CURRICULUM & MATERIAL DEVELOPMENT BY: NURHAYATI, M.Pd. Nuansa_bunda@yahoo.com http//www.nurhayati2008.wordpress.com 0818776103 UHAMKA 2011

The first meeting 1. What is curriculum? 2. What is syllabus? 3. The difference between curriculum and syllabus

What is curriculum? A curriculum is the set of courses, course work, and content offered at a school or university. A curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education.

“Curriculum is a very general concept which involves consideration of the whole complex of philosophical, social and administrative factors which contribute to the planning of an educational program.” (Nunan, 2000: 6)

Curriculum can be defined, as an educational program which states: “The educational purpose of the program (the ends) The content teaching procedures and learning experience which will be necessary to achieve this purpose (the means) Some means for assessing whether or not the educational ends have been achieved.” ( Richards, Platt and Platt 1993: 94)

Kerr 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 school. (quoted in Kelly 1983: 10; see also, Kelly 1999)

Four ways of approaching curriculum theory and practice Curriculum as a body of knowledge to be transmitted. Curriculum as an attempt to achieve certain ends in students - product. Curriculum as process. Curriculum as praxis.

The theoretical The practical The productive syllabus process product praxis

Model of curriculum design 1. learners’ present level of competence 2. Course objective A. Language and procedures to be covered by the course (1,2,3) 3. Reason for studying English and long term learning aims B. Emphasis on particular skills (1,2,3,4) 4. Resource limitation that affect classroom activity C. Methodology to be used; type and sequencing of activities (4,5,6) 5. Social cultural factors and learning habits of relevance to English teaching D. Themes for course materials and texts: choice of suitable text book 6. Learners’ age group, present life style and interest 7. Aspect of target culture that will interest learners and can be exploited in materials

National curriculum Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. “Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu.”

KTSP Standar Isi SI mencakup lingkup materi dan tingkat kompetensi untuk mencapai kompetensi lulusan pada jenjang dan jenis pendidikan tertentu. Termasuk dalam SI adalah : kerangka dasar dan struktur kurikulum, Standar Kompetensi (SK) dan Kompetensi Dasar (KD) setiap mata pelajaran pada setiap semester dari setiap jenis dan jenjang pendidikan dasar dan menengah. SI ditetapkan dengan Kepmendiknas No. 22 Tahun 2006.

Standar Kompetensi Lulusan SKL merupakan kualifikasi kemampuan lulusan yang mencakup sikap, pengetahuan dan keterampilan sebagaimana yang ditetapkan dengan Kepmendiknas No. 23 Tahun 2006.

Tujuan Panduan Penyusunan KTSP ini untuk menjadi acuan bagi satuan pendidikan SD/MI/SDLB, SMP/MTs/SMPLB, SMA/MA/SMALB, dan SMK/MAK dalam penyusunan dan pengembangan kurikulum yang akan dilaksanakan pada tingkat satuan pendidikan yang bersangkutan.

What is syllabus? A syllabus is simply an outline and time line of a particular course. It will typically give a brief overview of the course objectives, course expectations, list reading assignments, homework deadlines, and exam dates. A syllabus is a document which consist, essentially, of list. This list specifies all the things that are to be taught in the course. ( Penny Ur, 1998)

Dubin and Olshtain dalam Farkhan (2007) said "a syllabus is a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level."

There two approaches in syllabus A synthetic syllabus Wilkins and Tarigan (1988: 18) said "A synthetic language teaching strategy is one in which the different parts of language are taught separately and step by step so that acquisition is a process of gradual accumulation of parts until the whole structure of language has been built up." An Analytic syllabus Wilkins and Farkhan (2007) said "Analytic syllabuses are organized in terms of the purposes for which people are learning language and the kinds of language performace that are necessary to meet those purposes. "

The difference between curriculum and syllabus Curriculum is for a course. Curriculum is the superset. Curriculum is a consideration of the objectives, the contents, methods chosen to achieve the objective. Syllabus is for a subject. Syllabus is the subset of the curriculum. Syllabus is the concepts to be taught.

TYPES OF SYLLABUS Product- oriented syllabus Process – oriented syllabus

Assignment make your own syllabus for teaching in an English course.

Sources James Dean Brown, The Element of Language Curriculum, Heinle & Heinle Publishers, 1995 I.S.P. Nation & John Macalister, Language Curriculum Design, Taylor and Francis, 2010 Jeremy Harmer, The practice of English Language Teaching, Pearson Education Limited, 2007 Penny Ur, A Course in Language Teaching, Cambridge University Press, 1996