competence;
• When people involve in communication orally or in written
form, that person involves in discourse. The core business in
discourse is negotiating meaning, and whatever the
meaning a person (he/she) makes will always be related to a
context that is context of culture and context of situation;
• Taking part in a discourse (conversation) or in reading and
writing will automatically activate the discourse competence
where this competence will apply a set of strategy or a set
of procedures;
• Discourse competence (communicative competence) will
only be achieved whenever a person has supporting
competence, such as linguistic competence, speech act
competence and rhetoric competence (actional
competence), socio-cultural competence, and the strategic
competence;
• Here, discourse competence is the primary goal of language
teaching and learning;
• In this syllabus, there will be five components that
covers the communicative competence or in specific
term it is discourse competence;
• Those five components are (1) strategic competence,
(2) socio-cultural competence, (3) linguistic
competence, (4) actional competence: speech acts
and rhetoric, and (5) discourse competence;
• Therefore, the results of language teaching and
learning should be formulated based on these five
components of communicative competence;
• In general, the ultimate goal of language teaching is
to obtain the communicative competence or in
particular it is discourse competence;
• Those communicative competences are realized in
actional competences, i.e. speech acts competence
and rhetoric competence;
• (8) A Combination of Syllabuses
• A teacher may apply a combination of syllabuses, because
we seldom find a teacher only applies one singular type
of syllabus while teaching foreign or second language;
• The reasons of using combination of syllabuses are:
• (1) Whenever the goal of teaching a foreign language is to
make the participants to be able to communicate with the
target language, so the syllabuses used are
Functional/Notional syllabus and Situational syllabus;
• (2) But whenever the goal of teaching a foreign language
is to make students capable to communicate and master
the language patterns, so the syllabuses used are a
combination of: Functional, Structural, and Situational
syllabus
SYLLABUS SPECIMEN
SCHOOL UNIT : SECONDARY SCHOOL
COURSE : ENGLISH
YEAR/LEVEL :3
SKILLS : SPEAKING
STANDARD OF COMPETENCE : SS EXPRESS MEANING OF INTERPERSONAL
TEXT AND THE MONOLOGUE FOR COMMUNICATION AIMS
TIME ALLOTMENT : 6X4X4X45’

Basic Indicator Material Activity Evaluatio Resources

Competenc n
e
Doing 1. Express: -Hi, Hallo Saying: -Oral test Realization
speech acts -Good addressing - Written of
by giving greeting morning , greeting, and Negotiation
response of and -Howdy introducin process in Casual
interperson addressi -Hi, I’m g, Conversation
al meaning ng fine, thanking, (Bahing,2007
and 2. Respond thanks apologizin )
monologue the -Ok. Bye g, and
text meaning see you leave-
of taking
interper
 Curriculum is a grand design of students’
experiences in teaching and learning activity;
 Curriculum is an organized series of learning
experiences to achieve educational objectives;
 Syllabus is a specific statement of the plan for
any part of the curriculum;
 Syllabus is a part of curriculum;
 Curriculum covers syllabus, but syllabus cannot
cover curriculum;
 Syllabus covers every subject-matter;
 Every subject-matter has one syllabus;
• Theoretically, curriculum is “all the learning which is
planned and guided by the school, whether it is
carried out in groups or individually, inside or
outside the school”
• Curriculum as a body of knowledge to be
transmitted;
• Curriculum as an attempt to achieve certain ends or
goals in students that is as a product;
• Curriculum as a process
• Curriculum as praxis
• The theory – the practice – productive
• Syllabus – process: praxis – product
Curriculum is an educational program which
states:

 The educational purpose of the program (the

ends);
 The contents, the teaching procedures and the
learning experiences which will be necessary to
achieve this purpose (the means);
 Some means for assessing whether or not the
educational ends have been achieved;
CURRICULUM MAY CONCERN ABOUT

 Educational program, namely:

 The goal to be reached;
 The participants who to be taught;
 The materials what to be taught;
 The methods used to be applied in
relation to that goal;
 Evaluation to determine whether or not
the goal is achieved;
 DEFINITION

◦ Curriculum is a set of learning materials and educational program which

is given by an institution to the students in every level of education and
then it is certified.
◦ Curriculum is as an indication of: (1) as a means of learning, (2) as a
means of course, (3) as a means of receiving a certificate, (4) as a means
of learning result, (5) as a means of learning experience;
◦ Curriculum is a learning experience and also it is an activity learning
that is planned and done by the students to obtain the goal;
◦ Curriculum is about the goal, contents, learning materials, teachers,
approach and methods, examination;
◦ Curriculum is derived from Greek that is curare (tempat pacu). So, it is
from sport of Old Greek. It is a distance to be finished by an athlete.
 CURRICULUM MAY BE DEFINED AS
 IN LATIN LANGUAGE, IT IS PERCEIVED AS “A CERTAIN
DISTANCE TO BE REACHED” SUCH AS IN ATHLETIC SPORT;
 THIS TERM OF SPORT HAS BEEN ADOPTED IN EDUCATION
AS A “CERTAIN NUMBER OF SUBJECTS TO BE FULFILLED
FOR ACHIEVING A LEVEL OF DEGREE IN EDUCATION”;
 IT IS A SPECIFIED COURSE OF STUDY IN SCHOOL OR
COLLEGE TO OBTAIN A DEGREE IN EDUCATION;
 IT IS ALL ACTIVITIES THAT ARE PROVIDED FOR STUDENTS
IN FORMAL OR NON-FORMAL EDUCATION;
 IT IS A PLANNED AND ORGANIZED SERIES OF LEARNING
EXPERIENCES AND ACTIVITIES TO ACHIEVED
EDUCATIONAL OBJECTIVES;
 IT IS PLANNED AND DESIGNED TO ACHIEVED THE GOALS
OF NATIONAL EDUCATION;
THE COMPONENTS OF CURRICULUM:

 The components may concern the following:

 The goal of education (the goal of national
education/the goal of state);
 The experiences of learning (material of learning);
 The organization of learning experiences
(organization of subjects);
 The system of evaluation ( to assess the process
and the result of learning, then to know whether
or not the goal has been achieved);
 SYLLABUS OF CONTEXTUAL TEACHING AND LEARNING
SYLLABUS OF CONTEXTUAL TEACHING AND LEARNING

 In this occasion, I offer you a chance to select the

syllabus of Contextual Teaching and Learning;
 I also offer you the Genre-based approach of
teaching and learning;
 These two kinds of approaches are related to the
goals of teaching, that is (1) to obtain skills of the
language, and (2) to obtain competences of the
language.
IMPROVEMENT
 Old One:
 Teacher as a center
 Monologue
 Isolated
 Passive
 Abstract
 Whole materials is learned
 One way simulation
 Black board
 One way relation
 Teacher control
 Factual thought
 Knowledge taught
 New One:
 Students as the center
 Dialogue
 Open
 Active
 Contextual
 Selected
 Variation
 Multimedia
 Cooperative
 Autonomy (students’ responsible)
 Critical thought
 Knowledge exchange