INTRODUCTION TO CURRICULUM
DEVELOPMENT IN LANGUAGE
TEACHING
1. David B. Manalu, [Link]
Team Teaching 2. Edwina, [Link]
ETYMOLOGY
Currere (Latin word ) = to run or to proceed.
Curriculum = a race or the course of a race.
Brief History of Curriculum
19th
1576 17th Century
1582 • European
• The first known use • The term
Century universities
in an educational routinely
subsequently • The University of referred to their
context is in appears Glasgow also
the ’Professio Regia’, curriculum to
in University of referred to its describe both
a work Leiden "course" of study
by Professor Petrus the complete
as a "curriculum" course of study
Ramus (University of
Paris) (as for a degree
in surgery) and
particular
courses and
their content.
DEFINITION
Johnson (1967)
Curriculum is a structured series of intended
learning outcomes.
Orlosky and Smith (1978)
Curriculum is the substance of the school
program. it is the content pupils are expected to
learn.
Tanner and Tanner (1980)
Curriculum is the reconstruction of knowledge and
experience, systematically developed under the
auspices of the school (or university), to enable
the learner to increase his or her control of
knowledge and experience.
DEFINITION
Oliva (1982)
Curriculum is the plan or program for all
experiences which the learner encounters under
the direction of the school.
Longstreet and Shane (1993)
Curriculum is the result of interaction of objectively
developed plans for school study with the
backgrounds, personalities, and capacities of
students in a transactional environment created by
teachers for the benefit of students as well as for
the betterment Implementation of the plan.
DEFINITION
Peraturan Pemerintah (PP) Nomor 32 Tahun
2013
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 DEVELOPMENT
IN LANGUAGE TEACHING
History of curriculum development in language
teaching starts with the notion of syllabus design
(one aspect of curriculum) which is related closely
to the emergence of approaches and methods of
LT
Grammar Translation Method (1800-1900)
Direct Method (1890-1930)
Structural Method (1930-1960)
Reading Method (1920-1950)
Audiolingual Method (1950-1970)
Situational Method (1950-1970)
Communicative Approach (1970-present)
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
1. Environment Analysis
• Factors of the situation in which the course
will be used and determining how the course
should take account of them.
• One way of approaching environment analysis
is to work from a list of questions which focus
on the nature of the learners, the teachers and
the teaching situation
• The importance of environment analysis is
that it makes sure that the course
will really be suitable, practical and realistic.
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
2. Need Analysis
Hutchinson and Waters (1987) divided learners’ needs into:
a) Necessities (what the learner has to know to function effectively),
b) Lacks (what the learner knows and does not know already),
c) Wants (what the learners think they need).
Commonly, analyzing needs is done by: 1) testing, 2)
questioning and interviewing, 3) recalling previous
performance, 4) consulting employers, teachers and others
involved, 5) collecting data such as textbooks and manuals that
the learners will have to read and analyzing them, or 5)
investigating the situations where the learners will need to
use the language.
Ways of doing needs analysis can be evaluated by the same
general criteria used to evaluate tests – reliability, validity and
practicality.
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
3. Principles
• Research on language teaching and learning should be used to guide
decisions on curriculum design.
• There is considerable research on the nature of language and language
acquisition which can guide the choice of what to teach and how to
sequence it.
• There is also a lot of research on how to encourage learning in general
and language learning in particular which can be used to guide the
presentation of items to be learned.
• The principles derived from this research include principles on the
importance of repetition and thoughtful processing of material, on the
importance of taking account of individual differences and learning style,
and on learner attitudes and motivation.
• It is very important that curriculum design makes the connection between
the research and theory of language learning and the practice of designing
lessons and courses.
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
4. Goals
The center of the design. because it is essential to
decide why a course is being taught and what the
learners need to get from it.
Goals can be expressed in general terms and be
given more detail when considering the content of the
course.
Having a clear statement of goals is important for
determining the content of the course, for deciding on
the focus in presentation, and in guiding assessment.
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
5. Content and Sequencing
The content of language courses consists of the language
items, ideas, skills and strategies that meet the goals of the
course.
A list may be used as a way of checking or determining the
content of a course, but this does not mean that the
lessons have to consist of item by item teaching.
These lists should be chosen and adapted as a result of
the needs analysis in order to set the language learning
content of the course
One important aspect of using lists is that they not only
check or determine the items that should be in the course,
but they can be used to exclude those that should not be
there, that is, those that are not in the list.
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
6. Format and Material
• The material in a course needs to be presented to
learners in a form that will help learning. This
presentation will involve the use of suitable teaching
techniques and procedures, and these need to be
put together in lessons.
• Some lessons might consist of an unpredictable
series of activities, while others might be based on a
set format, where the same sequence of activities
occurs in all or most of the lessons.
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
7. Monitoring and Assessing
Observing and monitoring may be done by using checklists and report forms,
getting learners to keep diaries and learning logs, getting learners to collect
samples of their work in folders, and getting learners to talk about their
learning.
Assessing generally involves the use of tests.
An important distinction in testing is between proficiency tests which measure
what a learner knows of the language, and achievement tests which measure
what has been learned from a particular course.
Proficiency tests may be used to measure a learner’s level of language
knowledge before entering a course and after a course is completed and has
been assessed.
Achievement tests are closely related to a course and the items in the tests
are based on the content of the course and the learning goals of the course.
8 ELEMENTS OF LANGUAGE
CURRICULUM DESIGN
8. Evaluating a Course
Information gained from assessment is a useful source of
data about the effectiveness of a course, but it is only one of
the sources of information that can contribute to the
evaluation of a course.
Basically, evaluation tries to answer the question “Is this a
good course?”. The range of meanings that can be attached
to “good” determines the range of sources of information for
carrying out an evaluation.
An evaluation of a course can have many purposes, the main
ones being to continue or discontinue the course, or to bring
about improvements in the course. Responsible curriculum
design includes ongoing evaluation
of the course.
REFERENCES
For further and detail explanation, please read:
Ref 10. page: 1 – 13
Ref 15. page: 1 – 16
Ref 16. page: 1 – 6