english curricul um and material development

ENGLISH CURRICULUM AND MATERIAL DEVELOPMENTPENULIS: PRYLA ROCHMAHWATI, M.PdEDITOR: DR. AHMADI, M.Ag

CETAKAN KETIGA 2017ISBN : 978-602-9312-26-3

English Curriculum & Material Development 1

JUDUL BUKU : ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT

PENULIS : PRYLA ROCHMAHWATI, M.Pd

EDITOR : DR. AHMADI, M.Ag

CETAKAN KETIGA 2017

ISBN ; 978-602-9312-26-3

PENERBIT : STAIN Po PRESS

Jln Pramuka No 156 Ponorogo. Telp (0321) 481277,

email [email protected]


PREFACE

One of the important factors to increase education quality is curriculum. In order to

improve the quality of education, the government develop educational curriculum in

accordance with the demand of society and the advance of technology including in

Indonesia. Therefore, teachers, students, and stakeholders are making aware of it.

English Curriculum and Material Development is one of core subject for English

Department This part of this course aims at providing students with knowledge of the

basic principles of curriculum and Syllabus, Curriculum and Syllabus in Indonesia Context,

Components of Curriculum, Designing syllabus and lesson plan for SMA/SMP students and

Developing materials. It is expected that after this course, students are able to apply what

are being discussed during course and design their own syllabus and lesson plan in

planning their teaching as a good and professional teacher.

This textbook entitled “English Curriculum and Material Development” deals with

several topics to be presented 11 units. Unit 1 copes with the concept of curriculum and

syllabus including its definition, the differences and its importance in language teaching.

Unit 2 discusses one of the curriculum component namely Need Analysis. It covers

definition, purpose, target, steps and techniques for conducting need analysis. Unit 3

encompasses the conception of aims, goals and objectives. Unit 4 covers Assessment and

Testing which highlight how and why conducting assessment and testing. Unit 5 discusses

Materials as a part of curriculum component. This part converses the framework for

material design, material blue print and where materials come from. Unit 6 highlight the

concept of teaching that cover up the role of institutions, teachers, teaching and learning

process and application of curriculum through lesson plan. Unit 7 discussed evaluation

concept. It deals with approaches, purposes and procedures in conducting evaluation. Unit

8 describes the curriculum and syllabus in Indonesia context. Unit 9 explains the

Curriculum in SMA/MA level including syllabus and lesson plan in this grade. Unit 10

emphasizes the Curriculum in SMP/MTs level including syllabus and lesson plan in this

grade. Finally, Unit 11 discusses the concept of material development in ELT.

This textbook is expected to be the supplementary material for supporting the

teaching and learning process of English Curriculum and Material Development course and

encourage students to be active and motivated in their learning.

Ponorogo, September 2017

Pryla Rochmahwati, M.Pd


TABLE OF CONTENT

PREFACE .................................................................................................................................................. 2

TABLE OF CONTENT ........................................................................................................................... 3

LESSON I CURRICULUM AND SYLLABUS .................................................................................... 5

A. Definition of Curriculum ...................................................................................................................... 5

B. Definition of Syllabus ............................................................................................................................. 7

C. The Differences between Curriculum and Syllabus .................................................................. 8

D. Kinds of Syllabus ................................................................................................................................. 9

E. The Importance of Curriculum in Language Teaching .......................................................... 11

LESSON II COMPONENT OF CURRICULUM: NEED ANALYSIS ..........................................12

A. Definition of Need Analysis ............................................................................................................... 12

B. The Purposes of Need Analysis ....................................................................................................... 13

C. The Target of Need Analysis ............................................................................................................. 13

D. Steps and Techniques for Conducting Needs Analysis. .................................................... 14

LESSON III COMPONENT OF CURRICULUM: AIMS GOALS AND OBJECTIVES ............17

A. Aims ............................................................................................................................................................ 17

B. Goals ........................................................................................................................................................... 17

C. Objectives ................................................................................................................................................. 18

D. The Importance of Goals and Objectives ................................................................................ 21

LESSON IV COMPONENT OF CURRICULUM: ASSESSMENT AND TESTING .................23

A. Making Decision in Testing ............................................................................................................... 24

B. Matching Test to Purpose .................................................................................................................. 24

C. Test Designs ............................................................................................................................................. 26

D. Student’s Knowledge of the Questions .................................................................................... 27

E. Matching Tests to Decision Purposes ........................................................................................... 27

F. Adopt, Develop, and Adapt Language Test ................................................................................. 29

G. Organizing and Using Test Results................................................................................................. 30

LESSON V COMPONENT OF CURRICULUM : MATERIALS ..................................................32

A. Framework for Material Design ...................................................................................................... 32

B. Materials Blueprint ............................................................................................................................... 33

C. Where Do Materials Come From? ................................................................................................... 34


LESSON VI COMPONENT OF CURRICULUM : TEACHING ...................................................36

A. The Role of Institution......................................................................................................................... 36

B. The Role of Teachers ............................................................................................................................ 38

C. The Teaching Process .......................................................................................................................... 40

D. The Learning Process...................................................................................................................... 41

E. Application of Curriculum Through Lesson Plan ..................................................................... 43

LESSON VII COMPONENT OF CURRICULUM: EVALUATION .............................................46

A. Approaches to Evaluation .................................................................................................................. 46

B. Purpose for Evaluation ....................................................................................................................... 47

C. Procedures Used in Conducting Curriculum Evaluation ...................................................... 48

LESSON VII CURRICULUM AND SYLLABUSES IN INDONESIA CONTEXT .....................49

A. Development of Curriculum in Indonesia ................................................................................... 49

B. Development of English Language Teaching Syllabus in Indonesia ................................ 53

LESSON IX SMA/MA ENGLISH CURRICULUM .........................................................................56

A. Syllabus for SMA Grade ....................................................................................................................... 56

B. Lesson Plan for SMA Grade ............................................................................................................... 56

LESSON X SMP/MTs ENGLISH CURRICULUM .........................................................................58

C. Syllabus for SMA Grade ....................................................................................................................... 58

D. Lesson Plan for SMA Grade .......................................................................................................... 58

LESSON XI MATERIAL DEVELOMPENT .....................................................................................59

A. The Concept of Materials Development ....................................................................................... 59

B. Principles in Developing Materials ................................................................................................ 60

C. Types and Characteristic of Teaching Materials ...................................................................... 61

D. Developing Materials ...................................................................................................................... 63

REFERENCES ........................................................................................................................................67

LIST OF APPENDICES ........................................................................................................................70

CURRICULUM VITAE .........................................................................................................................96


LESSON I CURRICULUM AND SYLLABUS

Learning Outcomes

1. Identifying the basic principles of curriculum and syllabus in Language Teaching

Instructional Objectives

After this course, the students are expected to be able to :

1. Describe the definitions of curriculum

2. Mention the advantages of using curriculum in Language Teaching

3. Mention the disadvantages of using curriculum in Language Teaching

4. Describe the definition of syllabus

5. Mention kinds of syllabus

LESSON I CURRICULUM AND SYLLABUS

The organization of schooling and further education has long been associated with the

idea of a curriculum. But what actually is curriculum, and how might it be conceptualized?

We explore curriculum theory and its relation to the education.

A. Definition of Curriculum

Curriculum has numerous definitions, which can be slightly confusing.

However, the idea of curriculum is hardly new - but the way we understand and

theorize it has altered over the years - and there remains considerable dispute as to

meaning. It has its origins in the running/chariot tracks of Greece. It was, literally, a

course. In Latin curriculum was a racing chariot; currere was to run. A useful starting

point for us here might be the definition offered by John Kerr as quoted by Kelly

defines curriculum as all the learning which is planned and guided by the school,

whether it is carried on in groups or individually, inside or outside the school1.

Using educational concepts, we can say that the curriculum defines the

educational foundations and contents, their sequencing in relation to the amount of

time available for the learning experiences, the characteristics of the teaching

institutions, the characteristics of the learning experiences, in particular from the point

of view of methods to be used, the resources for learning and teaching (e.g. textbooks

and new technologies), evaluation and teachers’ profiles.2

In what follows we are going to look at four ways of approaching curriculum

theory and practice: (1). Curriculum as a planned program of activities. (2). Curriculum

as product. (3). Curriculum as process.

1. The curriculum as a plan for instruction

1 Kelly, A. V. 1999. The Curriculum. Theory and practice. London: Paul Chapman. 2 Cecilia Braslavsky. (Online) ( Http://www.ibe.unesco.org/fileadmin/user_upload/

archive/AIDS/doc/ cecilia_e.pdf, access in April, 10, 2012)

http://www.ibe.unesco.org/fileadmin/user_upload/


The processes of developing, implementing, and evaluating a curriculum may

be considered as the essential elements of a curriculum plan. A curriculum plan is a

system for both decision making and action with respect to curriculum functions

directed at a specified population. Thus, a curriculum plan has three primary

functions: to produce a curriculum for an identifiable population, to implement the

curriculum in a specific school, and to appraise the effectiveness of the curriculum

developed.

Goodlad argues not only that curriculum development results in a plan for

instruction, including elements of evaluation and the potential for school

improvement, but also that the key unit for educational change is the individual

school; and the chief decision makers in effectuating a curriculum plan are the

school principal, teachers, students, parents, and local community. Thus, the

primary ingredient of teaching and learning is the local school site. 3

2. Curriculum as the product

Knowledge was seen as something similar to a product that is manufactured.

Generally, one starts knowing nothing, is taught, and one transmits that knowledge

to action. For the most part, this point of view worked for quite some time, as it

organized learning quite neatly. There were a series of steps leading to the product,

and curriculum could be designed accordingly. Those steps are: Diagnosis of need,

Formulation of objectives: Selection of content, Organization of content, Selection

of learning experiences, Organization of learning experiences, Determination of

what to evaluate, and the ways and means of doing it.

The curriculum as product model is heavily dependent on the setting of

behavioral objectives.Ralph W Tyler stated that since the real purpose of education

is not to have the instructor perform certain activities but to bring about significant

changes in the students' pattern of behaviour, it becomes important to recognize

that any statements of objectives of the school should be a statement of changes to

take place in the students4. In other words we can say that curriculum, essentially,

is a set of documents for implementation.

3. Curriculum as a process.

Another way of looking at curriculum theory is through process. In this sense

curriculum is not a physical thing, but rather the interaction of teachers, students

and knowledge. In other words, curriculum is what actually happens in the

classroom and what people do to prepare and evaluate.

What we have in this model are a number of elements in continuous

interaction. Teachers enter certain situations with an ability to think critically; an

understanding of their role and the expectations others have of them; and a

3 Goodlad, J. I. 1998. Educational Renewal: Better Teachers, Better Schools. New York, NY:

Wiley. 4 Ralp W Tyler. 1949. Basic Principles of Curriculum and Instruction, Chicago: University of

Chicago Press. .4


proposal for action that sets out essential principles and features of the educational

assembly. Guided by these, they encourage conversations between, and with,

people - out of which may come thinking and action. They continually evaluate the

process and what they can see of outcomes.

A curriculum is viewed as a particular form of specification about the practice

of teaching. It is not a package of materials or a syllabus of ground to be covered. It

is a way of translating any educational idea into a hypothesis testable in practice5

In other hand, there are many definition from others experts of curriculum

as quoted in Nasution6, they are ;

1. Edward A. Krug at The Secondary School Curriculum. He stated that a curriculum

consist of the means used to achieve a purpose of schooling.

2. Robert Gagne defines curriculum as a series of units of material arranged in such a

way that faithfully studied the unit as a whole with the skill and ability

requirements contained in the previous unit objectives that must be mastered ole

boy first.

3. Daniel TannerTanner & Laurel Tanner stated that curriculum is the learning

experiences planned and directed, organized through the reconstruction process of

systematic knowledge and experience under the supervision of educational

institutions so that learners can continue to have a passion for learning as part of

his personal social competence.

4. Ronald C. Doll views that curriculum is the materials and processes, both formal

and non-formal education in which children acquire knowledge and

understanding to develop skills, change attitudes, appreciation and values under

the responsibility of the school.

5. Soetopo and Soemanto see curriculum as an attempt to convey the principles and

essential characteristic of an education plan drawn up in such a way that can be

implemented by teachers in schools.

6. J. Gallen Saylor and William N. Alexander give definition of curriculum as sum total

of the effort to influence school learning whether in the classroom, playground or

out of school. "The curriculum is a whole school effort to influence learning, both

of which take place in class, as well as outside the school yard.

7. Franklin Bobbit defines curriculum as good overall experience directly maupu not

directly related to the development of individual ability.

The curriculum is also interpreted as a series of experiences that are used for a

person to enhance child development.

B. Definition of Syllabus

A syllabus is an expression of opinion on the nature of language and learning; it

acts as a guide for both teacher and learner by providing some goals to be attained.

5 Stenhouse, L. 1975. An Introduction to Curriculum Research and Development, London:

Heinemann. . 142 6 Nasution, MA, 2001. Asas-asas Kurikulum, Jakarta, Bumi Aksara. . 2


Hutchinson and Waters define syllabus as a statement of what is to be learnt and

reflects of language and linguistic performance7. This is a rather traditional

interpretation of syllabus focusing as it does on outcomes rather than process.

However, a syllabus can also be seen as a "summary of the content to which learners

will be exposed8. Syllabus is the explanation about basic standards of competence and

competence into the subject matter, learning activities and achievement of competence

indicators9. Basuki stated that syllabus is one of steps in KTSP Development, especially

to answer “what we must learn?” and the explanation of the main program in one

subject that come from standard competence and basic competence which determined

into indicators, materials, learning processes, evaluation systems, time allocation,

learning sources.10

From those definitions we can say that syllabus outlines the goals and objectives

of a course, prerequisites, the grading/evaluation scheme, materials to be used

(textbooks, software), topics to be covered, a schedule, and a bibliography. Each of

these components defines the nature of the learning experience. Goals and objectives

identify the expected outcomes and scope of the course as determined by the

instructor or course designer, restricting the domain of knowledge for the learner.

Prerequisites limit the student population to those with certain kinds of learning

experiences, usually other courses. The grading or evaluation scheme tells students

what kind of learning activities are to be valued (e.g., assignments, tests, papers,

projects), that is, the currency of learning in this particular course. Topics to be covered

specify the content that the instructor feels is important. The schedule provides a

timetable for learning, usually with milestones in the form of due dates or tests.

C. The Differences between Curriculum and Syllabus

Syllabus and Curriculum are two words that are often confused as words that

have same sense. Strictly speaking they are two different words that give different

meanings. Syllabus refers to the program or outline of a course of study. Curriculum on

the other hand is a word that refers to the subjects that are studied or prescribed for

study in a school or in a college.

A curriculum is typically a guideline set out for educators that prescribes what

they need to teach their students. It tends to outline the subjects that need to be taught,

as well as methods for ensuring that each student has indeed learned the necessary

materials. On the other hand, a syllabus is a more descriptive list of the concepts that

will be taught in a particular class.

7 Hutchinson, T. & Waters, A. 1987. English For Specific Purposes: A Learning Centred

Approach. Cambridge: Cambridge University Press. 80 8 Yalden, J. 1987. Principles of Course Design for Language Teaching. Cambridge : Cambridge

University Press. 87 9 Abdullah Idi, M. Ed. 2007. Pengembangan kurikulum Teori & Praktik ( Jogjakarta, Ar Ruzz

Media. 45

10 Basuki, M.Ag, dkk, Cara Mudah Mengembangkan Silabus, Pustaka Felicha, 2010, 3


D. Kinds of Syllabus

A syllabus provides a focus for what should be studied, along with a rational for

how that content should be selected and ordered. This section explains seven types of

syllabus - Structural, Situational, Topical, Functional, Notional, Skills, and Task11.

1. Structural Syllabus

This type is talk about the material that constructs material structurally.

For instant, the following sample of heading from the table of contents of grammar

class is obviously organized around structures:12

Chapter 1: Verb Tenses

1-1 The Simple Tenses

1-2 The Progressive Tenses

1-3 The Perfect Tenses

1-4 The Perfect Progressive Tenses

1-5 Summary Chart of Verb Tenses

1-6 Spelling of –ing and –ed Forms

Chapter 2: Modal of Auxiliaries and Similar Expression

2. Situational Syllabuses

This type is talk about material based on context, condition or situation.

Example:

A selection of main heading from the table of contents of Brinton and Neuman (1982)

reveals an overall organizational structure that is basically situational:13

Introduction

Getting Acquainted

At The Housing Office

Deciding to Life Together

Let’s Have a Coffee

3. Topical Syllabuses

This type is talk about material based on the topics.

Example:

Some of the main heading from the table of contents of Smith and Mare (1990) will

illustrate a topical syllabus:14

Unit 1 Trends in Living

1. A cultural difference: Being on Time

2. Working Hard or Hardly Working

3. Changing Lifestyles and New Eating Habit

Unit 2 Issues in Society

11 James D Brown. 1995. The Elements of Language Curriculum (A system approach to program

development). Heinle&Heinle Publishers. 7 12 Ibid. Page 8 13 Ibid. Page 9 14 Ibid. Page 9


1. Loneliness

2. Can Stress Make You Sick

3. Care of The Elderly: a Family Matter

4. Functional Syllabuses

This type is talk about materials with typically organized: semantic uses, or meaning

packets, called functions (after van Ek & Alexander 1980).

