The document discusses definitions of curriculum and syllabus from various experts. It provides several definitions of curriculum as a written course of study, subject matters taught, courses offered, and planned learning experiences. Curriculum is interpreted as goals, content, organization, and evaluation. It also discusses different curriculum models used in Indonesia over time, moving from a competence-based model to one that gives schools more autonomy. Syllabus is defined as a concrete plan for part of the curriculum focused on a single subject.
The document discusses definitions of curriculum and syllabus from various experts. It provides several definitions of curriculum as a written course of study, subject matters taught, courses offered, and planned learning experiences. Curriculum is interpreted as goals, content, organization, and evaluation. It also discusses different curriculum models used in Indonesia over time, moving from a competence-based model to one that gives schools more autonomy. Syllabus is defined as a concrete plan for part of the curriculum focused on a single subject.
The document discusses definitions of curriculum and syllabus from various experts. It provides several definitions of curriculum as a written course of study, subject matters taught, courses offered, and planned learning experiences. Curriculum is interpreted as goals, content, organization, and evaluation. It also discusses different curriculum models used in Indonesia over time, moving from a competence-based model to one that gives schools more autonomy. Syllabus is defined as a concrete plan for part of the curriculum focused on a single subject.
The document discusses definitions of curriculum and syllabus from various experts. It provides several definitions of curriculum as a written course of study, subject matters taught, courses offered, and planned learning experiences. Curriculum is interpreted as goals, content, organization, and evaluation. It also discusses different curriculum models used in Indonesia over time, moving from a competence-based model to one that gives schools more autonomy. Syllabus is defined as a concrete plan for part of the curriculum focused on a single subject.
Download as PPTX, PDF, TXT or read online from Scribd
Download as pptx, pdf, or txt
You are on page 1of 58
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