Curriculum by richards

Name : Mei Arum Indrani S

NIM : 11004269

Class : E

1.    a). Curriculum:

Oliva (1982: 3-15) synthesized several experts’ views: A curriculum is a program to provide a series of learning opportunities for a certain population to achieve the goals and the relevant objectives. Within the education system, the existence of curriculum is always linked with the instruction. Both elements within the system depend each other.

Richards (2001: 20): “A curriculum in a school context refers to the whole body of knowledge which children learn in schools.”

(Allen 1984: 61) “curriculum is a very general concept which involvesconsideration of the whole complex of philosophical, social andadministrative factors which contribute to the planning of aneducational program. Syllabus, on the other hand, refers to thatsubpart of curriculum which is concerned with a specification ofwhat units will be taught (as distinct from how they will betaught, which is a matter for methodology)”.

b). Syllabus

Oliva (1982: 495): A syllabus is “an outline of topics to be covered in a single course or graded.”

Cunningsworth (1995: 54): A syllabus can be broadly defined as a specification of the work to be covered over a period of time with a starting point and a final goal.

Feez & Joyce (2002: 2): Syllabus is a specific tasks/work planned for a period of time  that starts and ends appropriately to the goals. It is a guide of teaching program which contains the aim and the goals of learning, organized in detail grading and easy to understand  by teacher and students within the teaching and learning system.

(Widclowson 1984: 26) “The syllabus is simply a framework within which activities canbe carried mit: a teaching device to facilitate learning. It only becomes a threat to pedagogy when it is regarded as absolute rules for determining what is to be learned rather than points of reference from which bearings can be taken”.

          c). The difference between of curriculum and syllabus

Nunan (1996: 8): “Curriculum is concerned with the planning, implementation, management, and administration of education programmes. Syllabus, on the other hand, focuses more narrowly on the selection and grading of content”.

Richards ( 2001: 20) defined the difference between the syllabus and curriculum as follows. Syllabus is a given course, form only a small part of the total school program.

Curriculum is a far broader concept. 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.

d). Learning materials

Anything which is used by teacher or learners to facilitate the learning of a language. (Nunan:1999)

Teaching materials are a key component in most language program. Richard (2001, 251)

Anything that can be used by teacher or author of book to facilitate student in teaching learning process. (Brown : 2001)

So, learning materials are anything can be use to facilities student learning.

e). Material design

Teaching materials are a key component in most language program. Richard (2001, 251)

So, material design is the design of material that can be used for facilitate learners or student learning.

2.         The types of syllabus : Richards (2001, 153-164)

Grammatical (or structural) syllabus: one that is organized around grammatical items. Traditionally, grammatical syllabuses have been used as the basis for planning general courses, particularly for beginning-level learners. In developing a grammatical syllabus planner seeks to solve tha following problems:

·         To select sufficient patterns to support the amount of teaching time available.

·         To arrange items into a sequence that facilitates learning.

·         To identify a productive range of grammatical items that will allow for the development of basic communicative skills. 

Choice and sequencing of grammatical items in grammar syllabus reflect not only the intrinsic ease or difficultly of items but their relationship to other aspect of a syllabus that may be being develop simultaneous.

Lexical syllabus : one that identifies a target vocabulary to be taught normally arranged according to levels such as the first 500, 1000, 1500, 2000 words.

Functional syllabus : one that is organized around communicative functions such as requesting, complaining ,suggesting, agreeing. A functional syllabus seeks to analyze the concept of communicative competence into its different components on the assumption that mastery of individual functions will result in overall communicative ability.

Situational syllabus: one that is organized around the language needed for different situation such as at the airport or at the hotel. A situation is a setting in which particular communicative acts typically occur. A situational syllabus identifies the situations in which the learners will use the language and the typical communicative acts and language used in that setting.

Topical or content-based syllabus: one that is organized around themes, topics, or other units of content. With a topical syllabus, content rather than grammar, function, or situations is the starting point in syllabus design. Content may provide the sole criterion for organizing the syllabus or a frame work for linking a variety of different syllabus stands together.

Competency-based syllabus: one based on a specification of the competencies learners are expected to master in relation to specific situations and activities. Competencies are a description of the essential skills, knowledge, and attitudes required for effective performance of particular tasks and activities.

Skills syllabus: one that is organized around the different underlying abilities that are involved in using a language for purposes such as reading, writing, listening, or speaking

Task –based syllabus: one that organized around that students will complete in the target language. A task is an activity or goal that is carried out using language such as finding a solution to a puzzle, reading a map and giving directions or reading a set of instructions and assembling a toy.

The procedural syllabus was proposed by Prabhu (1980). Prabhu’s 'Bangalore Project' was based on the premise that structure can be best learned when attention is concentrated on meaning. The focus shifts from the linguistic aspect to the pedagogical one focusing on learning or the learner. The tasks and activities are designed and planned in advance but not the linguistic content. In this syllabus tasks are graded conceptually and grouped by similarity.

A cultural syllabus Stern (1992) introduces ‘cultural syllabus’ to be incorporated into second/foreign language education. There are many challenges regarding defining the concept of culture.