Example:

A few of the heading from the table of contents of Jones and Baeyer (1983) will

exemplify a typical functional syllabus: 15

1. Talking about yourself, starting a conversation, making a date.

2. Asking for information: question techniques, answering techniques, getting more

information.

3. Getting people to do things: requesting, attracting attention, agreeing, and

refusing.

4. Talking Past event: remembering, describing experiences, imagining what if…

5. Conversation technique: hesitating, preventing, interruption, and interrupting

politely, are bringing people together.

5. Notional Syllabus

This type is talk about some categories some like distance, duration, quantity, duality,

location, size and so on.

Example:

A sample of the unit heading from the table of contents below:

Unit 1 Properties and Shape

Unit 2 Location

Unit 3 Structure

Unit 4 Measurement 1 (of solid figure)

Unit 5 Process 1 Function and ability

Unit 6 Action in sequence

6. Skill-Based Syllabus

This type is talk about the ability to use and continue to learn the material.

Example:

Some of the main heading from the table of contents of Barr, Clegg, and Wallace will

provide an example of a skill-based syllabus.16

Scanning

Key Words

15 Ibid. page 10 16 Ibid. page 11


Topic Sentences

Reference Word

Connectors

7. Task-Based Syllabus

This type is talk about the syllabus that only gives the students task or assignment.

Example:

A sample of the main heading from the table of contents of Jolly (1984) provides an

example of a task-based syllabus.17

1. Writing notes and memos

2. Writing Personal Letters

3. Writing Telegram, Personal ads And instruction

4. Writing Description

5. Reporting Experience

6. Writing to Companies and Official

E. The Importance of Curriculum in Language Teaching

An effective curriculum offers good impression on many sides. It provides

administrators, teachers and students with good impact.

1. Impact on Administrators

A curriculum allows administrators to provide a dynamic educational program for

current and prospective students. Schools, colleges and universities attract

students with a variety of quality, competitive and flexible program curricula.

2. Impact on Teachers

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 level involves a high school, college or career.

3. Impact on Students

A curriculum gives students an understanding of what must be accomplished in

order to obtain a degree. Without such knowledge, students would be lost in a

maze of academic courses that seemingly leads nowhere. They would have no

assurance that they are taking the proper subjects toward a diploma or a degree. A

curriculum promotes a sense of order and structure in the pursuit of academic

success.

17 Ibid. page 12


LESSON II COMPONENT OF CURRICULUM: NEED

ANALYSIS

LESSON II COMPONENT OF CURRICULUM: NEED ANALYSIS Competence Standard

1. Identifying Need Analysis in Language Curriculum Development

Basic Competence

1. Identifying the objectives of need analysis.

2. Identifying the users of need analysis

3. Identifying The Target of need analysis

4. Identifying Procedures for conducting need analysis



1. Explain the objectives of need analysis

2. Describe the users of need analysis

3. Determine the target population in conducting need analysis

4. Formulate the procedures for conducting need analysis

Historically, need analysis introduced into instruction of language through

movement of ESP between 1960 till 1970. Although, this matter of need analysis do

not suggested only for ESP, but also for the student of foreign language in general.

Even, need analysis have been conducted informally for years by all teacher which

wish to assess what language that the student need to learn. Needs analysis (also

known as needs assessment) has a vital role in the process of designing and

carrying out any language course, whether it is English for Specific Purposes (ESP)

or general English course18

A. Definition of Need Analysis

The term needs analysis generally refers to the activities that are

involved in collecting information that will serve as the basis for developing a

curriculum that will meet the needs of a particular group of students19. It means

that need analysis includes all the activities used to collect information about

the students' learning needs, wants, wishes, desires, etc. The process also

18 Dudley-Evans, T., and St. John, M. 1998. Developments in ESP: A multi-disciplinary

approach. Cambridge: Cambridge University Press . 19 Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. 1999. Japanese

Language Needs Analysis. (Online) (http://www.nflrc.hawaii.edu/Networks /NW13 /NW13.pdf, acsess on,

June, 20, 2012.)

http://www.nflrc.hawaii.edu/Networks%20/NW13%20/NW13.pdf


sometimes involves looking at the expectations and requirements of other

interested parties such as the teacher, administrators, financial supporters, and

other people who may be impacted by the program.

Needs analysis is also a systematic process for determining and addressing

needs between current conditions and desired conditions. The discrepancy

between the current condition and wanted condition must be measured to

appropriately identify the need. The need can be a desire to improve current

performance or to correct a deficiency.

B. The Purposes of Need Analysis

What is the need analysis for? We should be able to answer this

question. The analysts do this step are to identify the ability of student, what

knowledge and skill the student already have, what the student wish to achieve,

to know the difficulties in language learning, in order to decide what language

points the student needed to learn. After knowing all information that already

mention, the analyst can give alternative about what the teacher have to do to

help the student increase their ability and achieve their wish in language

learning.

The information gathered from a needs analysis can be used to help you

define program goals. These goals can then be stated as specific teaching

objectives, which in turn will function as the foundation on which to develop

lesson plans, materials, tests, assignments and activities. Basically, a needs

analysis will help you to clarify the purposes of your language program.

The main aims of a needs assessment could be (1) offering the needed

foundation (information basis) for development or improvement of an

educational or social program, (2) restructuring of an organization for

improving the performances in relation with the established goals, (3) setting

up criteria for contract services of human resources training and development,

(4) identification of a solution for a complex problem or issue20.

C. The Target of Need Analysis

There are some points in the target population in conducting need

analysis. It is not only a single person but any group that participate in the

need analysis:

1. The target group

The target group is the student in program, but the teachers (lecturers) or

the administrators are also targeted.

20 James Dean Brown, The Elements of Language Curriculum. .36


2. The audience

The audience usually consists of teacher, teacher aides, program

administrators and any governing bodies or supervisors in the bureaucracy

above the language program.

3. The need analysts themselves

That is person who responsible for conducting the need analysis. May be

consultant or member of the faculty designated for the job

4. The resources group

That is people who become the source of information about the target

group. For example: the parents and the lecturers.

D. Steps and Techniques for Conducting Needs Analysis.

Steps in need analysis must logically be reliable, valid, and usable within a

context before it can be effectively used. The steps in conducting need analysis

are:

1. Clarify the purpose of the needs analysis.

The following questions can be guidance for clarifying the purpose of need

analysis. They are:

What do you know? What do you think you know? What do you want to

know?

What are you trying to measure?

What will you do with the information you collect?

How will you report the information? Is it user friendly and easy to

understand?

Are all interested groups included in planning and conducting the needs

assessment?

Who will be responsible for the various steps?

2. Identify the population

In this stage, we need to find the answer of who - students, teachers,

administrators, other school staff, parents, community members, volunteers,

service providers etc.

3. Determine how you will conduct the needs analysis.

4. Design a survey instrument or adopt one that already exists.

Are the instruments easy to use?

Is the format easy to summarize and analyze?

5. Collect Data

In collecting data, we need to provide information related to

The current and future needs of the school, students, parents, teachers, and

the community


How well the current processes meet these clients’ needs

The ways in which the school and community are changing

The root causes of problems

The types of education programs and expertise that will be needed in the

future

6. Analyze Data

In analyzing data, we try to find (1) What are the strengths? And (2) What are

the weaknesses? Moreover, the purposes of analyzing the data are:

Improve instruction

Provide students with feedback on their performance

Gain common understanding of what quality performance is and how

close we are to achieving it

Measure program success and effectiveness

Understand if what we are doing is making a difference

Know which programs are getting the results we want

Get to the “root causes” of problems

Guide curriculum development and revision

Promote accountability

Meet state and federal requirements

Use data to determine goals for increased student achievement,

benchmarks for progress, and measurable outcomes

7. Use the results

Determine short and long term goals—use at least 3 data sources to justify

each goal or target area

Develop a plan

Allocate resources

Summarize findings

There are some kinds of instruments used in conducting in need analysis.

a. Tests

Tests can provide information about the general ability levels of

students (Proficiency), about possible grouping in the class based on their

ability (placement), about specific problem that students have in the

language learning (diagnostic), and about their achievement in previous or

other programs (achievement).


b. Observations

This procedures usually involves watching an individual or a small

number of individuals, and recording the behaviors that occur. So, in this

part the analyst observate the student by looking behavior, interaction

between people, and inventory that used to record a count of physical

objects.

c. Interviews

This procedures can do by individual interview or group interview.

Individual interview can be done looking for private information. Group

interview might appear to be one way around the time problem and the

information given in this way is not confidential.

d. Meetings

This part is used to gathering information by making a meeting with the

participants and the analyst give a tasks to them. In the meeting the

participant try to answer a task may provide useful information about the

people and program in question.

e. Questionnaire

The analysts give written questionnaires to the participants. Biodata

survey is used to get information and facts about the background of each

participant. The next is opinion survey that be used to know the teacher

thinking about the existing program, its objectives, the materials, and so on.

Self-ratings is refers to know the students (their own abilities, the interest

level, motivation, and so on). Judgmental rating is the way that the analyst

asks to the student to give a judgement in various aspects of the program.


LESSON III COMPONENT OF CURRRICULUM:

AIMS, GOALS AND OBJECTIVES

Competence Standard

1. Identifying Aims, Goals and Objectives in Language Curriculum Development

Basic Competence

1. Identifying Aims, Goals and Objectives in language teaching



1. Distinguish Aims, Goals and Objectives in language teaching

2. Formulate Aims, Goals and Objectives in language teaching

LESSON III COMPONENT OF CURRICULUM: AIMS GOALS AND OBJECTIVES

Needs analysis refer to the activities involved in gathering information that will

serve as the basis for the developing a curriculum that will meet the learning needs

of particular group of students. The process of needs analysis can generate a

tremendous amount of information that must be sorted and utilized in some way

within the curriculum. One way to use this information is to apply what has been

learned in the need analysis for the formulating of program goals and objectives.

A. Aims

Aims are general statement that provides direction or intent to educational

actions. Aims are usually written in amorphous terms using words like: learn,

know, understand, appreciate and these are not directly measurable. Aims may

serve as organizing principles of educational direction for more than one grade.

Indeed these organizing principles may encompass the continuum of

educational direction for entire programs, subject areas of the district.

B. Goals

There are definitions of the goals, namely:

1. Goals are general statements of the program’s purposes.

2. Goals should usually focus on what the program hopes to accomplish in the

future, and particularly on what the students should be able to do when they

leave the program.

3. Goals can serve as one basis for developing more precise and observable

objectives.


4. Goals should never be viewed as permanent, that is, they should never

become set in cement.21

The primary reason for this last point is that the needs being addressed

are only perceived needs and such perceptions may change. In fact, actual

changes may occur in both language needs and situation needs if new and

different types of students enter the program. Goals may take many shapes.

They may be language and situation-centered as in the three goals includes in

the statement: “In our program, the students will learn how to fill out forms in

Indonesia, read a menu, and order a meal.”

Goals are broad statements of what the students will be able to do when

they have completed the course. A curriculum will often be organized around

the goals of the program. Thus the goals and syllabuses of a program may be

related. The program fosters acceptance of cultural differences between

countries. The process of defining goals makes the curriculum developers and

participants consider, or reconsider, the program’s purposes with specific

reference to what the students should be able to do when they leave the

program.22

C. Objectives

If curriculum goals are defined as statements of the desirable and

attainable curriculum purposes and based on the perceived language and

situation needs of the participants in a program. Instructional objectives will be

defined here as specific statements that describe the particular knowledge,

behaviors, and / or skill that the learner will be expected to know perform at

the end of a course or program.

Instructional objectives are specific, measurable, short-term, observable

student behaviors to ensure your students to reach your goals.

Consider the following “objectives” that were stated for an upper-level

ESL for academic purposes class at a well-known American University:23

By the end of the course, a student will be able to:

1. Prepare a term paper (including footnotes, bibliography, title pages, and so

forth).

2. Take notes on a lecture.

3. Answer questions following such a talk.

A statement like “a student will be able to prepare a term paper” is far

too general to fit the definition of an objective as I have given it here. The three

21 James Dean Brown, 1995. The Elements of Language Curriculum, 71

22. Ibid, . 72 23 Ibid., 73-74.


“objectives” do match the definition I have given for curriculum goals. For

instance, whether the following seem more like curriculum goals or

instructional objectives:

By the end of the course, the student will be able to:

1. Understanding conversational English.

2. Correctly underline sentences that function as examples within 600 word

passages of 11th grade reading level on general science topics three out of four

times.

3. Develop oral language skills that will prepare them to participate in class

discussions, make oral presentations before an audience, and respond to

questions, as well as continue to improve through self-evaluation of speech.

4. Find and write down the library call numbers for 10 books found in the card

catalog when supplied with only the author and title with 90 % accuracy.

In distinguishing between goals and objectives, it is probably easiest to

consider the extremes. Ask yourself if the statement is closer to a very general

goal or to a very specific instructional objective.

At the other extreme on the continuum are very specific instructional

objective. These are easy to spot because they are specific, and they are specific

because they have the three essential characteristics, that is, they include three

components:

1. Performance (what the learner will be able to do)

2. Conditions (important conditions under which the performance is expected

to occur)

3. Criterion (the quality or level of performance that will be considered

acceptable)

According to Bixler, there are three types of objectives. They are Cognitive,

Affective and Psychomotor.

Cognitive

This includes knowledge or information recall, comprehension or conceptual

understanding, the ability to apply knowledge, the ability to analyze a situation,

the ability to synthesize information from a given situation, and the ability to

evaluate a given situation.

E.g., "Given a description of a planet, the student will be able to identify that

planet, as demonstrated verbally or in writing." or "The student will be able to

evaluate the different theories of the origin of the solar system as demonstrated

by his/her ability to compare and discuss verbally or in writing the strengths

and weaknesses of each theory."

Affective


Affective refers to attitudes, appreciations and relationships among others.

E.g., "Given the opportunity to work in a team with several people of different

races, the student will demonstrate an positive increase in attitude towards

non-discrimination of race, as measured by a checklist utilized/completed by

non-team members.”

Psychomotor

Psychomotor dealt with physical skills.

E.g., "The student will be able to ride a two-wheel bicycle without assistance

and without pause as demonstrated in gym class."24

Objectives should specify four main things:

1. Audience - Who? Who is this aimed at?

2. Behavior - What? What do you expect them to be able to do? Use action

verbs to describe an overt, observable behavior.

3. Condition - How? Under what circumstances will the learning occur?

4. Degree - How much?

Example of well-written objective in affective view

“Given the opportunity to work in a team with several people of different races,

the student will demonstrate an positive increase in attitude towards non-

discrimination of race, as measured by a checklist utilized/completed by non-team

members.”

o Audience : the students

o Behavior: will demonstrate an positive increase in attitude towards non-

discrimination of race

o Condition: Given the opportunity to work in a team with several people of

different races

o Degree : as measured by a checklist utilized/completed by non-team

members

Example of well-written objective in cognitive view

“Given examples and non-examples of constructivist activities in a college

classroom, the student will be able to accurately identify the constructivist

examples and explain why each example is or isn't a constructivist activity in 20

words or less.”

o Audience : the student

24 Bixler, B. Writing Instructional Goal and Objective (Online) . (http://www.personal.

psu.edu/bxb11/ Objectives/, retrieved in June, 12, 2012.)


o Behavior : will be able to accurately identify the constructivist examples and

explain why each example is or isn't a constructivist activity

o Condition: Given examples and non-examples of constructivist activities in a

college classroom

o Degree: in 20 words or less

Example of well-written objective in psychomotor view

Given a standard balance beam raised to a standard height, the student will be

able to walk the entire length of the balance beam (from one end to the other)

steadily, without falling off, and within a six second time span.”

o Audience : the student

o Behavior : will be able to walk the entire length of the balance beam (from

one end to the other)

o Condition: Given a standard balance beam raised to a standard height

o Degree: without falling off, and within a six second time span

D. The Importance of Goals and Objectives

Goals and objectives are very important because they do the following:25

1. Help direct the choice of curricular contents and the assignment of relative

priorities to various components of curriculum.

2. Suggest what learning methods will be most effective.

3. Enable evaluation of learners and the curriculum. Thus, permitting

demonstration of the effectiveness of curriculum.

4. Suggest what evaluation methods are appropriate.

5. Clearly communicate to other such as learners, faculty, program directors,

department chairs, and individual from other institution.

Goals and objectives create the foundation for lesson plans. If they are

written well, an instructor will have an effective and meaningful structure for

discussion, activities, and assessment. Goals and objectives serve as a reminder

that teaching is not an end in itself, but the means to an end.

Goals explain the reasoning behind what you will teach in a session.

They articulate what you wish to accomplish and help to map your direction.

They address the question: What do I want my students to take with them after

the session is completed? Once you've organized your goals, you can decide

what content and teaching method will best achieve them.

