Name : Khairun Nisa Simanjuntak

NIM : 22178011
Subject : ELT Curriculum

THE NATURE OF CURRICULUM

Internal & External Influences On Curriculum

1. Internal influences on curriculum change
There are ten principles derived from second language for instructed language
acquisition:
1) Teachers must make sure that students acquire a wide variety of formulaic
phrases as well as proficiency with rules.
2) Instruction must make sure that students' attention is primarily on meaning.
3) Instruction must make sure that students pay attention to form.
4) The focus of instruction should be on expanding students' understanding of
the second language.
5) Instructions should consider the syllabus for learners.
6) Exposure a second language is necessary for successful learning of the
language being taught.
7) There must be an output for language teaching to be successful.
8) The ability to communicate in a second language is essential for language
learning.
9) Individual variations in learners should be considered during teaching.
10) Evaluate the learner's of second language competence.

The classroom activities:

1) Seek to develop students' communicative competence through linking
grammatical development with communication skills.
2) They create communication to do problem solving, information sharing, role-
playing, and leverage technology.
3) Provide opportunities for students to learn about inductive and deductive
grammar.
4) Utilize content that is relevant to students' lives and interests.
5) Allow students to personalize learning by applying what they have learned
into their own lives.
6) Using authentic text from printed sources and the Internet to create interest
and to provide examples of valid language use.

2. External influences on curriculum change

Another influence on curriculum design reflects on the demand from
governments, educational authorities, employers, and learners for language
teaching programs that deliver practical results. English proficiency is becoming a
that must master in many countries, and the growing demand for competence in
English is putting pressure on those responsible for designing more effective
language teaching programs. English learners need of knowledge in English as a
skill in the workforce. In other words, it becomes a necessity to get in college and
to be competent. In addition, some of contries make English as a subject at the
school, at the university and as a teaching medium.

Curriculum and syllabus

In North America, the curriculum contains about the total course programs offered
in schools, the knowledge, and skills that students are expected to be able to
acquire a course of study. Furthermore, learning objectives, lesson content, and
specific materials that used to organize and teach the specific courses. As a
teacher curriculum, this syllabus is used in the UK, Australia, and other countries
with descriptions of content in courses and the sequencing of content in the
syllabus.
The curriculum contains the fields of theory, research, and educational
development that focus on the nature and development of the curriculum. The
curriculum development includes a process that used to determine the needs of a
group of learners, to develop the objectives of a program, to determine the
appropriate syllabus, the course structure, the teaching methods, the teaching
materials, and to evaluate language programs.

The Nature Of Curriculum

The curriculum is created as a plan for teachers to guide language teaching at the
national level. It is also designed to guide, monitor, and evaluate the effectiveness
of teaching. The curriculum reflects an interpretation of the state of knowledge
and ability regarding a second language and how it can be taught, as well as an
understanding of how best to organize a language teaching program to achieve
goals. In other words as a technical or semi-scientific framework for teaching and
learning that has been validated through theory, research and knowledge.

1. A national or state curriculum

The national curriculum gives students an introduction to what knowledge they
need to become educated citizens. As well as introducing students to good
teaching and learning, and to help generate a sense of appreciation for creativity
or achievement. The national curriculum describes the goals of the education
system in a particular country.
1) The specific details about the subjects to be taught.
2) Syllabus for each subject.
3) Breakdown of achievement levels for each subject.
4) Teaching methods in the curriculum.
5) Learning assessment

2. An institutional curriculum
Curriculum are created for in universities, schools, colleges, and educational
institutions. This becomes the need to organize the student learning system and
can help to attract students to get into an institution or university. It also serves as
the basis for the selection of textbooks and the development of classroom
materials, tests, and assessments. The curriculum explains in detail about the
language content and skills expected in each course. The institutional curriculum
is developed by a team of teachers with relevant experience and expertise, as well
as being based on an analysis of the needs of different groups of students.