 A structural or formal syllabus This is recognized as the traditional syllabus which is often organized along grammatical lines giving primacy to language form. The focus is on the outcomes or the product. It is, in fact, a grammatical syllabus in which the selection and grading of the content is on the basis of the complexity and simplicity of grammatical items.

 A multi-dimensional syllabus  Since there is no serious rationale behind the selection of only one of the inventory item types necessary to be chosen as a unit of organization. It is possible to design a syllabus involving lessons of varying orientation.

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A process syllabus The actual syllabus is designed as the teaching and learning proceeds. This type of syllabus was supported by Breen (1984a:1984b) whereby a framework can be provided within which either a pre-designed content syllabus can be publicly analyzed and evaluated by the classroom group, or a developing content syllabus can be designed in an on-going way.

 A learner-led syllabuses Breen and Candlin (1984) were the first ones proposed the belief of basing an approach on how learners learn. The emphasis is upon the learner, who it is hoped will be engaged in the implementation of the syllabus design as far as that is practically possible

 A proportional syllabus This type of syllabus is basically practical and its focus is upon flexibility and spiral technique of language sequencing leading to the recycling of language. The proportional syllabus mainly tries to develop an overall competence. It seems appropriate and applicable for learners who lack exposure to the target language beyond the classroom.

 A lexical syllabus As one of the advocates of the lexical syllabus, Willis (1990, 129-130) asserts that “taking lexis as a starting point enabled us to identify the commonest meanings and patterns in English, and to offer students a picture which is typical of the way English is used.

3.    The nature of modern(current) language learning:

a.    Develop Skills of language such as listening, speaking, reading, and writing.

Listening and reading are therefore secondary skills, means to other ends, rather than ends in themselves. (Nunan, 1999: 200). Reading as a process of decoding written symbol into their aural equivalents in a linear fashion. (Nunan, 1999: 252)

Richards (2001, 183)

 Objective of the component on listening and speaking

Listening to and discriminating; consonant clusters, sentence stress, and intonation, diphthong, and homonyms.

Listening to and understanding; word, phrases and sentences; instructions messages, story, etc

Speaking with correct pronunciation, intonation, word stress, and sentence rhythm.

 Asking for and giving: meaning of words, phrases and sentences; instructions, message, talks; reports: etc

b.    The activities of teaching must be covered English aspect such as grammar,     vocabulary, structure, pronunciation, spelling, comprehension.

Nunan (1999: 97)

Grammar : a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in language in the language (Richard, Platt and Weber, 1985)

Vocabulary is more than lists of target language words. Vocabulary is intimately interrelated with grammar. Nunan (1999: 101)

The teaching of pronunciation has been biased toward segmental aspect of the sound system. Nunan (1999: 107)

c.    Materials must be authentic, actual, and up to date in the form discourses.

Richards (2001, 252-253)

Authentic materials refers to the use in teaching of texts, photograph, video selection and other teaching resources that were not specially prepared for pedagogical purpose. Some have argued that authentic materials are preferred over created materials because they contain authentic language and reflect real-word uses of language compare with the contrived content of much created materials.

(Philip and Shettlesworth 1978; Clarke 1989;Peacock 1997) advantages claimed for  authentic materials are:

They have a positive effect on learner motivation because they are intrinsically more interesting and motivating than created materials.

They provide authentic cultural information about the target culture. Materials can be selected to illustrate many aspect of the target culture.

They provide exposure to real language rather than the artificial text found in created materials that have been specially written to illustrate particular grammatical rules.

They relate more closely to learners’ needs and hence provide a link between the classroom and students’ needs in the real world.

They support a more creative approach to teaching.nin using authentic materials as teacher as a source for teaching activities, teachers can develop their full potential as teachers, developing activities and tasks that better match their teaching styles and the learning style of their students.

d.    English use to communication.

Subhan (2012: 80)

Cross-cultural understanding is important to be studied by foreign language learners and foreign language teachers. A good speech is the one that is grammatically correct, pronounced correctly, and culturally acceptable or appropriate.

So we can conclude that English is used to communication, and must know the culture also, not only the grammatically, incorrect grammatical is not a big problem but must acceptable or appropriate to the people.

4.    Aspects must be considered by an English teacher when he/she develop a syllabus:

a.    Students/ learners needs.

Nunan(1999:149)

Objective and subjective needs:

The objective needs are those that can be diagnosed by teachers o the basis of the analysis of personal data about learners along with information about their language proficiency and patterns of language use (using as a guide their own personal experience and knowledge).

The subjective needs (which are often wants, desires, expectations, or other psychological manifestations of a lack) cannot be diagnosed easily, or, many cases, even stated by learners themselves.(Brindley 1984:31).

b.    Student aim / goal in learning process.

Connie M. Moss andSusan M. Brookhart (2012:15)

To raise student achievement.

When teachers take the time to plan lessons that focus on essential knowledge and skills and to engage students in critical reasoning processes to learn that content meaningfully, they enhance achievement for all students.

c.    Student level

d.    Background of students

Previous educational experiences, majors, interests, motivations as well as levels of important prior knowledge and skills.

e.    Time allocation

Before make a syllabus the teacher must see on academic calendar.