25 (Online) (http//www.sil.org./componentofcurriculum/ retrieved in September, 30, 2011)


Goals state what a student should be able to do at the end of the library

session; they do not describe the learning process.

Goals for one session are often related to goals for the entire course. It

can be helpful to look at the overall course goals and those of other library

instructors. Goals should be clear and reachable. Concentrate on naming the

most important broad concepts.

Objectives are student performances of the concepts described in your

session goals. They are often referred to as 'learning outcomes' because they

define more specifically what skills students will be able to demonstrate after

your session. They can be used to assess the effectiveness of the session.

Objectives should always focus on the students, not the instructor.

Objectives should address outcomes, not learning processes. Each objective

should focus on only one idea. Objectives should measure specific behaviors.

Try to avoid using vague verbs such as 'understands' and 'knows.'

Not having clearly defined objectives may result in:

1. Misunderstandings and bad feelings from collaborating organizations whose

outcomes were left out of the survey

2. Poor direction to those who are commissioned to do a survey, potentially

producing survey results which do not answer the questions which the

sponsoring organization needs answered

3. A poor questionnaire which does not gather the data required to measure

one or more important indicators or outcomes

4. Lack of appropriate supplies and equipment

5. Undirected and unfocused data analysis and wasted time


LESSON IV COMPONENT OF CURRICULUM:

ASSESSMENT AND TESTING Competence Standard

1. Identifying Language Assessment

Basic Competence

1. Identifying Appropriate Assessment

2. Formulating test for certain skill in Language Teaching



1. Synthesize test to the learning Goals and Objective

2. Organize appropriate test based on learning goals and objectives

3. Select approppriate test in English book/ sources

4. Use test result

LESSON IV COMPONENT OF CURRICULUM: ASSESSMENT AND TESTING Barbara E. Walvoord defines assessment as “the systematic collection of

information about student learning, using the time, knowledge, expertise, and

resources available, in order to inform decision about how to improve learning.”26.

Educational assessment is the process of documenting, usually in measurable

terms, knowledge, skill, attitudes, and beliefs. It is a tool or method of obtaining

information from tests or other sources about the achievement or abilities of

individuals. Often used interchangeably with test27. A test is an instrument used to

measure a sampling of an individual’s performance as a reflection of his/her ability

of a particular domain28. In short, test is an instrument or systematic procedure for

measuring a sample of behavior. It usually refers to a specific set of questions or

tasks that is administered to an individual or to all members of a group and

measures a sample of behavior.

26 Barbara E. Walvoord. Assessment Clear and Simple: A Practical Guide for Institutions,

Departments and General Education. John Wiley & Sons, 2004, 2‐3 27 Nelson, Robert; Dawson, Phillip "A contribution to the history of assessment: how a

conversation simulator redeems Socratic method". Assessment & Evaluation in Higher Education. 2014.

39 (2): 195–204.

28 Djiwandono,M.S. 2008b. Review of Basic Principles and Practice in Language Testing: Some

Highlights. Seminar and Workshop in Language Testing for Teachers of English on November 8, 2008 at

Faculty of Letters, State University of Malang. . 1


A. Making Decision in Testing

1. Proficiencies Decision

Proficiencies decision applied to comparing the effectiveness of different

language program since proficiencies test by definition are general in natural

rather than geared to any particular program, they can be used to compare

regional branches of particular language program in short, proficiencies

decision in volt test that general in natural.

2. Placement decision

Placement decision should be based on instrument with specific program in

mine or aid list seriously examine for their appropriateness to specific program

the test upon which placement decision are should aider be specifically

designed for a given program are aid list carefully examined and selected to

reflex the goal and ability lever in the program. This test usually given to a

student entering an educational institution to determine specific knowledge or

proficiency in various subjects for the purpose of assignment to appropriate

courses or classes.

3. Diagnostic decision

Are focused on the strength and weaknesses of each individual vis-a-vis the

instructional objectives for purpose of correcting deficiencies before it is to late.

Hence diagnosis decision are aimed add fostering achievement by promoting

strength and eliminating weaknesses

4. Achievement decisions

Are central to any language curriculum we are in the business a posturing

achievement in the form of language learning. In other word, we can say that

achievement test is a standardized test for measuring the skill or knowledge

attained by an individual in one or more fields of work or stud

B. Matching Test to Purpose

Language teaching professionals make proficiency, placement,

achievement, and diagnostic decisions about their students all the time. To help

in developing sound tests for making important decision, it will begin by

explaining a clear cut distinction between two major families of tests. It is known

that the result of language tests can be interpreted in two different ways,

depending on the frame of reference adopted. When test score are interpreted in


relation to the performance of a particular group of individuals, we call it a

norm-referenced interpretation. 29

1. Norm-Referenced Test (NRT)

NRT is designed to measure global language abilities (for instance,

academic listening ability, reading comprehension, etc). The purpose of an

NRT to spread the students out along a continuum score (high to low). The

general format of the questions on an NRT is multiple choice, true-false,

dictation or essay.

2. Criterion-Referenced Test (CRT)

CRT is produced to measure well defined and fairly specific

objectives. These objectives are specific to a particular course, program,

school district, or state. The purpose of CRT is to measure the amount of

learning that the students has accomplished on each objective. The students

would know in advance what types of questions, tasks and content to expect

for each objective because the question content would be implied in the

objective of the course.

3. Comparing Norm-Referenced and Criterion-Referenced Approaches

NRT is a test which is designed to measure how the performance of

a particular student or group of students compares with the performance

of another student or group of students whose scores is given as the norm.

a student’s score is therefore interpreted with the reference to the criterion

score, rather than to the scores of other students.30 It is designed to enable

the test user to make normative interpretations of test results. Test results

are interpreted with reference to the performance of a given group, or

norm.”31

Then CRT is a test which measures a student’s performance

according to a particular standard or criterion which has been agreed upon.

The student must reach this level of performance to pass the test, and a

student’ score is therefore interpreted with the reference to the criterion

scores of other students.32 It is designed to enable the test user to interpret

test score with reference to a criterion level of ability or domain of

content.33

29 James Dean Brown, 1995. The Element of Language Curriculum. . 112 30Ibid., 113 31 Lyle Bachman. 1990. Fundamental Consideration in Language Testing (New York:Oxford

University Press. . 72 32James Dean Brown, 1995. The Element of Language Curriculum, . 113 33 Lyle Bachman. 1990. Fundamental Consideration, . 74


The essential difference between these definitions is that the

performance of each student on a CRT is compared to a particular standard

called a criterion level.

For example: if the acceptable percent of correct answers were set at 70

percent for passing, a student who answered 86 percent of the questions

correctly would pass.

On NRT, a student’s performance is compared to the performance s

of other students in whatever group has been designated as the norm.

For example: Regardless of the actual number of items correctly answered, if a

student scored in the 84th percentile, he or she performed better than 84 out

of100 students in the group as a whole.

The key to understanding this difference is implicit in the terms

percent and percentile. In administering a CRT, the principal interest is in

how much of the material on the test is known by the students. Hence the

focus is on the percent of material known, that is, the percent of the

questions that the student answered correctly in relation to the material

taught in the course and in relationship to a previously established criterion

level for passing.34

In administering an NRT, the concerns are entirely different. Here,

the focus is on how each student’s performance relates to the scores of all

the other students, not on the actual number (percent) of questions that the

student answered correctly.

C. Test Designs

Regardless on what facets of language are being tested, an NRT is likely to

be relatively long and to be made up of a wide variety of different item types. An

NRT usually consist of a view subtests on rather general language skills, for

example, reading and listening comprehension, grammar, writing and the like.

These subtests will tend to be relatively long (30-50 items) and cover a wide

variety of different test items.

In comparison, CRTs are much more likely to be made up of

numerous, but shorter subtests. Each of the subtests will usually represent a

different instructional objective for the given course-with one subtest for each

objective. For example, if a course has 12 instructional objective, the CRT

associated with that course might have 12 subtests (although sometime only a

subsample of an objectives will be tested).

34 James Dean Brown . 1995. The Element of Language Curriculum, . 113


D. Student’s Knowledge of the Questions

Because of the general nature of what NRTs are testing and usual wide

variety of items, students rarely know in any details what types of items to

expect. The students might know what item formats they will encounter, for

example, multiple-choice grammar items, but seldom will they be able to

predict actual language points. On CRTs, students should probably know what

language points will be tested, as well as what item types to expect.35

This table can illustrate those points:

Differences between Norm-Referenced and Criterion-Referenced Test

No Characteristics Norm-Referenced Criterion-Referenced

1. Used to measure General language

abilities or

proficiencies

Specific language points

based on course objectives

2. Purpose of

testing

Spread students out

along a continuum

of abilities or

proficiencies

Assess the amount of

material known by each

student

3. Distribution of

scores

Normal distribution Students can all score 100

percent if they know the

material or the skill

4. Test design A few long subtests

with similar items

throughout

Numerous short, clearly

defined subtests, each

testing one objective

5. Student’s

knowledge of

test questions

Have no idea what

types of questions

to expect

Know exactly what content

to expect on test

E. Matching Tests to Decision Purposes

Test

qualities

Proficienc

y Placement Achievement Diagnosis

Detail of

information

Very

general

General Specific Very specific

Focus General Learning Instructional Instructional

35 James Dean Brown . 1995. The Element of Language Curriculum., . 116


skills

prerequisit

e to

program

entry

points

drawn from

entire

program

objectives of

course or

program

objectives of

course or

program

Purpose of

decision

Compare

individual

overall

with other

groups/ind

ividuals

Find each

student’s

appropriate

level

Determine

amount of

learning with

regard to

program

objectives

Inform

students and

teachers of

objectives that

still need work

Type of

comparison

Compariso

n with

other

institutions

Comparison

within

program

Comparison

to course or

program

objectives

Comparison to

course or

program

objectives

When

administere

d

Before

entry or at

the end of

program

Beginning of

program

End of

courses

Beginning or

middle of

courses

Interpretati

on of score

Spread of

scores

Spread of

scores

Degree to

which

objectives

have been

learned

Degree to

which

objectives have

been learned

Type of test NRT NRT CRT CRT

The first column of that table indicates test qualities that very for the four

types of decisions. The decision/test types are labeled across the top of the table

and range from proficiency to placement to achievement to diagnosis. The table

indicates:

First, that there are differences in the degree to which the information

provided by the test is general or specific.

Second, the focus of each of these types of tests differs from general skills

prerequisite for the program to very detailed analysis of student’s ability to

perform on instructional objectives.

Third, these four types of decision/test differ in the purposes of the

decisions for which they were designed.


Fourth, the types of comparison can range from comparison with other

institutions to direct comparisons of each student’s performance on each of

the course or program objectives.

Fifth, indicates when the decision/test made.

Sixth, indicates the interpretation of score of the test results.36

F. Adopt, Develop, and Adapt Language Test

1. Adopting language test

The tests that are used for program decision are very often bought

from commercial publishing houses. Tests are also sometimes adopted from

other language programs or taken straight from current textbook.

Selecting good tests that match the specific needs of a program is

therefore important. Test review can be found in the review sections of

some language teaching journal.

Alternative ways to approach the task of selecting tests for a program

might include:

a. Taking a language testing course

b. Reading up on testing

c. Hiring a person who already know about testing

d. Giving one number of the staff release time to become informed on the

topic37

2. Developing language test

Sufficient resources and expertise will be available in a program so

that proficiency, placement, achievement, and diagnostic tests can be

developed and fitted to the specific goals of the program and to the specific

population studying in it.

Decision must be made about which types of the tests to develop

first. It means that developing achievement and diagnostic tests,

temporarily adopting previously published proficiency and placement test. 38

3. Adapting language test

The process of adapting a test to a specific situation will probably

involve some variant of the following strategy:

a. Administer the test to the students in the program

36 Ibid., . 118 37 Ibid., 120 38 Ibid., 122


b. Select those items that appear to be doing a good job of spreading out

the students for an NRT, or a good job of measuring the learning of the

objectives with that population of students.

c. Create a shorter, more efficient, revised version of the test that is fits the

ability level s of the specific population of students

d. Create new items that function like those that were working well in

order to have a test of sufficient length

G. Organizing and Using Test Results

After deciding to adopt, adapt, or develop, or some combination of all

three, curriculum planners must put the tests into place and begin to use them

for decision making.

Firstly, we have to make sure that the purposes of administering the

various tests are clear to the curriculum developers and to the teacher. It means

that the purposes must be clearly defined in both theoretical and practical that

are understood and agreed by a majority of staff.

Second, we have to ensure that all necessary physical conditions for the

test have been met. It means assuring that there is a well-ventilated and quiet

place in which to administer the test and enough time in that space for some

flexibility. We also make sure that students have been notified before the test

and should be given information about where and when the test will be given.

The next step is administering test, before it we have to make sure that

there are adequate materials o hand. All necessary equipment should be handy

in good repair. Proctors must be trained in their duties and have sufficient

information to do a professional job of test administration.

After the tests have been administered, we should make provisions for

scoring. Again, adequate space and scheduling are important so that quantified-

staff can be trained to carry out the scoring of the test.

Interpretation of the results is important. There must be clearly defined

purpose for the result, and provision for helping teachers use scores and

explain them to their students.

The next is about the record keeping. Record keeping is often forgotten in

the test administration. The resources must be provided for keeping track of

score. Ready access to the records is very important for all staff members.

Provision must also be made for eventual destruction of these records.39

39 Ibid., 123


Last but not least, there should be an ongoing plan for research based on

the results. At minimum, the results should be used to full advantage. It means

that the result should be incorporated into overall program evaluation plan.40

40 Ibid., 125


LESSON V COMPONENT OF CURRICULUM:

MATERIALS

Competence Standard

1. Identifying an approppiate materials design

Basic Competence

1. Identifying Materials Design

2. Identifying on how to organize materials for language teaching



1. Describe framework for materials design

2. Analyze how to organize materials for language teaching

3. Select authentic materials in language teaching design

4. Develope materials for language teaching design

LESSON V COMPONENT OF CURRICULUM : MATERIALS

Teaching material is one of the important aspects in English teaching

programs. From textbooks, videos, pictures from internet, teachers rely greatly on

a diverse range of materials to support teaching and learning process.

A. Framework for Material Design

Before actually adopting, adapting, developing materials, the language

programs overall orientation must be considered in terms of approaches and

syllabuses, as well as in terms of how that orientation will influence the choices

that must be made in the development and implementation of materials41.

1. Approach

The one point about which most language curriculum developers would

probably agree is that there must be some sort of theoretical motivation

underlying any curriculum development. The approach can be viewed as

historical developments that happened thoroughly in the order listed, all of

these approaches continue in use in class rooms throughout the world today.\

2. Syllabuses

As defined here, the teaching activities called syllabuses are

predominantly concerned with the choices necessary to organize the language

content of a course or programs. The procedure involved in developing a

41 James Dean Brown. 1995. The Element of Language Curriculum


syllabus should eventually include examining instructional objectives,

arranging then in terms of priorities and then determining what kinds of

techniques and exercises are required in order to attain those objectives.

The information gathered in the course of conducting a language need

analysis will help to determine the direction that a particular syllabus planning

project will go since the same units of analysis used in the need analysis will

tend to be used in the objectives result. For instance, in an institution where

the teachers are well trained and hold similar views on which approaches are

appropriate, detailed specification of syllabus content may not be necessary.

The teachers may prefer to work directly from the program objectives ,

selecting content themselves from the variety of sources made available to

them by the program administration. In other situations, because of political or

administrative requirements, a detailed syllabus may be necessary to ensure

that the desired content for the course or programs is covered in a standard

sequence.

The syllabus is a contract between the teacher and the students. The

syllabus is the blueprint for the course expectations, requirements, ground

rules, readings, assignments, exams, and final projects.

3. Techniques

This set of activities was defined as ways of presenting language points to

the students. In this case the criteria for selecting technique are related to the

idea that it is useful to provide opportunities for students to develop their

writing skills in contexts and on the basis of models of teacher and students

writing.

4. Exercises

Materials developers must make early decisions about the principles kinds

of exercise that will be most appropriate for the program in question as well as

decisions about the criteria that will be used for selecting exercises. The

primary questions concern the weight that will be assigned to each activity per

lesson or units and the configurations of teacher / learner / group / class that

will be used. These issues must be addressed within the program before

deciding on detailed specifications for the exercise that will go on the daily

classes.

B. Materials Blueprint

The curriculum developers whoever they may be , would be well advised to

formulate a materials blue print that represents the kinds of language program

that they are proposing based on all the information obtained in the needs

analysis objectives setting , objectives setting and testing stages of program


development. Such a blueprint might eventually form part of a teachers manual

can also contain information that will support instructors in their teaching

effort. Whatever form such a materials blueprint eventually takes, it should

account for all the relevant information learned in the initial curriculum

development stages and include all factors judged to be potentially important

influences on the programs and its future curriculum. The materials can then be

described in terms of units of analysis that were used in developing the

syllabuses involved, as well as in terms of the scope and sequence of any

resulting units.

