A.

THE ORIGINS OF LANGUAGE CURRICULUM DEVELOPMENT

A syllabus is a specification of the content of the course of instruction and

lists what will be thaught and tested. While syllabus design is the process of
developing a syllabus. Then, curriculum development is a more comprehensive
process than syllabus design. It includes the processes that are used to determine
the needs of a group learners, to develop aims or objectives for a program to
address those needs, to determine an appropriate syllabus, course structure,
teaching methods, and materials, and to carry out an evaluation of the language
program that results from these processes.
Many methods have come and gone in the last 100 years in pursuit of the
best method, as the following chronology illustraters, with dates suggesting
periods of greatest dominance:
Grammar Translation Method (1800-1900)
Direct Method (1890-1930)
Structural Method (1930-1960)
Reading Method (1920-1950)
Audiolingual Method (1950-1970)
Situational Method (1950-1970)
Communicative Approach (1970-Present).

The oral-based method known as the Direct Method, which developed in

opposition to the Grammar Translation Method in the late of the nineteenth centur,
prescribes not only the way a language should be taught, with an emphasis on the
exclusive use of the target language, intensive question-and-answer teaching
techniques, and demonstration and dramatization to communicate meanings of
words; it also prescribes the vocabulary and grammar to be taught and the order in
which it should be presented.

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 B. Planning Goals and Learning Outcomes

In this chapter we will consider another crucial dimension of decision

making in curriculum planning: determining the goals and out-comes of a
program.
Several key assumptions about goals characterize the curriculum approach
to educatioanal planning. These can be summarized as follows:
People are generally motivated to pursue specifics goals.
The use of goals in teaching improves the effectiveness of teaching and
learning.
A program will be effective to the extent that its goals are sound and clearly
described.

a. The Ideology of the curriculum

In developing goals for educational programs, curriculum planners draw
on their understanding both of the present and long-term needs of learners and
of society as well as the planners beliefs and ideologies about schools,
learners, and teachers. These beliefs and values provide the philosophical
underpinnings for educational programs and the justification for the kinds of
aims they contain. At any given time, however, a number of competing or
complementary perspectives are available concerning the focus of the
curriculum.
1) Academic rationalism
Academic rationalism stresses the intrinsic value of the subject matter
and its role in developing the learners intellect, humanistic values, and
rationality.
Academic rationalism is sometimes used to justify the inclusion of
certain foreign languages in school curricula, where they are taught not as
tools for communication but as an aspect of social studies.
Academic rationalism is sometimes used as justification for including
courses on literature, or American or British culture, in a language
program.

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 Clark (1987, 6) points out that in the United Kingdom academic
rationalism is concerned with:
The maintenance and transmission through education of the wisdom
and culture of previous generations. This has led to the creation of a
two-tier system of education-one to accord with the higher cultural
traditions of an elite, and the other to cater for the more concrete and
practical lifestyles of the messes.
The development for the elite of generalizable intellectual capacities
and critical faculties.
The maintenance of stands through an inspectorate and external
examination boards controlled by the universities.
2) Social and Economic efficiency
Social and Economic efficiency emphasis the practical needs of
learners and society and the role of an educational program in producing
learners who are economically productive.
Critics of this view of the curriculum have argued such a view is
reductionist and presupposes that learners needs can be identified with a
predetermined set of skills and objectives.
3) Learner-centeredness
Learner-centeredness stresses the individual needs of learners, the role
of individual experience, and the need to develop awareness, self-
reflection, critical thinking, learner strategies, and other qualities and skills.
Constructivists emphasize that learning involves active construction
and testing of ones own representation of the world and accommodation
of it to one conceptual framework.
Marsh (1986.201) points out that the issue of child-centered or learner-
centered curricula reappears every decade or so and refer to any of the
following:
Individualized teaching
Learning through practical operation or doing
Laissez faire- no organized curricula at all but based on the momentary
interest of child.

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 Creative self-expression by students
Practically oriented activities- needs of society
A collective term that refers to the rejecting of teaching-directed
learning
4) Social reconstructionism
This curriculum emphasizes the roles of schools and learners can and
should play addressing social injustices and inequality. Curriculum
development is not seen as a neutral process.
The most persuasive and currently popular representatives of this view-
point are associated with the movement known as critical theory and
critical pedagogy.
One of the best-known critical pedagogues is Freire (1972) who argued
that:
Teachers and learners are a joint process of exploring and constructing
knowledge.
In addition, students are not the objects of knowledge.
Therefore, they must find ways of recognizing and resisting.
5) Cultural pluralism
Cultural pluralism emphasizes school should prepare students to
participate in several different cultures, not just the dominant one which
means none culture group is superior to others.
Cultural pluralism seeks to redress racism, to raise the self-esteem of
minority groups, and to help children appreciate the viewpoints of other
cultures and religions.
In the united state, the American Council on the Teaching of Foreign
Languages ACTFL has recently identified three dimensions to
intercultural competence in foreign language program:
The need to learn about cultures.
To compare them
To engage in intercultural exploration
b. Course design

