MELANI

19178021
MID TERM TEST

ENGLISH LANGUAGE TEACHING CURRICULUM

1. Explain the interface of curriculum design activities and teaching activities. Support your
explanation with examples.
Curriculum design broadly defined as the totality of student experiences that occur in
the educational process. The term often refers specifically to a planned sequence of
instruction, or to a view of the student's experiences in terms of the educator's or school's
instructional goals. In my opinion Curriculum design is a term used to describe the
purposeful, deliberate, and systematic organization of curriculum within a class or course.
In other words, it is a way for teachers to plan instruction. When teachers design
curriculum, they identify what will be done, who will do it, and what schedule to follow.
Curriculum design focuses on the creation of the overall course blueprint, mapping
content to learning objectives, including how to develop a course outline and build the
course. Each learning objective is met with assessment strategies, exercises, content, subject
matter analysis, and interactive activities. Often, teachers may transition into curriculum
development if they are seeking to continue working in education without directly teaching
students. If you are seeking alternatives to classroom teaching, there are many choices,
including curriculum design.
A curriculum guides the instructional lessons that teachers use. A curriculum defines
what the learner will learn and can possibly guide when the learner learns the information
from the lesson. A curriculum offers teachers the ideas and strategies for assessing student
progress. A student must meet certain academic requirements in order to go to the next
level. Without the guidance of a curriculum, teachers cannot be certain that they have
supplied the necessary knowledge or the opportunity for student success at the next
level, whether that the levels involve a high school, college or career.
For example, the goal stated in the curriculum for speaking skill is to be able to
communicate in English. in order to reach the goal, the objectives provided are be able to
speak fluently, have good pronunciation, be fluent. So, the teacher will design the classroom
activities which support the students to communicate and comprehend the speaking skills

2. To what extent the designers’ knowledge and perspective can influence the development
of a curriculum? Explain your answer with real or hypothetical examples!

The knowledge and perspective of the designers influence the development of the
curriculum. This is one of the reason why the curriculum designers in the form of a team.
Since they are coming from different background knowledge and perspective so that they
can create the same decision. For example, K13 curriculum in Indoneis are created and
developed by a team which consists of people from different background. They may be
teachers, lecturer, decision makers, or other. They will work together in order to create one
decision.

3. Explain the terms ‘language’ and ‘non-language’ outcomes. Give an example of each.
Language outcomes are what students should know or be able to do at the
completion of a course or program are rapidly replacing credit hours as the preferred unit of
 measurement for postsecondary learning. Then Non-language outcomes (NLO) such as
improved self-esteem, cultural awareness and the development of learning-to-learn skills are
seen by many teachers to be important gains from language and literacy courses. Other
reasons instead of knowledge are: 1)Affective cultivation, example. Confidence, high
motivation and interest and 2) Learning strategy, example cultural understanding thinking
skill and interpersonal skill.

4. You are assigned to design a curriculum for English as a specific purpose for nursing.
The graduates are expected to be able to communicate in English with people at hospitals
and clinics especially.
The goal : To facilitate the students to acquire the ability to perform their duties in
an environment where English especially speaking is used and needed
The objectives: a) to introduce the students to some glossaries related to the need of their
work
b) to acquire some useful expression they usually use in accomplishing
their duty
c) to give authentic teaching material which is practiced directly in class
finishing each topic
Material: 1) Vocabulary for nurse
2) English for greeting for nurse
3) Giving direction in hospital
4) Parts of the body and health problem
5) Health problem diagnose
6) Making observation
7) General assessment
8) Type of symptoms
9) Patient assessment
10) Checking vital sign