Finally, an effective blueprint for materials development must include some

form of evaluation component. This component might take the form of detailed

plans for studying the effectiveness of the materials or discussion processes

that will be instituted to constantly revise and urade materials, or both. Some of

regular evaluation of materials is essential because no set of materials is perfect

and because the conditions within a program and needs of the students may

change, thus eventually making the materials inappropriate or ineffective.

C. Where Do Materials Come From?

1. Adopting Materials

Adopting material in a rational manner is not as easy as it might at

first appear. First, it is necessary to decide what types of materials are

desirable. Second, all available material of these types should be located

just in case they might prove useful. Third, some form of review /

evaluation procedures must be set up to pare this list down to those

materials that should be seriously considered so that final choices can be

made. Fourth, some strategy for the regular review of these adopted

materials must be set up to make sure that they do not become irrelevant

to the needs of the students and the changing conditions in the program.

Curriculum materials are one important part of student learning.

Successful programs may be almost all in curriculum. However, the matter

of teaching materials is another factor that contributed to student success

is studying. Some other factors including quality of teaching, parental

involvement, support available and the various aspects of external. In

matter itself, the adoption of the curriculum often contributes to the

success of students due to teacher collective renewal, training, and

commitment to best teaching practices.


2. Developing Materials

The primary thrust of this has been the systematic design of curriculum

within that framework, need assessment, goal and objective and test have

already been discussed at great length. If the tentative needs, objectives

and test do indeed describe a program and if all effort to adopt material for

purposes of teaching those objectives fail to uncover suitable materials, its

may be necessary to consider developing them from scratch. I treat this

option as a second option not because it is an undesirable alternative, but

because it represents tremendous amount of work. Nevertheless, with the

help and ideas of a number of people within a program, especially the

teachers, materials and the curriculum in question.

Remember that materials are never finished so provisions should be

made for ongoing materials development particularly in term of reviewing

how well all materials are matching the needs of the students , the goals

and objective , the test and so forth.

3. Adapting Materials

Adapting existing educational materials usually requires less time and

fewer resources than developing new materials. Before using existing

materials, review the materials to ensure accuracy of information. Also, be

sure to review and evaluate the materials based on individual, community,

and program needs. You may be able to use some products and materials

without any modification. Other materials may not be appropriate for your

target audience or compatible with your program’s guidelines. These

materials may require modification.

The first stage in adapting materials is to find and evaluate materials

that might serve at least some of the students need and help to meet at least

some of the course objectives. This process is virtually the same as the one

described in the previous section for adapting materials. However, as the

materials are being evaluated, teachers should also analyses the degree to

which each set of existing materials matches the course objective, as well as

the degree of mis-match. In this case, the ultimate goal of the analyses is to

decide which of the potential sets of materials contents the highest

percentage of matches. This will in turn determine the percentage of

objective that will need to be supplemented from outside these materials. In

the end, a decision must be made as to which set, or sets of materials will be

adapted.


LESSON VI COMPONENT OF CURRICULUM:

TEACHING Competence Standard

1. Understanding the teaching and learning process in language teaching

Basic Competence

1. Recognizing the roles of stakeholders in teaching and learning design

2. Understanding appropriate design of teaching and learning process in language

teaching



1. Identify the roles of institution in language teaching design

2. Identify the roles of teachers in language teaching design

3. Describe the learning process in language teaching

4. Describe the teaching process in language teaching

5. Formulate teaching design in a lesson plan

LESSON VI COMPONENT OF CURRICULUM : TEACHING

The teaching of English has gone through many phases over the years, with

various methods being hailed as the solution to improving literacy levels. Teaching

is not only ajob of work. A teacher is charged with waking students to the nature of

reality, providing rigorous introduction to a certain discipline, and creating an

awareness of their responsibility.

A. The Role of Institution

1. The organization culture

The organization culture of a school refers to the ethos and environment

that exist within a school, the kind of communications and decision making that

takes place, and the management and staffing structure they support. Basic to

the organization culture of an institution is its management structure, because,

its organization design “is built by managerial decision that delineate the

number and type of jobs in the organization and the processes that subordinate,

control and link them, such as authority relationships, communication

networks, and specific planning and organizational techniques.

2. Quality criteria in an institution

Language teaching institutions very greatly in terms of how they view their

educational mission. Some schools – hopefully the majority – are committed to


providing quality educational services. They have a clearly articulated mission.

They take the seriously the development of a sound curriculum and set of

programs, hire the best available teachers, and provide quality instruction and

the kinds of support teachers need to achieve their best. The following

characteristics are indicators of the quality of school or educational institution:

A sense of mission: what goals does the institution have? Does it exist to

serve an important educational purpose that provides the rationale for the

range of courses and services it offers? A useful format for articulating a

school’s sense of mission is in the form of mission statement. Such a

statement should be developed collectively by those who have a commitment

to the success of the institution42.

A strategic plan: a description of the long-term vision and goals of an

institution and the means it undertakes for fulfilling them. Based on

approaches used in successful businesses and industries, the notion of

strategic planning is now increasingly seen as essential to the success of any

organization, including schools. Klinghammer in James provides a useful

overview of the function of strategic planning in effective language programs,

and identifies six elements of a good strategic plan: vision, values, purpose,

mission, goals, and strategies43.

The quality of mechanism: refer to systems a school has in place to ensure

the quality of its practices.

A sound curriculum: reflected in the following features of a school’s

programs.

Flexible organizational framework: effective schools and language programs

are characterized by administrators who are open to change, flexible, and

who encourage teachers to innovate.

Good international communications: depend on setting up systems that

facilitate communications among teachers and between teachers and

administrators.

Professional treatment of teachers: the extent to which teachers are

regarded as professionals is indicated.

Opportunities for teacher development: teachers need to develop long term

career goals and expand their roles and responsibilities over time if they are

no continued to find teaching rewarding.

3. The Teaching Context

42 (Online) (http://fisschooldiary.blogspot.com/2011/06/teaching-role-of-institution-

teachers.html, retrieved in June, 12. 2012) 43 James Brown D. 1995. The Elements of Language Curriculum

http://fisschooldiary.blogspot.com/2011/06/teaching-role-of-institution-teachers.html

http://fisschooldiary.blogspot.com/2011/06/teaching-role-of-institution-teachers.html


Size and staff structure: the size of schools and its administrative influences

many aspects of a teachers work.44

Equipment: schools very greatly in the amount they have invested in

equipment and technology.

Support staff: adequate support staff can also facilitate teacher’s work.

Teachers work space: one way of determining how seriously a school

regards its teachers and the work they do is the work space it provides for its

teachers.

Teacher’s resource room: teachers need access to a good range of current

ESL textbooks, resource book, material, and magazines located in a resource

room or similar facilities in order to update their professional knowledge

and get new ideas to feed in to their teaching.

Teaching facilities: where does teaching take palace and how adequate are

teaching facilities.

Class size: the optimal class-size needs for each type of course should be

established based on teachers, learner and school factors, and when needed,

the reasons for standards set need to be explained to clients.

B. The Role of Teachers

Many things can be done to create a context for good teaching, but it is

teachers themselves who ultimately determine the success of program.45

4. Skill and qualifications

Language teaching institutions very greatly in the type of they employ.

Increasingly, language schools are recruiting better trained and better qualified

language teachers and operating within defined standards of quality. A number

o attempts have been made to conceptualize the nature of teacher knowledge

and skill. Core components of teacher knowledge include the following:

Practical knowledge

Content knowledge

Contextual knowledge

Pedagogical knowledge

Personal knowledge

Reflective knowledge

A widely taught initial qualification for language teachers, focus on six areas

of basic teaching skills, they are:

44 Ibid. 56 45 James Brown D. 1995. The Element of Language Curriculum. . 183.


Language awareness

The learner, the teacher, and teaching/learning context

Planning for effective teaching of adult learners of English

Classroom management and teaching skills

Resources and materials for teaching

Professional development

5. Support for teachers

If teacher is expected to teach well and to develop their teaching skill and

knowledge every time, they need ongoing support. Kinds of support can be in

the form of:

Orientation:

New teachers need a careful orientation to teaching assignment in order to

clarify the goals of the program, teaching approaches, resources, problems to

anticipate, and solutions.

Adequate material

Teachers need good materials to teach from either in the form of commercial

textbooks or institutionally prepared materials.

Course guides

Course guide should be provided for each course offered in the program with

information on the course, aims, and objectives, recommended materials and

method, suggested learning activities, and procedures for assessment.

Division of responsibilities

Teachers have many different responsibilities apart from teaching. They may

be involved in course planning, course coordination, testing, and preparation

of materials and mentoring.

Further training

Teachers in an institution may not always have the particular knowledge and

skills a program need, so it may be important to select staff for specialized

training to meet these needs.

Teaching release

If teachers are expected to play a key role in some aspect of the program

such as materials development or mentoring, they may need to be given

release time from teaching to enable to devote time to this.

Mentor

A system of mentoring is often helpful in a school where there are teachers of

different levels of experience and training.

Feedback


Teachers need to be told when they are doing well and when there are

problems with their performance.

Rewards

Teachers who perform well should receive acknowledgement for good

service.

Help lines

Teachers often work for long periods in relative isolation. Teachers should

know exactly who to turn to for help in solving different kind of problems.

Review:

Time should be allocated for regular review of the program, problem solving,

and critical reflection. These activities help solve practical problems and also

develop a sense of collegiality among staff.

C. The Teaching Process

The focus here is on the teaching practices that occur within a program,

how these can be characterized, and how quality teaching can be achieved and

maintained.

6. Teaching model and principle

Teacher principles are a product of their experience, their training, and

their beliefs. (Breen), comments: any innovation in classroom practice from

the adoption of a new task or textbook to the implementation of a new

curriculum has to be accommodated are on the part of the designer of

curriculum planner and, indeed the teachers themselves, will facilitate

harmony between a particular innovation and the teacher’s enacted

interpretation of it in the classroom46.

7. Maintaining good teaching

Quality teaching cannot simply be assumed to happen. It results from an

active, ongoing effort on the part of teachers and administrators to ensure that

good teaching practices are being maintained. This involves the establishment

of shared commitment to quality teaching and the selection of appropriate

measures to bring it about. Maintaining good teaching refers to:

Monitoring

Information needs to be collected regularly on all aspect of the program to

find out how teachers are teaching the course, what is working well or

proving difficult, and what issues teachers need to resolve.

Observation

46 James Dean. Brown. 1995. The Elements of Language Curriculum


Regular observation of teachers by others teachers or supervisor can provide

positive feedback on teaching as well as help identify areas that might need

attention.

Identification and resolution of problems

Timely identification of a problem in a program is essential to ensure that

small problems do not develop into bigger ones.

Shared planning

During process planning, potential problems can often be identified and

resolved.

Documentation and sharing of good practices

Teachers should be encouraged to report on their positive teaching

experience. Meetings or mini-conferences can be arranged in which teachers

report in classroom innovations or others activities they wish to share with

colleagues.

Self-study of the program

Study of the program’s practices and values as part of the process of self-

evaluations and review.

8. Evaluating teaching

If a program seeks to provide quality teaching, it is essential that

teacher performance be regularly reviewed. This involves the development of

an appraisal system. The type of appraisal is in the following.

Developing the appraisal system

In appraisal system is likely to have greater credibility if it represents both

teachers and administrators views. It should therefore be produced

collaboratively and represent all points of view.

The focus of the appraisal conducting the appraisal

The focus of appraisal my include a number of other aspects of teachers

work, such as; lesson plan, teacher-made classroom materials, course outline

and handouts, class assignments, participation in profession development

activities.

Conducting in appraisal

A teaching appraisal may be carry out by a supervisor, a colleague, the

teacher himself, or herself, or students.

D. The Learning Process

9. Understanding of the course / class.

It is important to ensure that the learners understand the goals of the

course, the reason for the way it is organized and taught, and the approaches to


learning they will be encouraged to take. It cannot be simply assumed that

learners will be positively disposed toward to course, will have the appropriate

skills the course demands, or will share the teacher’s understanding of what the

goals of the course are.

10. Views of learning

Learner enters a course with their own views of teaching and learning

and these may not be identical to those of their own teachers. How do they see

the roles of teachers and learners? How happy are learners with the roles

expected of them? Will they need any special orientation or teaching in order

to carry out these roles effectively?

11. Learning styles

Learners learning styles may be an important factor in the success of

teaching and may not necessary reflect those that teachers recommend.

Learning styles can be defined as the preferences students’ exhibit in their

learning47. According to Felder & Silverman, a learning style is defined as the

characteristics, strengths and preferences in the way people receive and

process information48. It refers to the fact that every person has its own method

or set of strategies when learning.

Charles Smith proposed VAK learning style49. It uses the three main sensory

receivers - Vision, Auditory, and Kinesthetic (movement and tactile or touch) to

determine learning style. Learners use all three to receive information.

However, one or more of these receiving styles are normally dominant. This

dominant style defines the best way for a person to learn new information by

filtering what is to be learned.

The VAK learning styles model provides a very easy and quick reference

inventory by which to assess people’s preferred learning styles, and then most

importantly, to design learning methods and experiences that match student’s

preferences. There are three types of learning styles – visual, auditory and

kinesthetic.

Visual learning style involves the use of seen or observed things, including

pictures, diagrams, demonstrations, displays, handouts, films, flash cards etc.

Visual learners tend to prefer reading and studying charts, drawings, and other

graphic information. They like to read and obtain a great deal of visual

47 Hlebowitsh, P. (2004). Design the School Curriculum. Boston, MA: Pearson .40

48 Felder, R. & Silverman, L. (1988). Learning and Teaching Styles in Engineering Education.

Engineering Education, 78 (7), 674- 681. 49 Charles Smith, 2006. Sensory Learning Styles: Visual, Auditory and Kinesthetic learning style

in Grappling. whitebelt.org, , (Online) (http://www.berger.org/ettc/courses/ learningstyles/vis-aud-

tac.html,, accessed on June, 12, 2012.)

http://www.berger.org/ettc/courses/


stimulation. For them, lectures, conversations, and oral directions can be

challenging.

Auditory learning style involves the transfer of information through

listening: to the spoken word, of self or others, of sounds and noises. Auditory

learners prefer to hear the information. They prefer listening to lectures,

audiotapes, conversations, and oral directions. They are often excited about

classroom interactions in role-plays and similar activities. They sometimes have

trouble with reading and writing.

Kinesthetic learning style involves physical experience touching, feeling,

holding, doing, and practical hands-on experiences. Kinesthetic and tactile

learners prefer hands-on activities with lots of movement and working with

tangible objects. Sitting at a desk for long periods of time is not for them. They

need to have frequent breaks and to move around the room.

12. Motivation

It is also important to find out what the learners motivation are for taking

the course. Why are the learners in the course and how will it affects their lives?

What they do from it? Which aspect of it are they most interested in? it may be

that learners have very different priorities.

13. Support

Support mechanism provided for learners are another component of

courses delivery. These include the kinds of feedback learners will get about

their learning and opportunities that are provided for faster or slower learners.

Self-access component might be provided to allow learners to address specific

learning need and interest.

E. Application of Curriculum Through Lesson Plan

The definition of through lesson plan is the act or process of making

plans for something and learning is the act of teaching something to somebody.

So, the learning plan is a plan for teachers to teach certain subjects at certain

grade levels and, to a certain topic, and to one or more meetings.

Lesson plan in Indonesia context can be defined as the elaboration of

syllabus which ilustrates the teaching and learning activities to achieve the

goals of the basic competence.

A Lesson plan is designed to meet the basic competencies which can be

carried out in one meeting or more. Things that should be written in the lesson

plan are as follows:

1. Identity of the subject matter which consists of;


a. Title of the lesson

b. Class/ Semester

c. Program (especially for Senior High)

d. Theme

e. Time allotment

2. Competency Standard

Competency Standard is the qualification of the students’ minimal ability

which illustrates the mastery of knowledge, attitude, and skill obtained

through each class or semester for every subject.

3. Basic Competency

Basic competency is a sum of students’ ability for certain subjects as the

refference for determining the indicators for competency achievement in

asubject.

4. Indicator for competency achievement

The measureable or observable behavior which shows the achievement

of specific basic competency as the reference for the subject evaluation.

The indicators for competency achievement are formulated with

operational verbs that can be measured which cover the knowledge,

attitude, and skills.

5. The Instructional goal

Instructional goal illustrates the process and the learning outcome

achieved by the students in accordance to the basic competence

6. Instructional material

It includes the fact, concept, principle, and the relevant procedure, and

written as suitable items in relation to the indicators for competency

achievement

7. Time allotment

Time is allocated as much as needed to achieve the Basic competency

and the learning load.

8. Methodology

Methods are used by teachers to create the the teaching and learning

process to enable the students to achieve the basic competency or a set of

specified indicators. The choice of methods should consider the students’

situation and condition as well as the characteristics of every indicators

and the competency which will be achieved in every subjects.