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 Effective course design begins with understanding who your
students are, deciding what you want them to learn; determining how you
will measure student learning; and planning activities, assignments and
materials that support student learning. For all interactions with students
plan ahead by ask yourself:
1. Who are the students?
2. What do I want students to be able to do?
3. How will I measure students abilities?
By asking yourself these questions at the onset of your course design
process you will be able to focus more concretely on learning outcomes,
which has proven to increase student learning substantially as opposed to
merely shoehorning large quantities of content into a quarters worth of
class meetings.
c. Syllabus design
The syllabus provides the instructor and students with a contract, a
common reference point that sets the stage for learning throughout the
course. Make sure that your students have easy access to the course
syllabus by handing out hard copies on the first day of class and (if
applicable) posting a digital copy on the course website.
d. Common components included in a syllabus
The form and content of a syllabus vary widely by discipline,
department, course and instructor. However, there are common
components that most successful syllabi contain. These components
communicate to your students an accurate description of the course
including the topics that will be cover, assignments and assessments
students will be responsible for, as well as a clear source for policies and
expectations.
e. Course description
Course content: What is the basic content of the course and what makes it
important or interesting? How does the course fit into the context of the
discipline?

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 Learning objectives: What should students be able to do by the end of the
course? Objectives are most helpful when they are expressed in terms of
knowledge and skills that can be readily identified and assessed. For
example, the ability to recognize, differentiate, apply or produce is much
more readily identifiable than the ability to appreciate or understand.
Characteristics of class meetings: What types of activities should students
be prepared for? Discussion? Lecture? Small groups? Student
presentations?
Logistics: What are the instructors and TAs names? How can they be
contacted? How are course materials obtained? When and where does the
class meet?
f. Course topics and assignments
Schedule of topics and readings: What will the main topics of the course
be and when will they be addressed? What will students need to do to
prepare for each class? Most instructors include a weekly or daily
schedule of topics they intend to address, along with a list of assigned
readings and other course materials.
Assignments, projects and exams: How will students demonstrate their
learning? Include learning goals, estimated scope or length, assessment
criteria and dates. Instructors typically include a breakdown, in point
values or percentages, of how much each assignment or test contributes to
a students final grade.
g. Course policies and values
What values will shape your teaching in the course and what policies will
guide you? Policies and values that you might want to communicate through
your syllabus include:
Inclusiveness: How can your syllabus help you create an inclusive
atmosphere that welcomes all students? Some instructors include
statements inviting participation from all students, honoring student

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 diversity and differing points of view, or inviting requests for disability
accommodations.
Integrity: What are policies and procedures regarding academic integrity
and misconduct in relation to materials and assignment for this course?
For example, considering the types of work you are asking students to do,
what do you want to communicate about working with data? representing
original sources? accountability for contributions to group projects?
Responsibility: What do students need to know about your expectations
regarding assignments, attendance, online participation or classroom
interactions? Other possibilities include policies regarding late work,
make-up exams and preparation for class participation.
Expectations for success: How can students learn most successfully in
your course? In your syllabus, you can express confidence that all
students are capable of doing well and you can suggest strategies for
success. For example, what strategies for learning are particularly
important for this material? What resources such as study centers, web
tutorials or writing centers are available to help students succeed in
your course?

C. THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIALS

Teaching materials are a key component in mot language programs
whether the teacher uses a textbook, institutionally prepared materials, or his or
her own materials, instructional materials generally serve as the basis for much of
the language input learners receive and the language practice that occurs in the
classroom.
The role of materials :
a resource for presentation materials (spoken and written)
a source of activities for learner practice and communicative interaction
a reference source for learners on grammar, vocabulary, pronunciation and so
on
a source of stimulation and ideas for classroom activities

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 a syllabus (where they reflect learning objectives that have already been
determined)
a support for less experienced teachers
a. Authentic versus created materials
When plans regarding the role of materials in a language program are
made, an initial decision concerns the use of authentic materials versus created
materials. Authentic materials refers to the use in teaching of texts,
photographs, video selections, and other teaching resources that were not
specially prepared for pedagogical purposes. Created materials refers to
textbooks and other specially developed instructional resources.
The advantages of authentic materials ( Phillips and Shettleworth 1978;
Clarke 1989; Peacock 1997)
- They have a positive effect on learner motivation
- They provide authentic cultural information about the target culture
- They provide exposure in real language
- They relate more closely to learners needs
- They support a more creative approach to teaching
b. . Textbooks
Commercial textbooks together with ancillaries such as workbooks,
cassettes, and teachers guide are perhaps the commonest form of teaching
materials in language teaching.
Textbooks are used in different ways in language programs.
a. Reading textbook
b. Writing textbook
c. Grammar textbook
d. Speaking textbook
e. Listening textbook