5. a).Explain the procedure of designing the curriculum

Curriculum is the architecture of the body of knowledge, skills and applications that
students engage with across the entire suite of learning activities and experiences in order
to successfully complete a program. Early in the process of developing or revising a
curriculum program, the committee should study English language education context of the
local community, community priorities, state mandates and assessments, local and state
educational system structures, local history of educational practices and programs and the
role of English in Indosnesia. It is important for the committee to become familiar with this
context, particularly with local, state, and national standards. Other policy documents, such
as goals, mission statements, course requirements, and curriculum guides, should be
considered carefully in the initial part of the design process. In addition, the committee
should not only study current practices, customs, and beliefs about education in the local
schools but should compare these to the educational research literature on best practices in
teaching, learning, and curriculum design.
The first step in designing curriculum is establishing goals and standards. As the starting
point in the development of an improved curriculum program, a district needs goals and a
set of standards to guide the work of the curriculum program design committee,
particularly in the important areas of creating a framework and selecting the core
instructional materials.
The second step is building a common vision. Even with the availability of goals and a
comprehensive set of standards, the curriculum program design committee needs to agree
upon and articulate a common vision for the district in its own language. Teachers,
administrators, and others on the committee should translate what is called for in national,
state, and local standards into administrative and classroom policy and practice for their
district. The committee will want to consult research literature and other sources on best
practices in teaching and learning. Creating a common vision of what and how students
will learn is an important component of the development of the curriculum program,
regardless of whether most of the program's components are adopted or adapted from other
programs or developed independently. The vision is critical for good communication, as it
will help the committee describe what the practices and behaviors of students, teachers,
administrators, and parents should be when the curriculum program is in place. In building
a common vision, the design committee should describe what would be observable when
the curriculum program is fully developed and implemented in terms of
 what students are learning and how they are learning it;
 what teachers are doing to support, encourage, and expect learning;
 the evidence to be used during assessment of student performance; and
 activities parents, administrators, businesses, and colleges and universities are
engaged in to support and encourage high levels of student performance.

In specific, the procedures of designing curriculum are:

 1. Analyze Requirements: This is probably the most important step of the instructional
design process. Design must consider four areas of analysis: audience, including the
organization’s needs and the learner’s profile (age, education, experience, roles,
technical proficiency, etc.); content, including key message, examples, scenarios and
case studies to support the content and/or assess the learner; technology, including
the learning management system and available devices; and branding, to give the
course a unique identity.
2. Identify Learning Objectives: Next, learning objectives are framed. These objectives
help separate what is helpful and what is essential. The expected outcome should be
clear.
3. Develop Design: Design development is its own process. It involves organizing
content into a logical sequence, determining an approach to deliver the course (such
as through stories, games, problems or videos) and implementing engagement points
like motivational videos or reflection questions. The design must be consistent in all
modules and resource materials.
4. Create a Storyboard: A storyboard helps visually organize content and present a flow
for topics. Instructional designers use these visual documents to identify the type of
content involved, and to present the content for each page, along with text, graphics,
characters and notes.
5. Develop a Prototype: Before starting development, a functional prototype is created,
using four to five unique pages of different types. The prototype helps clients
visualize how the storyboard will be made into a functional module.
6. Develop Training: After the storyboard and prototype are complete, training can be
created in the learning management system. Training includes graphics, interactive
elements, assessments, recordings by a voice-over artist and more, based on the
storyboard.
7. Deliver Training: Developers should ensure that the course is compatible with the
learning management system. They should also understand certain features, like how
to track learners’ progress and assessment performance, how to generate course
completion reports, and how to add pre- and post-training resources.
8. Evaluate Impact: Evaluation takes place at two levels — the learner’s level to see if
training is engaging and useful, and at the organization’s level to determine if
training positively impacts the business and fulfills the goals of the training.
b) Decide the instruments you are going to use for unfolding the students’ needs and justify
your choice.
The instruments use can be questionnaire or interview in order to gather the information
about students need. The questionnaire may contain various information about the
students’ need. The interview is needed to get deep information on students’ specific need
since different school will have different culture and need. Observation is also needed to
see the situation of teaching and learning activities and environment.
6. How important is the ability to develop materials for teachers? Explain your answer!
Developing material is crucial for teachers in reaching the goal and objectives of the
curriculum. Learning materials are important because they can significantly increase
student achievement by supporting student learning. For example, a worksheet may
provide a student with important opportunities to practice a new skill gained in class. This
process aids in the learning process by allowing the student to explore the knowledge
independently as well as providing repetition. Learning materials, regardless of what kind,
all have some function in student learning.
Learning materials can also add important structure to lesson planning and the delivery
of instruction. Particularly in lower grades, learning materials act as a guide for both the
teacher and student. They can provide a valuable routine. For instance, if you are a
language arts teacher and you teach new vocabulary words every Tuesday, knowing that
you have a vocabulary game to provide the students with practice regarding the new words
will both take pressure off of you and provide important practice (and fun) for your
students.