9. Learning activities

a) Pre- activity


This activity is done at the beginning of the lesson and meant for

arousing the students’ motivation and to focuss the students’ attention

as well, so that they can particípate actively during the lesson.

b) Whilst activity

This is the main learning process and aimed at achieving the basic

competency. This activity is conducted interactively, inspiratively,

joyfully, chalenging, motivating the students to participate actively,

and giving opportunities to the students to have innovation, creativity,

and selfreliance in accordance to their talent, motivation, physical and

psychological development. This activity is conducted systematically

through exploration, elaboration, and conformation processes.

c) Post activity

This activity is done to end the lesson which can be in the form of

summarizing, evaluation, reflection, feedback , and follow up activities.

10. Evaluation

The procedure and the instruments for assessment should be based on

the indicators for competency achievement and refer to the evaluation

standard.

11. Learning Resource

Selecting the learning resource should concider the competency

standard and the basic competency, as well as the learning material, the

teaching and learning activities and also the indicators for competency

achievement.


LESSON VII COMPONENT OF CURRICULUM:

EVALUATION

Competence Standard

1. Understanding evaluation in language teaching

Basic Competence

1. Understanding the approaches of evaluation in language teaching

2. Understanding the purposes of evaluation in language teaching

3. Understanding the procedures of evaluation in language teaching



1. Distinguish evaluation, test, and assessment

2. Identify the approaches of evaluation in language teaching

3. Identify the purposes of evaluation in language teaching

4. Identify the procedures of evaluation in language teaching

LESSON VII COMPONENT OF CURRICULUM: EVALUATION

Evaluation is a disciplined inquiry to determine the worth of things. ‘Things’

may include programs, procedures or objects. Generally, research and evaluation

are different even though similar data collection tools may be used. The three

dimensions on which they may differ are, the first, evaluation need not have as its

objective the generation of knowledge. Evaluation is applied while research tends

to be basic. The next, evaluation presumably, produces information that is used to

make decisions or forms the basis of policy. Evaluation yields information that has

immediate use while research need not. Then, evaluation is a judgment of worth.

Evaluation result in value judgments while research need not and some would say

should not.50

A. Approaches to Evaluation

1. Goal-based

Determining whether pre-stated goal educational or training programs

were met, this can all be placed in to four categories51,

a. Product –oriented approaches.

The focus evaluation is on the goals and instructional objectives with the

purpose of determining whether they have been achieved

50(Online) (www.learningdomain.com/.../Module_8.Evaluation. acceesed in August, 12, 2012.) 51 James D ean Brown,. 1995. The Element of Curriculum. ..219

http://www.learningdomain.com/.../Module_8.Evaluation.%20acceesed%20in%20August,%2012,%202012.


b. Static-characteristic approaches

It is also conducted by outside experts who inspect a program by

examining various accounting an academic record as well as such static

characteristic of facilities in school.

c. Process oriented approach,

Process oriented approach is divided into two group, they are (1) Goal-

free in which uncovering and documenting what outcomes were

occurring in educational o training programs without regard to whether

they were intended programs goals focus then (2) Responsive

(contingency-unforeseen event), it compares what was intended for

instruction to what actually was observed.

d. Decision-facilitation approaches.

This approach helps us to make the judgment and decision.

B. Purpose for Evaluation

The purposes of evaluation can be divided into two broad categories:

1. General purposes52. This purpose include of three principal reasons:

a. Accountability

The main aim is to report on a product and give an evaluative judgment

whether something is intrinsically a “good thing” or not. This type of

evaluation know as summative evaluation, it has also tended to involve

testing and measurement, an analyses of the statistical significance of

result. It is focus on the outcomes at the end of educational innovation

b. Curriculum development

It will involve information from teachers and other relevant ELT

professionals. This evaluation intended to improve the curriculum will

gather from different people over a period of time. This is known as

formative evaluation. Such evaluations are control and monitor

developments by identifying the strengths and weaknesses of all aspects

of teaching and learning.

c. Self- Development

This evaluation concerned about the teachers professional. It is known

by the teacher’s knowledge about teaching and learning in the

classroom. It is called illuminative evaluation because it is used to know

what actually happen in the language teaching classroom. This type

evaluation is also developmental and formative.

2. Specific purpose for evaluation

52 Pauline Rea-Dickins and Kevin Jermaine, 1993. Evaluation. Hongkong: Oxford University

Press.. 23


Some of the roles of the curriculum supervisors are the following:

a. help develop the school's education goals

b. plan curriculum with students, parents, teachers and other stakeholders

c. design programs of study by grade levels

d. plan or schedule classes or school calendar

e. prepare curriculum guides or teacher guides by grade level or subject

area

f. help in the evaluation and selection of textbooks

g. observe teachers

h. assist teachers in the implementation of the curriculum

i. encourage curriculum innovation and change

j. develop standards for curriculum and instructional evaluation

C. Procedures Used in Conducting Curriculum Evaluation

1. Aspects of the curriculum to be evaluated

The evaluator determines what is to be evaluated which may be the total

school system, a particular district, a particular grade level or a particular

subject. The objectives of the evaluation activity are clearly stated.

2. Choose an appropriate evaluation Design / method

3. Data collection

Identify the information to be collected and the tools for collecting the data

which may involve interviews, giving of questionnaires, tests, collection of

documents and so forth. The evaluator also identifies the people from

whom data is to be collected.

4. Identify the sources of information / data

The data / information needed for Evaluation of Curriculum may be

collected from one are more of the following potential sources:

Present students - Ex-students (Alumni)

Teachers - Heads of institutions

Curriculum Coordinators - Officers of examining bodies

5. Analysis of information

The data collected is analyzed and presented in the form of tables and

graphs. Statistical tools are often used to compare significant differences

and to establish correlation or relationship between variables.

6. Reporting of information

Reports are written describing the findings and interpretation of the data.

Based on the findings, conclusion is made on the effectiveness of

curriculum implementation efforts. Recommendations are made to

reconsider certain aspects of the curriculum.


LESSON VIII CURRICULUM AND SYLLABUSES

IN INDONESIA CONTEXT

Competence Standard

1. Identifying the Curriculum and Syllabus in Indonesia Context

Basic Competence

1. Identifying the Development of Curriculum in Indonesia in 1947 until now.

2. Identifying the Model of Indonesia curriculum and syllabus



1. Explain the development of Curriculum in Indonesia in 1947 until now

2. Present the model of Indonesia curriculum and syllabus

3. Compare the model of Indonesia curriculum and syllabus with other countries

LESSON VII CURRICULUM AND SYLLABUSES IN INDONESIA CONTEXT

National English curriculum changed many times, i.e. in 1947, 1952, 1964,

1968, 1975, 1984, 1994, 2004, and the newest in 2006. The changes of the national

curriculum due to the demand of society. Moreover, the differences only lie on the

education purpose and the approach in implementing the curriculum itself53

A. Development of Curriculum in Indonesia

1. Early curriculum formed in 1947, named 1947 Learning Plan (Rentjana

Pembelajaran).

The beginning of curriculum was formed in 1947. It was called by

Rentjana Pembelajaran 1947 (Learning Plan 1947). This curriculum refers to

the curriculum that used by Netherlands because it was in rebellious condition

to get independence of Indonesia. The main characteristic of this curriculum is

to form the characteristic of the humans in order to be the same position as the

other nations.

2. In 1952 Indonesia experienced curriculum improvement (Rentjana

Pembelajaran Terurai).

In 1952, the curriculum of Indonesia had been completted and it was called by

Rentjana Pelajaran 1952. The charateristic of this curriculum is the materials

for teaching dealt with the issues that related to the daily life.

53 Indarto. 2008. Menyimak Perkembangan Kurrikulum di Indonesia (Examining the

Development of Curriculum in Indonesia). (Online) (http://www.gamalielschool.org/

index.php?option=com_content&task=view&id=20&Itemid=27, accessed on May 5, 2009)

http://www.gamalielschool.org/%20index.php?option=com_content&task=view&id=20&Itemid=27



3. 1964 Educational Plan (Rentjana Pendidikan)

Educational Plan is characterized by learning program which focused on

moral development “pancawardhana” namely, morality, intelligence, art,, skill

and physical development.

4. 1968 Curriculum

The curriculum was the refreshment of the curriculum 1964. It changed

the education structure from pancawardhana into the development of five

basic principles of Indonesia namely Pancasila, basic knowledge, and

particular skill.

5. 1975 Curriculum

Curriculum emphasizes the goal of education to be more efficient and

effective. Methods, materials and the goal of teaching are presented Procedure

Instruction System Development / Prosedur Pengembangan Sistem

Instruksional (PPSI) in detail like lesson plan. Each unit must present: general

instructions, specific instructioanl purpose/ Tujuan Instruksional Khusus

(TIK), the subject matter, media, teaching and learning activities, and

evaluation.

The implementation of this curriculum takes many criticisms. It

reveals that the teachers seem busy preparing what should be achieved in

teaching learning process.

6. 1984 Curriculum 1984

Curriculum employs skills approach that emphasizes the teaching and

process. It views learners as learning subject. The learners are directed to

observe, classify, discuss, and report the object that they study. This model is

called the model of CBSA / Cara Belajar Siswa Aktif or Student Active Leaming

(SAL).

7. 1994 Curriculum

1994 curriculum elabore the 1975 Curriculum and 1984 Curriculum

1984, which take the goal and the process into account.

Therefore, it influnces the learning distribution time system. The

semester system was changed into quarter. It is expected to provide

opportunities for students master a lot of subject matter. Unfortunately, the

implementation of the 1994 curriculum creates several problems in society.

Because of the large number of subject matter, natioanal and local subject, the


students face a great burden. The subject matter is considered less relevant to

the developmental level of students' thinking.

8. Competence-Based Curriculum (KBK).

Competence-Based curriculum is a set of plan and rules about

competencies that must be achieved by students. It focused on (1) the result

and effect of the learners (2) diversity that can be manifested to fulfill the

needs.54

The characteristics of the CBC are as follows:

a) Emphasis on student achievement of both individual and classical

competencies.

b) Results-oriented learning (learning outcomes) and diversity.

c) Provision of learning by using various approaches and methods.

d) Source of learning not only from teachers, but also other learning resources

that meet the educational component.

9. School based Curriculum (KTSP)

SBC is a form of implementation of Law no. 20 of 2003 on national

education systems which are translated into a number of regulations, among

others, Government Regulation No. 19 of 2005 on national education

standards. Government Regulation enlightened eight national education

standard, namely: (1) content standard, (2) process standard, (3) competency

standards, (4) educational personnel standard, (5) infrastructure standard (6)

managerial and financial standard and (7) educational assessment standard.55

10. 2013 Curriculum

K-13 is in fact the extension of SBC in several components. The main

purpose of this curriculum is to shape the individuals who are faithful in God,

good in characters, confident, successful in learning, responsible citizens and

positive contributors to the civilization (Ministry of Education and Cultures,

2012). This framework has been supported by Government Regulations

Number 32 Year 2013 (The revision of Government Regulations Number 19

Year 2005 about the National Standards of Education). This regulation is

elaborated by Education and Culture Ministerial Regulations Number 67, 68,

54 Depdiknas. 2002. Kurikulum Berbasis Sekolah. Jakarta: Pusat Kurikulum Balitbang

Depdiknas. 55 Alvyanto. 2010. (online) (http://alvyanto.blogspot.com/2010/04/perkembangan-kurikulum-

indonesia-dari.html, accessed on May 5, 2012)

http://alvyanto.blogspot.com/2010/04/perkembangan-kurikulum-indonesia-dari.html



69, and 70 on Fundamental Framework and Curriculum Structure from

Elementary to Senior Secondary and Vocational Secondary School.

K-13 is a curriculum of values that occupied by character building. The

values can be tracked from the Core Competences, abbreviated with KI-1 to KI-

4. KI-1 is designed for spiritual competence, KI-2 for social competence, KI-3

refers to knowledge competence and KI-4 is for learning process through with

the KI-3, KI-2 and KI-1 can be observed. The learning paradigm encompass

direct and indirect learning model, and indirect learning model refers to KI-1

and KI-2. These two competences have no specific learning materials as it is

integrated into cognitive and psychomotor domains. This formulation is aimed

at reducing or eliminating verbalism in learning. Basic Competence which is

abbreviated with KD is the reference for teachers to develop achievement

indicators. KD in KI-1 and KI-2 is the accumulation of KD in KI-3 and KI-4. KD

in KI-3 is linear with KD in KI-4 and the number of KD in KI-3 is equally sized

with the number of KD in KI-4.

11. 2013 Curriculum (revised Edition)

The 2013 Curriculum / The Rivised edition was applied at 2018 at 2018/2019

Academic year. The characteristics are in the following:

a. The name of curriculum is the same with the previous one but there is

additional name“ 2013 Curriculum: Revised Edition which is applied all over

the country.

b. The assessment for attitude which is stated in Core Competence (KI) 1 and 2

in every lesson except Religion and PPKN lesson; however, they are still

stated in lesson plan.

c. Scientific Approach is not the only method to be applied in the teaching and

learning process. If teachers are intended to apply scientific approach, it must

not be presented in order. It can be suited to the students’ need.

d. The syllabus for this Revised Edition is simpler than the previous one,

including Main Competence, Teaching Materials and Teaching and Learning

Process.

e. The terms for Daily Quizz / Ulangan Harian (UH) become Daily Assessment /

Penilaian Harian (PH), Final Test/ UAS becomes Penilaian Akhir Semester for

the first semester and Penilaian Akhir Tahun (PAT) for the second semester.

f. The Assesment scale is at 1-100. The Assessment attitude is in the form of

description.


B. Development of English Language Teaching Syllabus in Indonesia

The development of English language Teaching Syllabus in Indonesia from 1984

up to 2006 can be divided into four sections.56

1. The 1984 English Language Teaching (ELT) Syllabus

The 1984 curriculum is based on the amendment of 1975 curriculum.

Although English is placed as the foreign language in Indonesia, the competency

of learner in this subject is very important to overcome the national

development goal. So, the 1984 English syllabus intends to build the ability of

learner in communicating, well-known by Communicative

approach/communicative language teaching. Syllabus as aims to simplify and

rationalize the curriculum influences the selecting of material and the method

used in classroom. Huda summarizes the components of 1984 English syllabus

as structure, reading, vocabulary, dialogues, writing, song and game (SMP), and

spelling, pronunciation and poem (SMU)57.

2. The 1994 English Syllabus

The 1994 English syllabus emerged as the approval of UU Sistem

Pendidikan Nasional No. 2, 1989. The goal of ELT addresses to the development

of communicative competence in English, including reading, listening, speaking

and writing skill simultaneously by mastering 1,000 words for Lower

secondary level and 2,500 words for higher secondary level. Learning process

is focused on learner-centered orientation. The approach of teaching is

communicative approach which is broader than previous syllabus Reading, as

mention earlier in the goal, and mastering vocabulary still hold important skill

to communicate58. Reading is represented in some themes. Theme is the

context of communication not as material which is learned by students.

Grammatical rule is used and presented to express meaning and functional

skills. Learning process is focused on learner-centered orientation.

3. The 2004 ELT Syllabus

The 2004 ELT Syllabus emerges after a year of launching of Undang-

Undang Sistem Pendidikan Nasional (UU. SISDIKNAS) No. 20, 2003.

Government underlines some characteristics of this curriculum. There are

some characteristics of this curriculum. The first characteristic is based on

56 (Online) (http://englisah.wordpress.com/2009/05/11/development-of-english-language-

teaching-syllabus-in-indonesia, , accessed on May 5, 2012) 57 Huda, N. (1999). Language Learning and Teaching. Malang: IKIP Malang Publisher.

http://englisah.wordpress.com/2009/05/11/development-of-english-language-teaching-syllabus-in-indonesia



“competence” of Celce-Murcia59 in which consists of discourse competence

supported by linguistic competence, actional, socio-cultural competence and

strategic competence. The second is the systemic functional linguistics which

has ideational, interpersonal and textual function including text, co-text and

context. The third is ‘level of competence whereas the junior higher learner

intends to reach functional level; in other hand, senior high learner intends to

reach informational level. The last is the development of language competence

from spoken to written language.

The goal of ELT for SMP focuses on written spoken language with

simple sentences such as in descriptive, narrative, spoof/recount, procedure,

report, and anecdote. However, it, in Senior High School, focuses on written

language based on more advance genre type such as descriptive, narrative,

spoof/recount, procedure, report, news item, anecdote, exposition explanation,

discussion, commentary, and review.

4. The 2006 English Syllabus

The 2006 curriculum is the product of the spirit of decentralization. In

this regard, education is not merely central government’s responsibility; local

government also has responsibility in managing and funding education.

Therefore, Kurikulum Tingkat Satuan Pendidikan (KTSP) is developed from

Standard of content by schools based on their context and potential.

English, as stated in standard of content (PERMENDIKNAS No. 22,

2006), is learned at elementary two hours in a week (as Local based

Content/Muatan lokal for class IV, V and VI), at junior and senior high school

four hours in a week except for language program in SMU – five hours in a

week.

