LANGUAGE CURRICULUM DEVELOPMENT

THE MEANING OF CURRICULUM UU Sisdiknas No.20, tahun 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.

THE MEANING OF CURRICULUM Richards, Platt, and Platt, 1993: Curriculum is an educational program which states (1) the educational purpose of the program, (2) the content, (3) teaching procedures and learning experiences which will be necessary to achieve the purpose, and (4) some means of assessing whether or not the educational ends have been achieved.

THE MEANING OF CURRICULUM Richards, 2002: Curriculum is all those activities in which children engage under the auspices of the school. This includes not only what pupils learn, but how they learn it, how teachers help them learn, using what supporting materials, styles and methods of assessment, and in what kind of facilities.

KURIKULUM DALAM SISTEM PEMBELAJARAN PERENCANAAN IMPLEMENTASI PENGEMBANGAN REKONSTRUKSI MATA PELAJARAN KURIKULUM Guru Bahan ajar PROSES BELAJAR SILABI RPP HASIL BELAJAR Sarana dan Media Sisw METODE DAN MODEL PEMBELAJARAN EVALUASI PROGRAM PEMBELAJARAN

THE MEANING OF CURRICULUM DEVELOPMENT Curriculum development refers to the range of planning and implementation processes involved in developing or renewing a curriculum. These processes focus on (1) needs analysis & situational analysis; (2) planning learning outcomes; (3) course organization, selecting and preparing teaching materials; (4) providing for effective teaching; and (5) evaluation.

Step 1: NEEDS ANALYSIS

THE MEANING OF NEEDS ANALYSIS Needs analysis is procedures used to collect information about learners’ needs.... Needs are often described in terms of a linguistic deficiency, that is, as describing the difference between what a learner can presently do in a language and what he or she should be able to do. Needs have objective reality and are simply there waiting to be identified and analyzed.

THE PURPOSES OF NEEDS ANALYSIS To assess students’ level of language acquisition in their native language and in English. To find out what language skills a learner needs in order to perform a particular role, such as a university student. To determine which students from a group are most in need of training in particular language skills. To identify a change of direction that people in a reference group feel is important. To identify a gap between what students are able to do and what they need to be able to do. To collect information about a particular problem learners are experiencing.

THE USERS OF NEEDS ANALYSIS Curriculum officers in the ministry of education, Teachers who will teach from the new curriculum, Learners, who will be taught from the curriculum, Writers, who are preparing new textbooks, Testing personnel, who are involved in developing end-of-school assessment. Staff of tertiary institutions, who are interested in knowing what the expected level will be of students exiting the schools and what problems they face.

THE TARGET POPULATION Policy makers Ministry of education officials Teachers Students Academics specialists Employers Parents Vocational training specialists Influential individuals and pressure groups Community agencies

ADMINISTERING THE NEEDS ANALYSIS Needs analyses vary in their scope and demands, from a survey of a whole school population in a country to a study of a group of, say, 30 learners in a single institution. Sometimes a team of personnel is assembled specially for the purpose of doing the analysis; at other times two or three interested teachers may be the only ones involved.

PROCEDURES FOR CONDUCTING NEEDS ANALYSIS Questionnaires Self-ratings Interviews Meetings Observation Collecting learner language samples Task analysis Case studies Analysis of available information

MAKING USE OF THE INFORMATION OBTAINED The results of a needs analysis generally consist of information taken from several different sources and summarized in the form of ranked lists of different kinds. For example: (1) Situation in which English is frequently used, (2) situation in which difficulties are encountered, (3) comments most often made by people on learners’ performance, (4) perceived difficulties with different aspects of language use, (5) preferences for different kinds of activities in teaching.

SITUATION ANALYSIS

THE NATURE OF SITUATION ANALYSIS Situation analysis is an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their potential impact on the project. These factors may be political, social, economic, or institutional… Situation analysis complements the information gathered during needs analysis.

WHY SITUATION ANALYSIS? Language programs are carried out in particular contexts or situations. The contexts are diverse and particular variables that come into play in a specific situation are often the key determinants of the success of a program. Therefore, it is important to identify these factors and their potential effects on the programs.

THE GOAL OF SITUATION ANALYSIS The goal of situation analysis is to identify key factors that might positively or negatively affect the implementation of a curriculum plan … Situation analysis thus serves to help identify potential obstacles to implementing a curriculum project and factors that need to be considered when planning the parameters of a project.

SOCIETAL FACTORS What current language teaching policies exist and how are they viewed? What are the underlying reasons for the project and who support it? What language teaching experience and tradition exist in the country? How do members of the public and other relevant professionals view foreign language teaching? What community resources are available to support the innovations?

PROJECT FACTORS Who constitute the project group and how are they selected? What are the management and other responsibilities of the team? How are goals and procedures determined? What experience do members of the team have? What is the time frame of the project?

INSTITUTIONAL FACTORS What leadership is available within the school to support change and to help teachers cope with change? What are the school’s physical resources, including classroom facilities and other technological and library resources? What is staff morale like among teachers? What problems do teachers face and what is being done about them? How committed is the institution to attaining excellence?

TEACHER FACTORS What is teachers’ typical background, training, experience, and motivation? What kinds of beliefs do the teachers typically hold concerning key issues in teaching? To what extent are teachers open to change? How proficient are they in English? What teaching loads do teachers have and what resources do they make use of?

LEARNER FACTORS What are the learners’ past language learning experiences? How motivated are the learners to learn English? What are their expectations for the program? Are they a homogeneous or a heterogeneous group? What type of learning approach do they favor?

ADOPTION FACTORS What advantages does the curriculum change offer? Is the innovation very complicated and difficult to understand? Is the use of the innovation consistent with existing beliefs, attitudes, and organization? Have the features and benefits of the innovation been clearly communicated to teachers and institution? How clear and practical is it?

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