5.    School base curriculum (KTSP), the difference between KTSP and KBK

KTSP is a curriculum that is develop from standard of content by school based their context and potentially. The syllabus in this curriculum, perceived as the plan of learning with lesson plan-RPP(PP No.19,2005) chapter IV, article 20, PERMEN No, 41,2007) which consist of standard of competence, basic standard, learning activities, learning indicators, assessment, time allocation and resources (PP No.19, 2005, chapter IV, article; DEPDIKNAS,2006: PERMEN No, 41,2007). The syllabus is develop by a teacher or group teacher supervised by department of education based on standard of content, standard competence of graduate and guiding of arrangement of school-based curriculum. And the steps of development are as follow:

1.    Investigating and deciding standard of competence.

2.    Investigating and deciding basic competence

3.    Identifying main topic/material

4.    Developing learning activity

5.    Formulating indicators

6.    Deciding kinds of assessment

7.    Deciding time allocation and

8.    Deciding resource.(Appendix of PERMEN No. 41,2007)

The difference between KTSP and Competency-Based Curriculum (KBK):

a). From the Basic Concepts:

Basic Concepts of Competency-Based Curriculum (KBK)

Competency-based education emphasizes the ability to be possessed by graduates of an education.  Competence is often called a standard of competence is the ability of graduates in general must be mastered.  Competence according to Hall and Jones (1976: 29) is "a statement which describes the appearance of a certain ability unanimously that a blend of knowledge and skills that can be observed and measured".  Competence (ability) is the main capital of graduates to compete on a global level, because competition is happening is the ability of human resources.  Therefore.  The application of competency-based education is expected to produce graduates who can compete at a global level.  The implications of competency-based education is the development of the syllabus and competency-based assessment system.

The concept of Basic Education Unit Level Curriculum (KTSP)

Education Unit Level Curriculum (KTSP) is the operational curriculum is developed and implemented by each educational unit.  Preparation of KTSP conducted by educational units by taking into account and based on standards of competence and basic competencies been developed by the National Education Standards Agency (BSNP).

KTSP conceived and developed as follows: (1) The development of curriculum refers to the National Education Standards to realize the purpose of education

  National Pen (2) the curriculum at all levels and types of education developed by the principle of diversification in accordance with the educational unit, the potential of the region, and the learners.

b). From the Philosophy Education :

Philosophy Education Unit Level Curriculum (KTSP)

The curriculum was developed to guide the implementation of learning activities to achieve certain educational goals.  Specific objectives include national education goals as well as suitability to the specific conditions and regional potential, education units and learners.  Therefore, the curriculum prepared by the education unit to allow adjustment of educational programs to the needs and potential that exists in the area.

Development Education Unit Level Curriculum (KTSP) which refers to the various national education standards to ensure the achievement of national education goals.  National educational standards consist of content standards, processes, competence of graduates, educational personnel, facilities and infrastructure, management, financing and educational assessment.  Two of the eight national education standards, namely the Content Standards (SI) and the Competency Standards Graduates (SKL) is the main reference for the education unit in developing the curriculum.

Philosophy Competency-Based Curriculum (KBK)

The essence of the emergence of the KBK is in line with the meaning of the current reform of education and learning are always carried out from time to time and never stopped.  Education and competency-based learning is an example of the changes meant for the purpose of improving quality of their education and learning.

Our future is marked and inundated by information technology and also changing very fast (massive).  This is because the world community has been plagued by a revolution in science, technology and art, as well as the currents of globalization, so it demands the readiness of all parties to adapt to existing conditions.  This means we must be able to face a very complex society and global.

School –based Curriculum is continuation of the KBK, even is the KBK but there is a little difference. KTSP does not regulate in detail the activities of teaching and learning in the classroom, teachers and school are free to develop themselves according to the conditions of the student and regions whereas KBK students are required to actively develop the skills to apply science and technology without leaving the cooperation and solidarity, even among students actually compete with one another

6.    The principles of the 2013 Curriculum:

The principles of the 2013 Curriculum; to develop curriculum become syllabus, and syllabus become lesson plan. (From the easiest to be more complicated).

Principles of curriculum is getting the needs analysis.(students’ needs, teacher’s needs, government’s needs, and administrator’s needs).

The government revise/review the KTSP to the 2013 curriculum because some aspect, these are:

a.    Corruption

Corruption is  moral impurity or deviation from an ideal. Corruption may include many activities including bribery and embezzlement.Government, or 'political', corruption occurs when an office-holder or other governmental employee acts in an official capacity for his or her own personal gain.

b.    Low education qualities

The number of students who passes the final examination is far from the target, because the qualities or students are different. For example: Students in  Jogjakarta and in Papua is different, because the method, the facilities on their school are different.

c.    Drug consuming

Drug consuming is a patterned use of a substance (drug) in which the user consumes the substance in amounts or with methods neither approved nor advised by medical professionals.

d.    The number of criminal

For example: Students engages in a gang fight, it happened because of they have low morality.