The syllabus, in this curriculum, perceived as the plan of learning

process with lesson plan- RPP (PP No. 19, 2005, chapter IV, article 20; PERMEN

No. 41, 2007) which consists of standard of competence, basic standard,

material, learning activities, learning indicators, assessment, time allocation and

resources (PP No. 19, 2005, Chapter IV, article 20; Depdiknas, 2006; PERMEN

No. 41, 2007). The syllabus is developed 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.

59 Celce-Murcia, M. 1991. Language Teaching Approaches : An Overview in Teaching English as

a Second or Foreign Language. Massachusetts: Heinle & Heinle Publisher. . 3-10


5. The 2013 Syllabus

Syllabus developments in 2013 curriculum describe English subject

matter curriculum develop four core competences based on text types are

presented in the following table60.

Table English subject matter curriculum in the 2013 Curriculum

Two components available from syllabus developments in the 2013 curriculum are

(1) core competences (CC) consisting of CC1 for religious, CC2 for social attitude,

CC3 for knowledge, CC4 for knowledge application, (2) basic competences in CC2 to

show responsible and honest by explanation text., CC3 to present and analyze

explanation text related to environment, CC4 to gain main information from

explanation text and hortatory text to overcome social problem.

60 Basic Competence 2013: 2013: 66-67


LESSON IX SYLLABUSES AND LESSON PLAN

FOR SMA/MA LEVEL

Competence Standard


Basic Competence








LESSON IX SMA/MA ENGLISH CURRICULUM

A. Syllabus for SMA Grade

B. Lesson Plan for SMA Grade

The teaching of English in Indonesia context

Tujuan mata pelajaran bahasa Inggris penguasaan kompetensi komunikatif dalam

wacana interpersonal, transaksional, dan fungsional. Ruang lingkup kompetensi

meliputi: menunjukkan perilaku yang berterima dalam lingkungan personal, sosial

budaya, akademik, dan profesi; mengidentifikasi fungsi sosial, struktur teks dan

unsur kebahasaan; berkomunikasi secara interpersonal, transaksional dan

fungsional menangkap makna, menyunting, dan menyusun teks lisan dan tulis.

Sedangkan ruang lingkup materi meliputi teks-teks pendek dalam wacana

interpersonal, transaksional, fungsional khusus, dan fungsional berbentuk

descriptive,recount, narrative, factualreport analytical exposition, news item, dan

procedure.

Pada permendikbud nomor 59 tahun 2014 disebutkan bahwa tujuan mata

pelajaran bahasa Inggris di Sekolah Menengah Atas/Madrasah Aliyah adalah untuk

mengembangkan potensi peserta didik agar memiliki kompetensi komunikatif

dalam wacana interpersonal, transaksional, dan fungsional dengan menggunakan

berbagai teks berbahasa Inggris lisan dan tulis, secara runtut dengan menggunakan

unsur kebahasaan yang akurat dan berterima, tentang berbagai pengetahuan

faktual dan prosedural, serta menanamkan nilai-nilai luhur karakter bangsa, dalam

konteks kehidupan di lingkungan rumah, sekolah, dan masyarakat. Untuk itu


semua aspek pembelajaran (tujuan, materi, proses belajar mengajar, media,

sumber, dan penilaian) diupayakan untuk mendekati penggunaan bahasa Inggris di

dunia nyata di luar kelas. Dalam konteks tersebut, unsur kebahasaan (tata bahasa

dan kosa kata, termasuk pengucapan dan penulisannya) lebih tepat dilihat sebagai

alat, bukan sebagai tujuan: alat untuk melaksanakan tindakan berbahasa secara

benar, strategis, sesuai tujuan dan konteksnya. Langsung ‘melakukan’ tindakan

yang ingin dikuasi adalah cara yang lebih alami. Belajar berterimakasih dengan

cara membiasakan diri berterimakasih, belajar bertanya dengan cara bertanya,

belajar memuji dengan cara memuji, belajar membaca koran dengan cara membaca

koran, belajar membacakan cerita dengan cara membacakan cerita, belajar

menyunting surat dengan cara menyunting surat, dst. “Learning by doing”, dan

terpusat pada peserta didik.


LESSON X SYLLABUSES AND LESSON PLAN

FOR SMP/MTs LEVEL

Competence Standard


Basic Competence








LESSON X SMP/MTs ENGLISH CURRICULUM

C. Syllabus for SMA Grade

D. Lesson Plan for SMA Grade


LESSON XI MATERIAL DEVELOPMENT

Competence Standard

1. Understanding the concept of material development

Basic Competence

1. Understanding the concept of material development



1. Analyzing the Concept of Materials Development in ELT.

2. Explaining the Principles in developing materials

3. Mentioning the Types and characteristics of teaching materials

4. Explaning the procedures of evaluating and adapting materials.

LESSON XI MATERIAL DEVELOMPENT

Effective materials in language teaching are shaped by consideration some

factors including the teachers, learners and contextual variables. Whatever

materials used by teachers, they generally serve as the basis for much language

input that the learners obtain and the language practice that occur in the

classroom. Generally, teachers tend to use all guidance provided by a

textbook.However, it is a fact that a textbook does not always meet the variety

conditions in a language class61. They often rely on that they are capable of writing

worthy materials themselves. Nevertheless, all teachers are materials developers

when they are involved in corresponding materials to the learners’ needs. Here,

some guides to help teachers to develop materials in order to make successful

selections and adaptations, and as a basis for developing their materials.

A. The Concept of Materials Development

According to Tommlinson62, material development is anything which is

done by writers, teachers or learners to provide sources of language input and

61 Penny Ur, 1996. A Course in Language Teaching. Practice and Theory. Cambridge University

Press. Great Britain 62 Tomlinson, B. and Masuhara, H. 2004. Developing Language Course Material: RELC

Portfolio Series 11. Singapore: RELC Publisher


promote language learning. Therefore, materials development processes will be

success if the curriculum developers have the good concepts of material

development. Ken Hyland suggests nine steps of materials development related

to course materials namely consideration of the students (personal goals,

proficiency levels, interest, etc.), consideration of learning context (duration,

resources, relationship to other subjects), consideration of the target context

(future roles of learners and the text and the tasks they need), establishment of

course goals and objectives, planning the syllabus, devising units of work and

lessons, creation or evaluation and selection of materials, teaching the course,

evaluation of learners63.

B. Principles in Developing Materials

According to Tomlinson64 the basic principles in developing materials for

the language teaching are :

1. Materials should accept impacts

2. Materials should help learners to feel at ease

3. Materials should help learners to develop confidence

4. What is being taught should be perceived by learners as relevant and

useful

5. Materials should require and facilitate learners self-investment

6. Learners must be ready to acquire the point being taught

7. Materials should provide the learners with opportunities to use the

target language to achieve communicative purposes

8. Materials should take into account that the positive effects of interaction

are usually delayed

9. Materials should take into account that learners have different learning

styles

10. Materials should take into account that learners differ in effective

attitudes

11. Materials should permit a silent period at the beginning interaction

12. Materials should not rely too much on controlled practice

13. Materials should provide opportunities for outcome feedback

Moreover, Crawford in Jack C Richard states that materials evidently reflect

the writers’ views of language theory and learning theory. Therefore, some

points need to be considered in providing effective materials:

1. Language is functional and must be contextualized

63 Ken Hyland. 2003. Second Language Writing. Cambridge: Cambridge University Press. 64 Tomlinson B. and Masuhara, H. (2004) Developing Language Course Material: RELC

Portfolio Series 11.


2. Language development requires learner engagement in purposeful use

of language

3. The language used should be realistic and authentic

4. Classroom materials will usually seek to include an audio visual

component

5. Second language learners need to develop the ability to deal with written

as well as spoken genre

6. Effective teaching materials foster learner autonomy

7. Materials need to be flexible enough to cater to individual and contextual

differences

8. Learning needs to engage learners both affectively and cognitively65

C. Types and Characteristic of Teaching Materials

When a school is planning a language teaching program the plans regarding

the role of materials will be made. Most of people associate the term teaching

materials only with course books. However, according to Tomlinson, teaching

mateerials refer to anything which is used by teachers or learners to facilitate

the learning of language66. Related to the explanation above, we can divide the

materials into some types as follows:

1. Printed materials, for example textbook, student’s worksheet, pictures,

photographs, newspapers, magazines, etc.

2. Audio materials, for example cassette and compact disc.

3. Audio visual, for example video compact disc, film.

4. Interactive teaching materials, for example web based learning materials,

computer assisted instruction.

Moreover, the teaching materials can be also categorized whether they are

authentic or created.

1. Authentic Materials

Authentic or learner-contextualized, materials is print materials used in

ways that they would be used in the lives of learners outside of their

education classes67. For example the use in teaching of text, photographs, and

other teaching resources that are not especially prepared for pedagogical

purposes. There are some strengths and limitations of authentic materials.

65 Jack C Richard 2002, Richards, J. C. & Renandya, W. A .(Eds.). 2002 Methodology in

Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. p. 84-

87 66 Tomlinson B. and Masuhara, H. (2004) Developing Language Course Material: RELC

Portfolio Series 11. 67 Erik Jacobson, Sophie Degener and Victoria Purcell-Gates. 2003. Creating Authentic Materials

and Activities for the Adult Literacy Classroom. NCSAL


Strengths Limitations

1. They have a positive effect

on learners motivation

2. They provide authentic

cultural information about

the target culture

3. They provide exposure to

real language

4. They relate more closely to

learners need

5. They support a more

creative approach to

teaching

1. Created material can also be

motivating for learners authentic

materials often contain difficult

language

2. Created materials may be

superior to authentic materials

because they are generally built

around a grade syllabus

3. Using authentic materials can be

a burden for teachers

2. Created Materials

Refers to textbook and other specially develop instructional resources. There

are also some strength and limitations of created materials, they are:

Strengths Limitations

1. They provide structure and a

syllabus for a program

2. They have standardize

instruction

3. They maintain quality

4. They provide a variety of

learning resources

5. They are efficient

6. They can provide effective

language modals and input

1. They may contain inauthentic

language

2. They may distort content

3. They may not reflect student’s

need

4. They can deskill teachers

5. They are expensive


7. They can train teachers

8. They are visually appealing

D. Developing Materials

There are many ways in developing materials. Some models of developing

instructional materials are proposed by experts of instructional

design.According to Tomlinson, there are seven steps in the process of

materials writing. The steps are identification of need for materials, exploration

of need, contextual realization of materials, pedagogical realization of materials,

production of materials, student use of materials, evaluation of materials

against agreed objectives68.

In addition, Jack C Richards points out that curriculum development

processes in language teaching comprise needs analysis, goal setting, syllabus

design, methodology, testing and evaluation.69

Dick and Carey propose a model of instructional design which is called a

systematic instructional design. They offer ten steps i.e. identifying instructional

goals, conducting instructional analysis, identifying characteristics of the

students, writing performance objectives, developing test-items, developing

instructional strategies, developing instructional materials, conducting

formative evaluation, revising instructional materials and conducting

summative evaluation. 70

Similarly, Finney describes a framework of instructional materials

development consisting of four stages of decision making. The stages are

curriculum planning, ends/means specification, program implementation, and

implementation in the classroom. She, however, believes that evaluation is not a

stage in itself, but as necessary and integral part of each and all of the stages

already mentioned.71

All models might be applicable and well employed in developing language

instructional materials. However, it is possible to make some modifications in

the model of syllabus/materials development to suit particular instructional

needs, purposes, and available resources.

68 Tomlinson, B. and Masuhara, H. 2004. Developing Language Course Material: RELC

Portfolio Series 11. 69 Richards, J.C. 1999. The Language Teaching Matrix. New York, Oakleigh: Cambridge

University Press. 70 Dick, W and Carey, L. 2001. The Systematic Design of Instruction. London: Scott, Foresman

and Company. 71 Finney, D. 2002. The ELT Curriculum: A Flexible Model for a Changing World. In Jack C.

Richards and Willy A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current

Practice (p. 74). Cambridge: Cambridge University Press. . 74.


Materials exist in order to support learning and teaching, so they should be

designed to suit the people and the processes involved72. Most teachers are not

creators of teaching materials but providers of good materials. For that

purpose, teachers may conduct materials evaluation and adaptation in order

that they can provide good materials for their students.

1. Evaluating Materials

Evaluation is an intrinsic part of teaching and learning. The activity in

evaluating materials involves measuring the value (or potential value) of a

set of learning materials by making judgments about the effect of the

materials on the people using them. It tries to measure, for example:

the appeals of the materials to the learners

the validity of the materials

the ability of the materials to interest the learners

the potential learning value of the materials

the assistance given to the teachers in terms of the preparation,

delivery and assessment

the flexibility of the materials

In evaluating materials it is necessary to examine the ways in which

teaching materials are sensitive to the language learning process. Evaluation

criteria should relate not only to the aims and contents of language learning,

but also, and importantly, to the procedures for working with text and

performing task in the classroom. It is necessary to analyse learner out

comes, but not to the exclusion of evaluating other aspects of the teaching

and the learning process.

The existence of textbook as one of sources for teaching materials

cannot be denied by most teachers. When teachers open a page in their

textbook, they have to decide whether they should use the lesson on that

page with their class or not. If the language, content and sequencing of the

textbook are appropriate, the teacher might want to go ahead and use it.

However, if, there is something incorrect with the textbook, the teacher has

to decide what to do next. Therefore, when evaluating the quality of a

textbook’s exercises or activities, four key questions should be answered:

a. Do the exercises and activities in the textbook contribute to students’

language acquisition?

b. Are the exercises balanced in their format, containing both controlled

and free practice?

c. Are the exercises progressive as the students move through the

textbook?

72 John Edge, J. 1993. Essential of English Language Teaching. London: Longman.. 43.


d. Are the exercises varied and challenging?73

2. Adapting Materials

Materials adaptation involves changing existing materials so that they

become more suitable for specific learners, teachers or situations. In

preparation for particular lesson, teachers may, for example: decide to use only

part of a unit, add or delete texts or activities, replace or supplement texts or

activities with ones from other sources

Adapting existing educational materials usually requires less time and fewer

resources than developing new materials. Before using existing materials,

review the materials to ensure accuracy of information. Also, be sure to review

and evaluate the materials based on individual, community, and program needs.

You may be able to use some products and materials without any modification.

Other materials may not be appropriate for your target audience or compatible

with your program’s guidelines. These materials may require modification.

There are always sound practical reasons for adapting material in order to

take them as accessible and useful to learners as possible. However, reason for

adaption have varied and changed as the field has developed and views on

language as questions and teaching practice have become better informed y

research and experience. Within this historical context, it is easy to understand

why some teachers will wish to adapt materials.

In adapting the material, the material developers need to consider the

following procedures:

a. profiling of teaching context

b. identifying reasons for adaptation

c. evaluating

d. listing objectives

e. adapting

f. teaching

g. revising

In addition, the various techniques of adapting materials can be divided into

three main categories in term of quantity:

Plus Category

Techniques Examples

Addition Teachers may add different text and/ or activities

Expansion Teachers may expand text and activities by

increasing the length, difficulty, depth, etc

73 Garnier, D.(2002). Textbook Selection for the ESL Classroom. Southern Alberta Institute of

Technology. Eric Digest.


Minus Category

Techniques Examples

Deletion Teachers may delete some texts and/or activities

altogether

Subtraction Teachers may decrease the number of sentences in a

text or part of an activity

Reduction Teachers may reduce texts and activities by

decreasing the length, difficulty, depth, etc

Zero category

Techniques Examples

Modification Teachers may make changes to instructions

Replacement Teachers may swap one activity with another

Reorganization Teachers may change the positions of texts and

illustration

Resequencing Teachers may change the sequence of the activities

Conversion Teachers may change the genre of a text, or move the

content from one medium to another.

Tomlinson and Masuhara suggest that the most effective way of conducting

a material adaptation is to:

1. Have a large bank of categorized materials that you can

2. Readily retrieve for adaptation.

3. Have colleagues with whom you can share resources and who

4. Are willing to go through the adaptation process together.

5. Have colleagues who are happy to give you feedback on your adapted

materials.

6. Be in an environment in which materials evaluation, adaptation and

development are encouraged and teachers’ time and efforts are

acknowledged.

7. Revisit adapted materials and improve them.74

74. Tomlinson, B. and Masuhara, H. 2004. Developing Language Course Material: RELC

Portfolio Series 11. . 18.


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LIST OF APPENDICES

Appendix 1: The Example of Syllabus for SMA Grade

Appendix 2: The Example of Syllabus for SMP Grade


Standar Kompetensi Kompetensi Dasar Materi

Pembelajaran

Kegiatan

Pembelajaran Indikator Penilaian

Alokasi

Waktu

(Menit)

Sumber/

Bahan/ Alat

SILABUS Nama Sekolah : SMA Negeri 1 Ponorogo Mata Pelajaran : Bahasa Inggris Kelas : X Semester : 1

Appendix 1: The Example of Syllabus for SMA Grade


Mendengarkan

1 Memahami makna

dalam percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari

Berbicara 3. Mengungkapkan

makna dalam

percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari.