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 D. For Effektive Teaching Providing Listen Plan And Its Component
Cognitive research is revealing that even with what is taken to be good
instruction, many students, including academically talented ones, understand less
than we think they do. With determination, students taking an examination are
commonly able to identify what they have been told or what they have read;
careful probing, however, often shows that their understanding is limited or
distorted, if not altogether wrong. This finding suggests that parsimony is essential
in setting out educational goals: Schools should pick the most important concepts
and skills to emphasize so that they can concentrate on the quality of
understanding rather than on the quantity of information presented.
E. Teaching Should Be Consistent With the Nature of Scientific Inquiry
Science, mathematics, and technology are defined as much by what they
do and how they do it as they are by the results they achieve. To understand them
as ways of thinking and doing, as well as bodies of knowledge, requires that
students have some experience with the kinds of thought and action that are
typical of those fields. Teachers, therefore, should do the following:
Start With Questions About Nature
Sound teaching usually begins with questions and phenomena that are
interesting and familiar to students, not with abstractions or phenomena outside
their range of perception, understanding, or knowledge. Students need to get
acquainted with the things around themincluding devices, organisms, materials,
shapes, and numbersand to observe them, collect them, handle them, describe
them, become puzzled by them, ask questions about them, argue about them, and
then to try to find answers to their questions.
Engage Students Actively
Students need to have many and varied opportunities for collecting,
sorting and cataloging; observing, note taking and sketching; interviewing,
polling, and surveying; and using hand lenses, microscopes, thermometers,
cameras, and other common instruments. They should dissect; measure, count,
graph, and compute; explore the chemical properties of common substances; plant
and cultivate; and systematically observe the social behavior of humans and other

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animals. Among these activities, none is more important than measurement, in
that figuring out what to measure, what instruments to use, how to check the
correctness of measurements, and how to configure and make sense out of the
results are at the heart of much of science and engineering.
Concentrate on the Collection and Use of Evidence
Students should be given problemsat levels appropriate to their maturity
that require them to decide what evidence is relevant and to offer their own
interpretations of what the evidence means. This puts a premium, just as science
does, on careful observation and thoughtful analysis. Students need guidance,
encouragement, and practice in collecting, sorting, and analyzing evidence, and in
building arguments based on it. However, if such activities are not to be
destructively boring, they must lead to some intellectually satisfying payoff that
students care about.
Provide Historical Perspectives
During their school years, students should encounter many scientific ideas
presented in historical context. It matters less which particular episodes teachers
select (in addition to the few key episodes presented in Chapter 10) than that the
selection represent the scope and diversity of the scientific enterprise. Students
can develop a sense of how science really happens by learning something of the
growth of scientific ideas, of the twists and turns on the way to our current
understanding of such ideas, of the roles played by different investigators and
commentators, and of the interplay between evidence and theory over time.
History is important for the effective teaching of science, mathematics,
and technology also because it can lead to social perspectivesthe influence of
society on the development of science and technology, and the impact of science
and technology on society. It is important, for example, for students to become
aware that women and minorities have made significant contributions in spite of
the barriers put in their way by society; that the roots of science, mathematics, and
technology go back to the early Egyptian, Greek, Arabic, and Chinese cultures;
and that scientists bring to their work the values and prejudices of the cultures in
which they live.

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 REFERENCE

Development. USA: Heinle & Heinle Publishers.

Dubin, F. & Olshtain, E. (1997) Course Design: Developing Programs and

Materials for language Learning, Cambridge: Cambridge university
Press.
Nez y Bodegas Irma Dolores.2007. From Curriculum to Syllabus Design: The
Different Stages to Design a Programme. Universidad de Quintana Roo
Richard, Jack C.1990.The Language Teaching Matrix.USA: Cambridge
University Press.
______________.2001.Curriculum Development in Language Teaching.USA:
Cambridge University Press.
Richards, Platt and Platt (1993) Dictionary of language Teaching and Applied
Linguistics. London: Longman.
Zais, Robert S.1976.Curriculum: Principles and Foundation. New York: Harper
& Row Publishers.

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 PREFACE

Praise to Allah SWT Marcy and Blessing , aid and gift so I can solve this
paper collation deep shaped and also its content that very simple. Hopefully this
paper get as been used one of referenced, road map and also guidance for reader.

My expectation hopefully this paper helps to add science and experience

for readers, so I can fix form and also this paper content so to the fore it can better.

This therefore I admit to be still a lot of lack since experience that I have
really reducing. Because it I expect to readers to give constructive entry for
perfection this therefore.

Unaaha ,24th Mei 2016

Author

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 TABLE OF CONTENTS

FREFACE ............................................................................................ i
DAFTAR ISI ...................................................................................... ii
A. THE ORIGINS OF LANGUAGE CURRICULUM DEVELOPMENT. 1
B. Planning Goals and Learning Outcomes .. 2
a. The Ideology of the curriculum.. 2
b. Course design. 5
c. Syllabus design... 5
d. Common components included in a syllabus. 5
e. Course description.. 6
f. Course topics and assignments... 6
g. Course policies and values. 6
C. THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIALS 7
a. Authentic versus created materials . 8
b. Textbooks 8
D. For Effektive Teaching Providing Listen Plan And Its Component ....9
E. Teaching Should Be Consistent With the Nature of Scientific Inquiry ...9

REFERENCE

ii

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