3. A general curriculum
The general curriculum focuses on labor (for example, for engineers, newcomers,
nurses, factory workers, restaurant employees, telephone operators, and others).
The CEFR is one of this curriculum's more general objectives. The CEFR has
assisted in the creation of useful teaching resources and strategic language policy
papers in various nations. In contrast, it becomes a trustworthy resource for
curriculum planning elsewhere.

Curriculum & The Teacher

1. The teacher’s curriculum or course outline
My understanding about this part that the teacher's curriculum serves as a course
syllabus or guide to help him arrange his lessons. Based on the knowledge offered
in the school curriculum for each topic or course, it might be described as an
action plan.

2. The enacted curriculum

My understanding about this part, the enacted curriculum describes how teachers
adapt existing curriculum to the specific characteristics of each group of students
and develop their own materials. Teachers modify the institutional curriculum to
fit their own teaching pedagogy and to make it as relevant to students as feasible.
The teacher will choose the kind of materials, resources, and activities they will
use, as well as the order in which they will be completed, the teaching strategies
they will employ, and the techniques by which they will evaluate their students'
learning. Based on their students' interests, preferred learning methods, and
preferences for particular types of classroom activities, teachers will make these
judgments.

3. The emergent curriculum

My understanding about this part, that the curriculum may be used to refer to the
learning opportunities that arise as the instructor and students interact in a
classroom setting. The term "emergent curriculum" refers to the processes, both
planned and unplanned, that take place during teaching. The enacted curriculum
defines what instructors do when they attempt to apply a curriculum.
Curriculum as product and process
1. Curriculum as product
a. Forward design
The elements can be used to describe the curriculum design process related with
forward design: content, syllabus, methodologies, results, and assessment. My
view towards this design:
a) The lesson's subject is decided by the instructor.
b) The instructor chooses a resource.
c) Based on the topic and resource, the instructor choose the teaching
strategies.
d) To gauge the students' comprehension of the text, the teacher selects essay
questions.

b. Backward design
The content of this discussion, that the Backward design begins with a detailed
characterization of the desired goals or outcomes: suitable instructional activities
and material are developed from the outcomes of learning. the precise definition
of learning objectives serving as the foundation for curriculum preparation.
Needs, outcomes, a syllabus, a method, and evaluation can be used to illustrate the
backward design curriculum design process. These three stages while using
backward design:
1. To determine intended outcomes.
2. To identify appropriate learning proof.
3. Making plans for instruction and learning opportunities.

2. Choice of forward or backward design

The point in this discussion, that the core of learning is seen to be provided by a
body of information, skills, and procedures, and forward design focuses on
mastering these. While a backward-design alternative could be favored in
circumstances where a high level of accountability has to be integrated into the
curriculum design and where resources can be dedicated to needs analysis,
planning, and materials production. When determining the outcome, a backward
design frequently accounts for the method of instruction and also incorporates
content.
1) The necessity for either large- or small-scale implementation.
2) The necessity for either large- or small-scale implementation.
3) The function of textbooks and exams.
4) The degree of teacher training.
5) The roles of instructors and students.
6) English language competency of teachers; demands placed on them; and the
degree of autonomy expected of them.
7) The degree to which instructors are supported.
 3. Curriculum as process
Here, the learning processes, classroom involvement, and the roles of the
instructor and students in fostering learning opportunities are all factors in the
process of mastering the curriculum. The curriculum is developed as a result of
teaching and learning, while the syllabus is something that set or mandated and to
be crucial in doing so. The core of curriculum as a process is:
1) The concept of methodological and practices greater weight than syllabus
specifications.
2) Instead of having set targets, it is more interested in the learning processes.
3) Emphasis on technique and the necessity of guiding concepts for the
teaching-learning process.
4) It is learner-centered and aims to offer learning opportunities that let students
study on their own initiative.
5) Students as engaged individuals who actively shape their own learning.
6) Encourages the growth of the learner as a unique individual.
7) Education as an exercise in original problem-solving.
8) The distinction between each teaching-learning setting.
9) Emphasis on the teacher's responsibility for developing the curriculum in the
classroom.