1.1 Merespon makna yang terdapat

dalam percakapan

transaksional (to get things

done) dan interpersonal

(bersosialisasi) resmi dan tak

resmi yang menggunakan

ragam bahasa lisan sederhana

secara akurat, lancar dan

berterima dalam konteks

kehidupan sehari-hari dan

melibatkan tindak tutur:

berkenalan, bertemu/berpisah,

menyetujui ajakan/tawaran/

undangan, menerima janji, dan

membatalkan janji

3.1 Mengungkapkan makna dalam

percakapan transaksional (to

get things done) dan

interpersonal (bersosialisasi)

resmi dan tak resmi secara

akurat, lancar dan berterima

dengan menggunakan ragam

bahasa lisan sederhana dalam

konteks kehidupan sehari-hari

dan melibatkan tindak tutur:

berkenalan, bertemu/berpisah,

menyetujui ajakan/tawaran/

undangan, menerima janji, dan

membatalkan janji

o berkenalan,

bertemu/berpisa

h

mis. A: Pleased to

meet you!

B: Pleased to meet

you too!

o menyetujui

ajakan/tawaran/

undangan

mis. A: Come to my

party.

B: Thanks for the

invitation

o menerima janji

mis. A: I’ll get you

the book.

B: It’s very kind of

you.

o membatalkan

janji

mis. A: I’m sorry I

can’t make it.

B: That’s OK.

We’ll do it

some other

time.

Mendengarkan

percakapan

interpersonal/transa

ksional melalui tape

secara klasikal

Mendiskusikan

berbagai tindak tutur

lain yang dapat

digunakan dalam

percakapan yang

didengar secara

berpasangan.

Mendiskusikan

respon yang

diberikan terhadap

tindak tutur yang

didengar secara

berkelompok

Bermain peran

secara berpasangan

Melakukan tourist

hunting dan

merekam

percakapannya*

Mengidentifikasi makna tindak

tutur berkenalan

Merespon tindak tutur

berkenalan


tutur menyetujui

tawaran/undangan/ ajakan


menyetujui tawaran/undangan/

ajakan


tutur menerima janji

Merespon tindak tutur menerima

janji


tutur membatalkan janji


membatalkan janji

Menggunakan tindak tutur

berkenalan

Melakukan percakapan

interpersonal


tawaran/undangan/ajakan


menyetujui ajakan/ tawaran/

undangan dalam percakapan


berjanji


menerima janji


membatalkan janji

Kuis

Ulangan

tertulis

Tugas

Performans

(14 x 45)

1 x 45’

2 x 45’

3 x 45’

4 x 45’

2 x 45’

www. Esl-lab

Kaset

CD


Mendengarkan

1. Memahami makna

dalam percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari

Berbicara 3.Mengungkapkan

makna dalam

percakapan

transaksional dan

interpersonal dalam

konteks kehidupan

sehari-hari.

1.2 Merespon makna yang

terdapat dalam percakapan



(bersosialisasi) resmi dan tak

resmi yang menggunakan

ragam bahasa lisan

sederhana secara akurat,

lancar dan berterima dalam

konteks kehidupan sehari-

hari dan melibatkan tindak

tutur: mengungkapkan

perasaan bahagia,

menunjukkan perhatian,

menunjukkan simpati, dan

memberi instruksi

3.2 Mengungkapkan makna

dalam percakapan



(bersosialisasi) resmi dan

tak resmi secara akurat,

lancar dan berterima dengan

menggunakan ragam bahasa

lisan sederhana dalam


hari dan melibatkan tindak

tutur: mengungkapkan

perasaan bahagia,

menunjukkan perhatian,

menunjukkan simpati, dan

memberi instruksi

o mengungkapkan

perasaan bahagia

mis. A: I’m so happy to get

a scholarship.

B: I’m happy for you.

o menunjukkan

perhatian

mis. A: You look fantastic.

B: Thank you.

o menunjukkan

simpati

mis. A: Please accept

my condolences.

B: Thank you so much.

o memberi instruksi

mis. A: Open the window!

B: OK.

Mendengarkan

percakapan

interpersonal/

transaksional

melalui tape

secara individu.

Mendiskusikan

tindak tutur yang

digunakan dalam

percakapan yang

didengar secara

berpasangan.

Mendiskusikan

respon yang

diberikan

terhadap tindak

tutur yang

didengar

Secara

berpasangan

menggunakan

tindak tutur dan

responnya.

Bermain peran

secara

berkelompok


tutur mengungkapkan

perasaan bahagia


mengungkapkan perasaan

bahagia


tutur menunjukkan simpati


menunjukkan simpati


tutur menunjukkan perhatian


menunjukkan perhatian


tutur memberi instruksi


memberi instruksi


mengungkapkan perasaan

bahagia


menunjukkan simpati


menunjukkan perhatian

Memberi instruksi lisan

Melakukan interview

Melakukan pertunjukan drama

Kuis

Ulangan

tertulis

Tugas

Tugas

Performans

(14 x 45)

1 x 45

2 x 45

2 x 45

3 x 45

4 x 45

www.englis

hdaily626.c

om

www. esl-

lab.com

Kaset

CD

http://www.englishdaily626.com/




Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan


Alokasi

Waktu

(Menit)

Sumber/

Bahan/

Alat


Mendengarkan

2 Memahami

makna teks

fungsional

pendek dan teks

monolog

sederhana

berbentuk

recount,

narrative dan

procedure dalam

konteks

kehidupan

sehari-hari

Berbicara 2 Mengungkapkan

makna dalam

teks fungsional

pendek dan

monolog

berbentuk

recount,

narrative dan

procedure

sederhana

dalam konteks

kehidupan

sehari-hari

2.1 Merespon makna

secara akurat, lancar

dan berterima dalam

teks lisan fungsional

pendek sederhana

(misalnya

pengumuman, iklan,

undangan dll.) resmi

dan tak resmi dalam

berbagai konteks

kehidupan sehari-hari

2.2 Mengungkapkan

makna dalam bentuk

teks fungsional pendek

(misalnya pengumuman,

iklan, undangan dll.)

resmi dan tak resmi

dengan menggunakan

ragam bahasa lisan

dalam berbagai konteks

kehidupan sehari-hari.

Pengumuman

lisan

Kosa Kata yang

terkait dengan

pengumuman

Mengidentifikasi

beberapa

pengumuman lisan

di tempat umum

secara

berkelompok.

Mendengarkan

pengumuman

melalui tape secara

klasikal.

Mendiskusikan isi

dan bentuk bahasa

yang digunakan

secara

berkelompok

Membuat

pengumuman lisan

secara

berpasangan dan

menyampaikannya

di depan kelas.

Mengidentifikasi

topic sebuah

pengumuman lisan

Mengidentifikasi

informasi tertentu

dari pengumuman

Mengidentifikasi

tujuan dari

pengumuman yang

didengar.

Memberi

pengumuman lisan

Menyampaikan

undangan lisan

Menggunakan

bahasa lisan

Tugas

Kuis

Ulangan

tertulis

Performa

ns

(8 x 45)

1 x 45

1 x 45

2 x 45

2 x 45

www.

esl-

lab.com

Kaset

CD


Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian

Alokasi

Waktu

(Menit)

Sumber/

Bahan/ Alat


Mendengarkan

2. Memahami makna

teks fungsional

pendek dan teks

monolog sederhana

berbentuk recount,

narrative dan

procedure dalam

konteks kehidupan

sehari-hari

Berbicara 4. Mengungkapkan makna

dalam teks fungsional

pendek dan monolog

berbentuk recount,

narrative dan procedure

sederhana dalam

konteks kehidupan

sehari-hari

2.1 Merespon makna dalam teks

monolog sederhana yang


lisan secara akurat, lancar dan

berterima dalam berbagai


dalam teks: recount, narrative,

dan procedure


dalam teks monolog

sederhana dengan


lisan secara akurat, lancar

dan berterima dalam

berbagai konteks kehidupan

sehari-hari dalam teks

berbentuk: recount,

narrative, dan procedure

Teks lisan berbentuk

recount


narrative


procedure

Mendengarkan

cerita/petunjuk

melakukan sesuatu

untuk menemukan

berbagai informasi

secara individu

Mendiskusikan

perbedaan penggunaan

bahasa secara lisan dan

tertulis secara

berkelompok.

Berdiskusi secara

berkelompok untuk

membuat sebuah cerita

dan bercerita secara

sambung menyambung.

Membuat sebuah cerita

secara individu dan

menceritakannya

kepada teman sekelas

Mengidentifikasi main idea

dari teks yang didengar

Mengidentifikasi tokoh

dari cerita yang didengar

Mengidentifikasi urutan

peristiwa dalam teks

Mengidentifikasi kejadian

dalam teks yang didengar

Mengidentifikasi bahan

yang digunakan dalam teks

procedure yang didengar

Mengidentifikasi tujuan

komunikasi teks yang

didengar

Menggunakan kalimat past

tense dalam

menyampaikan sebuah

peristiwa

Melakukan monolog untuk

menceritakan pengalaman

Melakukan monolog untuk

menyampaikan sebuah

procedure

Mendongeng

Kuis

Ulangan

tertulis

Tugas

Performans

(14 x

45)

3 x 45

3 x 45

2 x 45

4 x 45

www. Esl-

lab.com

Kaset

CD


Pembelajaran

Kegiatan


Alokasi

Waktu

(Menit)

Sumber/

Bahan/

Alat


Membaca 5. Memahami

makna teks tulis

fungsional

pendek esei

sederhana

berbentuk

recount,

narrative dan

procedure dalam

konteks

kehidupan

sehari-hari dan

untuk

mengakses ilmu

pengetahuan

Menulis 6. Mengungkapkan

makna dalam

teks tulis

fungsional

pendek esei

sederhana

berbentuk

recount,

narrative, dan

procedure dalam

konteks

kehidupan

sehari-hari

5.1 Merespon makna dan

langkah retorika teks

tulis esei secara akurat,

lancar dan berterima

dalam konteks


dan untuk mengakses

ilmu pengetahuan dalam

teks berbentuk: recount,

narrative, dan procedure


dan langkah-langkah

retorika secara akurat,

lancar dan berterima

dengan menggunakan

ragam bahasa tulis

dalam konteks


dalam teks berbentuk:

recount, narrative, dan

procedure

Teks tulis

berbentuk recount

Past Tense

Jim Carrey had a

trip to Bunaken.

Who went to

Bunaken?

He went to

Bunaken

yesterday.

Yesterday, he

went to

Bunaken. To

Bunaken, he

went yesterday.

Teks tulis

berbentuk

Narrative

Teks tulis

berbentuk

Procedure

Membaca nyaring

bermakna teks

narrative secara

individu

Mendiskusikan

berbagai aspek dari

teks seperti isi dan

struktur teks,

secara

berkelompok.

Berlatih

menggunakan

kalimat past tense

untuk menyatakan

peristiwa dan

kalimat imperative

untuk menyatakan

petunjuk.

Membuat draft teks

narrative, recount

atau procedure

dengan melakukan

chain writing.

Melakukan koreksi

teman sejawat

untuk

menyempurnakan

draft.

Menyempurnakan

draft berdasarkan

koreksi teman.

Mengidentifikasi

main idea dari

sebuah

paragraph.

Mengidentifikasi

makna kata

dalam teks yang

dibaca

Mengidentifikasi

makna kalimat

dalam teks yang

dibaca

Mengidentifikasi

variasi susunan

kalimat dalam

teks berbentuk:

recount,

narrative, dan

procedure

Mengidentifikasi

tokoh dari cerita

yang dibaca

Mengidentifikasi

urutan peristiwa

dalam teks

Mengidentifikasi

kejadian dalam

teks yang dibaca

Mengidentifikasi

langkah-langkah

retorika dari teks

Mengidentifikasi

tujuan

komunikasi teks

dibaca

Menggunakan

kalimat past

tense dalam

menyampaikan

sebuah peristiwa

Menggunakan

Kuis

Ulangan

tertulis

Tugas

Tugas

Performans

(14 x 45)

2 x 45

2 x 45

2 x 45

2 x 45

2 x 45

2 x 45

ESOL

ONLINE

English

online

English

K-6

modules

Jakarta

Post



Pembelajaran Kegiatan Pembelajaran Indikator Penilaian

Alokasi

Waktu

(Menit)

Sumber/

Bahan/

Alat

Membaca

5. Memahami makna

teks tulis fungsional

pendek dalam konteks


dan untuk mengakses

ilmu pengetahuan

Menulis

6. Mengungkapkan

makna dalam teks

tulis fungsional

pendek dalam konteks


5.2 Merespon makna dalam teks

tulis fungsional pendek

(misalnya pengumuman,

iklan, undangan dll.) resmi

dan tak resmi secara akurat,

lancar dan berterima dalam


hari dan untuk mengakses

ilmu pengetahuan


dalam bentuk teks tulis

fungsional pendek (misalnya

pengumuman, iklan,

undangan dll.) resmi dan tak

resmi dengan ragam bahasa

tulis secara akurat, lancar

dan berterima dalam

konteks

pengumuman,

iklan, undangan

dll

Mengidentifikasi

beberapa

pengumuman tertulis

di tempat umum

secara berkelompok.

Mendiskusikan isi dan

bentuk bahasa yang

digunakan secara

berkelompok

Membuat

pengumuman tertulis

secara berpasangan

dan

mempublikasikannya

di kelas /sekolah

Kuis

Ulangan

tertulis

Performans

(8 x 45)

2 x 45

2 x 45

2 x 45

English

Online

Jakarta

Post


SILABUS

Sekolah : MTs N 1 Ponorogo

Kelas : IX (Sembilan )

Mata Pelajaran : Bahasa Inggris

Semester : 1 (Satu)

Standar Kompetensi : Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan

sehari-hari

Kompetensi

Dasar

Materi

Pokok/Pembelajar

an

Kegiatan Pembelajaran Indikator

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

1.1 Merespon makna

yang terdapat dalam

percakapan

transaksional (to get

things done) dan

interpersonal

(bersosialisasi)

pendek sederhana


Percakapan

memuat

ungkapan-

ungkapan berikut

A. Are you

sure ?

B. I am. It is

confirmed

1. Tanya jawab yang

berkaitan dengan

ungkapan

meminta dan

memberi

kepastian,

mengungkapkan

dan menanggapi

keraguan

Merespon

ungkapan

meminta

dan

memberi

kepastian

Merespon

Tes lisan

Tes

tertulis

Pertanyaan

- Pilihan

ganda

- Respond the

teacher’s

statement!

T: “Are you

sure?

S: “.......”

- Choose the

2x40

menit

1. Bahan-

bahan

rekaman

(cassette,

CD, VCD)

2. Script

percaka

Appendix 2: The Example of Syllabus for SMP Grade


dan berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari yang

melibatkan tindak

tutur: meminta dan

memberi kepastian,

serta

mengungkapkan

dan menanggapi

keraguan

A. Well... I

am not

sure

B. Don’t

worry

menggunakan

gambit-gambit

yang relevan.

Contoh:

Kepastian: of

course I would

IKeraguan:

- I don’t know

- I can’t decide

2. Mendengarkan

percakapan yang

berkaitan dengan

materi

3. Mengidentifikasika

n gambit-gambit

yang digunakan

dalam percakapan

4. Menjawab

percakapan yang

berkaitan dengan

percakapan yang

didengarkan

ungkapan

mengungka

pakan dan

mengangga

pi keraguan

-Melengkapi

per cakapan

correct

expression to

complete the

dialogue below

- Complete the

dialogue

according to

the

conversation!

pan

3. Buku

teks

yang

relevan


1.2 Merespon makna

yang terdapat dalam

percakapan


things done) dan

interpersonal

(bersosialisasi)

pendek sederhana


dan berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari yang

melibatkan tindak

tutur berikut

meminta

pengulangan,

menunjukkan

perhatian, dan

menyatakan

kekaguman

Percakapan

memuat ungkapan

berikut :

I beg your

pardon?/Pard

on?

A. I’ve got good

news!

B. Tell me more

about it.

A. What a

beautiful day!

B. It is. Shall we go

to the beach ?

1. Tanya jawab tentang

berbagai hal terkait

tema / topik dan

ungkapan terkait

materi.

2. Mengembangkan

kosa kata terkait

tema / topik yang

dipilih.

3. Tanya jawab

menggunakan

ungkapan-ungkapan

terkait materi.

4. Mendengarkan

percakapan yang

menggunakan

ungkapan terkait

materi.

5. Menjawab

pertanyaan tentang

isi percakapan.

6. Merespon ungkapan

yang diucapkan

guru.

Merespon

ungkapan

meminta

pengulanga

n

Merespon

ungkapan

menunjuka

n perhatian

Merespon

ungkapan

menyataka

n

kegaguman

Tes tulis Isian singkat Listen to the

dialoque and

complete the

sentences.

2 x 40

menit

1. Bahan-

bahan

rekaman

(cassette,

CD, VCD)

2.Script

percakapan

Buku teks

yang relevan


Standar Kompetensi : Mendengarkan

2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam kontek


Kompetensi

Dasar

Materi

Pokok/Pembelajar

an

Kegiatan Pembelajaran Indikator

Penilaian Alokas

i

Waktu

Sumber


Instrumen

Contoh

Instrumen

2.1 Merespon makna

yang terdapat dalam


pendek sederhana

secara akurat,

lancar, dan

berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari

Teks

fungsional

/pendek

- pesan singkat

- iklan

- pengumuman

1. Tanya jawab

tentang berbagai

hal terkait dengan

jenis teks

fungsional yang

akan dibahas

dengan bantuan

contoh / model.

2. Membahas tujuan

komunikatif dan

ciri-ciri kebahasaan

teks fungsional

pendek terkait

tema / topik

tertentu.

3. Mendengarkan teks

fungsional pendek

terkait tema / topik

tertentu.

4. Menjawab

pertanyaan tentang

Mengidentifi

kasi makna

dalam teks

fungsional

pendek:

pesan

singkat, iklan

dan

pengumuma

n

Mengidentifi

kasi

informasi

yang

terdapat

dalam teks-

teks

fungsional/p

endek, pesan

singkat,

Tes Tulis Isian singkat Listen to the

text and

complete the

sentences.

2x40

menit

1. Bahan-

bahan

rekaman

(kaset, CD,

VCD)

2. Teks-teks

otentik

berbentuk

prosedur

(misal,

resep-

resep

masakan,

manual)

3. Buku teks

yang

relevan


isi percakapan

iklan,

pengumuma

n

2.2. Merespon makna

yang terdapat dalam

monolog pendek

sederhana secara

akurat, lancar, dan

berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari dalam

teks berbentuk

procedure dan report

Teks monolog

berbentuk

procedure dan

report.

1. Tanya jawab yang

berkaitan dengan

tema tertentu,

misalnya

photography

2. Membahas

langkah-langkah

retorika

berbentuk

procedure/report

dengan

menggunakan

ungkapan-

ungkapan giving

and demanding

service

3. Mendengarkan

rekaman teks

monolog

berbentuk

procedure/report

4. Menjawab

pertanyaan yang

berkaitan dengan

teks monolog

procedure/report

yang didengarkan

Mengidentifi

kasi berbagai

informasi

dalam teks

monologpen

dek

berbentuk

procedure/re

port

Mengidentifi

kasi langkah

retorika

dalam teks

monolog

berbentuk

procedure/re

port

Mengidentifi

kasi tujuan

komunikatif

teks

monolog

berbentuk

procedure/re

port

Tes lisan

Tes

tertulis

Unjuk kerja

Pilihan

ganda

Melengkapi

kalimat

rumpang

- Demonstrate

how to

operate a

digital

camera!

The teacher

will read the

instruction

for you

- Choose the

correct

answer.

Listen

carefully!

- Complete the

sentences!

2x40

menit

1. Bahan-

bahan

rekaman

(kaset, CD,

VCD)

2. Teks

monolog

berbentuk

prosedur

3. Teks-teks

otentik

berbentuk

prosedur

(misal,

resep-

resep

masakan,

manual)


Standar Kompetensi : Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks


Kompetensi

Dasar

Materi

Pokok/Pembelaj

aran

Kegiatan Pembelajaran Indikator Penilaian Alokas

i

Waktu

Sumber


Instrumen

Contoh

Instrumen


3.1. Mengungkapkan

makna dalam

percakapan


things done) dan

interpersonal

(bersosialisasi)

pendek sederhana

dengan

menggunakan

ragam bahasa lisan


dan berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari yang

melibatkan tindak

tutur: meminta dan

memberi kepastian

dan

mengungkapkan

dan menanggapi

keraguan

Percakapan

singkat memuat

ungkapan-

ungkapan:

A. Are you sure

?

B. I am. It is

confirmed.

A. Well... I am

not sure.

B. Don’t worry.

1. Tanya jawab

menggali kosakata

terkait

topik/tema yang

dipelajari

2. Menjawab /

merespon

ungkapan-

ungkapan terkait

materi

3. Mendengarkan

percakapan yang

menggunakan

ungkapan yang

telah dipelajari

4. Menjawab

pertanyaan

tentang isi

percakapan

5. Melakukan

percakapan

berdasarkan

situasi yang

diberikan

Bertanya dan

menjawab

tentang

meminta dan

memberi

kepastian

Bertanya dan

menjawab

tentang

mengungkap

kan dan

menanggapi

keraguan

Tes lisan

Performance

Create a

dialogue based

on the given

situation and

perform it in

front of the

class!

2 x 40

menit

1. Buku text

yang

relevan

2. Gambar-

gambar

terkait

tema

3.Benda

benda

sekitar

3.2 Mengungkapkan 1. Tanya jawab Bertanya dan Percakapan Tes lisan Bermain Create a 2 x 40 1. Buku teks


makna dalam

percakapan


things done) dan

interpersonal

(bersosialisasi)

pendek sederhana

dengan

menggunakan

ragam bahasa lisan


dan berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari yang

melibatkan tindak

tutur: meminta

pengulangan,

menunjukkan

perhatian, dan

menyatakan

kekaguman

menggali

kosa kata

terkait topik

/ tema yang

dipelajari.

2. Tanya jawab

menggunaka

n ungkapan

terkait

materi.

3. Mendengark

an

percakapan

menggunaka

n ungkapan

terkait.

4. Menjawab

pertanyaan

tentang isi

percakapan.

5. Bermain

peran

melakukan

percakapan.

menjawab tentang

meminta

pengulangan

Bertanya dan

menjawab tentang

menunjukan

perhatian

Bertanya dan

menjawab tentang

menyatakan

kekaguman

singkat memuat

ungkapan

berikut :

I beg your

pardon?

/Pardon?

A. I’ve got good

news!

B. Tell me more

about

It!

A. What a

beautiful

day!

B. It is. Shall we

go to the

beach ?

peran dialogue based

on the role

cards and

perform it in

front of the

class!

menit yang

relevan

2. Gambar-

gambar

terkait

tema

3.Benda

benda

sekitar


Standar Kompetensi : Berbicara

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk procedure dan report untuk berinteraksi

dalam konteks kehidupan sehari-hari

Kompetensi

Dasar

Materi

Pokok/Pembelaj

aran

Kegiatan Pembelajaran Indikator Penilaian Alokas

i

Waktu

Sumber


Instrumen

Contoh

Instrumen

4.1 Mengungkapkan

makna dalam bentuk


pendek sederhana

dengan menggunakan

ragam bahasa lisan


dan berterima untuk

berinteraksi dalam

konteks kehidupan

Teks

fungsional /

pendek

- pesan

singkat.

- iklan.

- pengumuma

n


berbagai hal terkait

jenis teks fungsional

pendek yang akan

dibahas.

2. Mengidentifikasi

berbagai informasi

dalam teks.

3. Membuat draft jenis

teks fungsional :

Menyampaikan

pengumuman.

Menyampaikan

pesan singkat.

Mempromosikan

(mengiklankan

sesuatu).

Tes

Lisan

Performance 1. Announc

e your

school

mates to

gather in

the lab

after

school!

2. Tell your

2 x 40

menit

1. Buku

teks

yang

relevan

2. Gambar-

gambar

yang

terkait

tema


sehari-hari

- pengumuman.

- pesan singkat

- iklan

4. Menyampaikan secara

lisan :

- pengumuman.

- pesan singkat

- iklan

friend to

wait for

you after

school!

3. Promote

the

product

from

your

village!

3. Benda-

benda

elektron

ik

4. Ruang

multi

media

4.2. Mengungkapkan

makna dalam monolog

pendek sederhana

dengan menggunakan

ragam bahasa lisan

secara akurat, lancar,

dan berterima untuk

berinteraksi dalam

konteks kehidupan


berbentuk procedure

dan report

Teks monolog

berbentuk

procedure dan

report.


salah satu alat multi

media (HP, computer,

Tv, radio)

2. Membuat kalimat

perintah/pernyataan

berdasarkan gambar

kegiatan. Misal:

- Press the

menu button

- Sellect the

number

of contact


cara

mengoperasikannya

(how to make a call,

Melakukan

monolog

pendek dalam

bentuk

- Procedure/re

port

Tes

lisan

Performance

Please tell us

how to send

sms using

your HP

(alternative

lain boleh

dipilih)

Observe a

certain kind

of things you

like best and

report it to

the class

4 x 40

menit

1. Buku teks

yang

relevan

2. Gambar-

gambar

yang

terkait

tema

3. Benda-

benda

elektronik

4. Ruang

multi

media


how to operate

computer, dsb)

menggunakan gambit-

gambit tertentu

- Can you show

me.....

- Sure/ I’m not sure

- Let me show you.

First..., then..., finally.

4. Melakukan monolog

dalam bentuk

procedure/report

dengan bantuan

gambar/urutan

kegiatan

Standar Kompetensi : Membaca

5.Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan

sehari-hari

Kompetensi

Dasar

Materi

Pokok/Pembelajara

n

Kegiatan

Pembelajaran Indikator

Penilaian

Alokasi

Waktu

Sumber

Belajar

Teknik Bentuk

Instrume

n

Contoh

Instrumen

5.1 Merespon makna dan

langkah retorika

dalam esei pendek

sederhana secara

akurat, lancar dan

Teks monolog

procedure/repo

rt

Makna gagasan

teks procedure

1. Tanya jawab

tentang

berbagai hal

yang terkait

tema/topik

Mengidentifikas

i makna gagasan

dalam teks

berbentuk

procedure dan

Tes tulis

Pertanya

an

Bacaan

Answer the

following

questions

based on the

text

4x40

menit

1. Buku teks

yang relevan

2. Buku resep

bahasa

Inggris


berterima untuk

berinteraksi dalam

konteks kehidupan


berbentuk procedure

dan report

Informasi

factual

Informasi rinci

Informasi

tersirat dalam

teks procedure

dan report

Tujuan

komunikatif

teks procedure

dan alat

Langkah

retorika

- teks

procedure

(purpose

material-

steps)

- teks report

(identificatio

n-

description)

yang dipilih

2. Mengembangk

an kosakata

dan kalimat

terkait tema

terkait topik /

jenis teks

prosedur

3. Tanya jawab

tentang cara

mengerjakan/

membuat

sesuatu

4. Membaca teks

prosedur

5. Menjawab

pertanyaan

tentang

berbagai

informasi

dalam teks

prosedur

- Tujuan

komunikatif

- Bahan

yang

diperlukan

- Cara

melakukan

.membuat

report

Mengidentifikas

i berbagai

informasi yang

terdapat dalam

teks berbentuk

procedure dan

report

Mengidentifikas

i tujuan

komunikatif

teks berbentuk

procedure/repor

t

Mengidentifikas

i langkah

retorika dalam

teks berbentuk

procedure/repor

t

Membaca

nyaring teks

berbentuk

procedure/repor

t

Tes lisan

Membaca

nyaring

Read the text

aloud

3. Gambar-

gambar

tentang cara-

cara

melakukan/m

embuat

sesuatu

4. Gambar

terkait tema

5. Realia

6. CD

7. CD player

8. TV


sesuatu

- Langkah

retorika

teks

procedure/

report

- Ciri

kebahasaa

n teks

prosedur

6. Membaca

nyaring dengan

ucapan dan

intonasi yang

tepat

5.2.Merespon makna yang

terdapat dalam teks

tulis fungsional

pendek sederhana


dan berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari

5.3. Membaca nyaring

bermakna teks

fungsional dan esei

pendek sederhana

berbentuk procedure

Makna gagasan

dan tekstual

dalm teks

fungsional/pen

gumuman,

iklan dan pesan

singkat

Ciri

kebahasaan

teks fungsional

pengumuman

1. Tanya jawab

tentang

berbagai hal

terkait tema /

topik / jenis

teks yang akan

dibaca.

2. Membahas

kosa kata dan

ungkapan yang

digunakan

dalam teks

yang akan

dibaca.

3. Membaca teks

Mengidentifikasi

makna yang

terdapat teks

fungsional

pendek;

pengumuman,

iklan, pesan

singkat

Mengidentifikasi

ciri kebahasaan

teks fungsional

pendek,

pengumuman

Tes Tulis

Tes lisan

Tes lisan

1. Pilih

an

gand

a

2. Isian

sing

kat

3. Mem

baca

nyar

Choose the

best option, a,

b, c or d based

on the text.

Complete the

sentences

based on the

text.

Read the text

aloud

2 x 40

menit

1. Buku teks yang

relevan.

2. Contoh teks

fungsional :

- iklan.

- pengumuman.

- pesan singkat

3. Gambar yang

relevan


dengan ucapan,

tekanan dan intonasi

yang berterima

fungsional

pendek

4. Menjawab

pertanyaan

tentang isi teks.

5. Menyebutkan

jenis teks yang

dibaca dan

tujuan

komunikatifnya

.

6. Menyebutkan

ciri-ciri

kebahasaan

teks yang

dibaca.

7. Membaca

nyaring

ing

Standar Kompetensi : Menulis

6. Mengungkap kan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam


Kompetensi

Dasar

Materi

Pokok/Pembelajara

n

Kegiatan

Pembelajaran Indikator

Penilaian

Alokasi

Waktu

Sumber

Belajar Teknik

Bentuk

Instrume

n

Contoh

Instrumen

6.1 Mengungkapkan

makna dalam bentuk

kalimat

sederhana

1. Tanya jawab

berbagai hal

Menulis kalimat

pendek dan

Tes Tulis Uraian 1. Write

simple

4 x 40

menit

1. Buku teks

yang relevan


teks tulis fungsional

pendek sederhana

dengan menggunakan

ragam bahasa tulis


dan berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari

- imperatives

- simple present

Teks fungsional

pendek :

1. iklan

2. surat pribadi

terkait tema /

topik / jenis

teks yang akan

dibahas.

2. Mengamati

contoh-contoh

teks fungsional

pendek terkait

materi.

3. Menyebutkan

ciri-ciri, tujuan

komunikatif

dari teks.

4. Menulis kalimat

pendek dan

sederhana

menggunakan

unsur bahasa

yang

diperlukan.

5. Menulis teks

fungsional

pendek

berdasarkan

konteks.

sederhana

Menulis teks

fungsional

pendek dan

sederhana

sentences

based on

the

picture

given.

2. Write an

advertise

ment

based on

the

picture

3. Write a

letter to

your uncle

telling

him that

you want

to spend

holiday in

his town.

2. Buku resep

bahasa

Inggris

3. Gambar-

gambar

tentang cara-

cara

melakukan/

membuat

sesuatu

4. Gambar

terkait tema

5. Realia

6.2 Mengungkapkan

makna dan langkah

retorika dalam esei

pendek sederhana

kalimat acak

dari teks

procedure/repo

rt

1. Review

berbagai hal

tentang teks

procedure

Menyusun

kalimat acak

menjadi teks

yang padu

Tes tulis

Menyusu

n

kalimat

Rearrange the

following

jumbled

sentences in a

4 x 40

menit

1Buku teks

yang

relevan


dengan

menggunakan

ragam bahasa tulis


dan berterima untuk

berinteraksi dalam

konteks kehidupan

sehari-hari dalam

teks berbentuk

procedure dan

report

teks monolog

pendek

berbentuk

procedure/repo

rt

- Tujuan

komunikatif

- Langkah

retorika

- Ciri

kebahasaan

2. Mengembangk

an kosakata

dan kalimat

terkait

topik/jenis

teks procedure

3. Menyusun

kalimat acak

berdasarkan

urutan gambar

4. Menulis teks

procedure

berdasarkan

perintah yang

diberikan

berbentuk

procedure/repor

t

Menulis essay

berbentuk

procedure

Tes tulis

Uraian

good order.

Write a

procedure text

telling how to

operate a

computer

Write a report

on a certain

kind of thing

or place

around you.

2.Buku resep

bahasa

Inggris

3.Gambar-

gambar

tentang cara-

cara

4.melakukan/

mem

buat sesuatu

5.Gambar

terkait

tema

6.Realia


CURRICULUM VITAE

Pryla Rochmahwati M.Pd was born in Jombang, East Java. She earned her undergraduate program from English

Department of State University of Surabaya (UNESA) in April, 2004. Since, 2010, she has been a graduate student at

the English Language Teaching Program in State University of Malang (UM). Currently, she works as an English

lecturer at English Department of the State College for Islamic Studies (Sekolah Tinggi Agama Islam Negeri / STAIN)

Ponorogo. Her teaching and interest include, Curriculum and Material Development, CALL (Computer Assisting

Language Learning), and Self-motivated Learning. She conducted some researches dealing with fostering students’

critical thinking in speaking, implementing task-based active learning in teaching speaking and mix method research

on the implementation of project based learning for teaching speaking. Furthermore, she has been attending several

English teaching seminars and conferences such as TEFLIN, ELITE, FOLITER and LOOW4 as presenter. She, also, has been invited to be a speaker of

workshops for several topics dealing with creative and innovative techniques for teaching English. Email: [email protected].

PENERBIT : STAIN Po PRESS Jln Pramuka No 156 Ponorogo. Telp (0321) 481277, email [email protected]

ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT

english curricul um and material development

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