CHAPTER I

PRELIMINARY

A. Background

Education is an important aspect of human life. education has begun

from children when new born. education is essential to form knowledgeable,
admirable and broad-minded human beings. the simplest education is done at
home where starting from the upbringing of parents to their children. in
addition to the home education can also be done outside the home, there are
many levels of education that can be taken someone to become knowledgeable,
starting from the level of primary, secondary and upper education. in
educational activities of course required a rule or guidelines to regulate
education leads to better in accordance with the principle and purpose of the
country. from the desire to set the course of education then the govertment will
develope a curricullum.

The curriculum is an important part of an educational process. Because

an education without a curriculum will look chaotic and irregular. This will
lead to changes in curriculum development, especially in Indonesia. The
curriculum is one of the tools to achieve educational goals, and is also used as
a guide in the implementation of teaching and learning process at various types
and levels of school. The curriculum becomes the basis and mirror of the
philosophy of a nation's view of life, will be directed to where and how the life
of this nation in the future, all that is determined and described in an
educational curriculum. The curriculum must be dynamic and continually
evolving to adapt the developments that occur to the world community and
should set the result as expected

All aspects of education then become the spotlight of all Indonesian

people. Educational aspect in question is teachers, curriculum, goals, and
 methods, the government as the person in charge, and of course the system
umay educational activities. All these aspect are like a clain which must be
fixed in advance

In relation to efforts to fix these problems may be the most pressing

aspect of the curriculum to get a touch first. This does not mean that other
aspects are not urgent to be reviewed. Which is the question here why
curriculum? Because the curriculum is seen as an educational tool that will
bring the direction of education itself. The curriculum is like a compass needle
in the middle of a wave that raises the uncertainty of a teacher and learner in
the middle of a vast educational ocean

B. Formulation of The Problem

1. What is meant curriculum language ?
2. What is the underlying theory of the curriculum ?
3. What is the meaning of the curriculum ?

C. Reseach Purpose
1. To know the language of the curriculum
2. To know the underlying theory of the curriculum
3. To know what the curriculum

CHAPTER 2
D. Discusion

CURRICULUMLANGUAGE ANALYSIS

The title of this course is the curriculum language issues that may arise are:

 How is someone given curriculum theory related to curriculum practice?

Or (may be different)
 How does the language curriculum theory relate to practical language
curriculum practices to be used?
 Or (may be different again)
 In what ways does curriculum knowledge evolve according to reality?

Prof. Hirtz (1976) updated his writings on curriculum learning and

made connections between theory and practice and even very elusive, since on
the one hand what is said to be clear, logical, persuasive but on the other hand
it does not seem like that. How can someone who should do logical things and
persuasive but in practice not like that?

Michael Young (1971) speaks clearly, logically and persuasively about

a curriculum practice that should be like that. But the reality is not like that,
how does one who is supposed to be in practice krikulum is logical and
practical but the reality is not like that?

Therefore, my concern is that more and more people are talking about
the curriculum, but not in terms of how to teach certain things to certain
children, but in what sense is being done (or should be done) about how to
teach something to children

Hirtz defines the curriculum objectives which is to determine what is

important for all rational curriculum planing

Young distinguishes between curriculum as fact and curriculum as

practice. Provide a very simple framework for all curriculum activities.

Bruner in defining the spiral curriculum provides a model for all

curriculum programs.

The question is how do I reconcile on one side of the simple theoretical

category with the other on the vast variety of practistant reality?

To unite the language of those who speak and theorize about the
curriculum in their own intelligent, critical, reflective language.
I will proceed as follows. First, I will try to define my problem a bit more
graphically, and show the basic philosophy of nature. Secondly, I will make
this issue more concrete through a critical view of three people who have
 theorized the reality of the curriculum: Professor Hirtz, Michael Young, and
Professor Bernstein. Thirdly, from this examination there will be a more
positive study of the "Curriculum Language Practice" which should really be
the title of this paper

.
PROBLEM

I have a recurring dream from a college or an educational institution that

each of its members is governed by pleasing excuses encouraged to engage in
thoughtful activity (unlike the schoolteacher given a study). Think and work to
formulate concepts individually and in groups. Therefore, the importance of
meeting together in a pleasant environment such as a group to give birth to the
same thoughts and at the same time will be erased from the disruption of the
practical world. Systematic thinking requires a variety of problems and goals
and the elimination of distractions (say learning disorders)

In this dream, social thinking activities will continue to follow the path
of the first person who will write a paper topic about an educational interest (eg,
objectives in a rationally planned curriculum). The second person will write a
continuing paper from the first person, which sets the case against the previous
goal. However Third Person will add or show error to make a difference. Each
member in this discussion will modify and / or describe the previous discussion
and then there will be further explanation of the changes and further changes of
elaboration.

The discussion at this stage becomes somewhat complicated, new terms

have been introduced or the old one has been redefined in a new way -i. e. A
new concept has been established, the theoretical model with the accompanying
flow chart has been built, the instrument for measuring and evaluating what has
been proposed has been designed, the term glossary has been produced. And new
thinking for this activity should be initiated (initiation is needed when situations
are complex, there is a growing literature to guide, newly defined concepts need
to be achieved, theoretical models must be mastered and new techniques for
evaluation must be mastered).

Such initiation needs to be done to familiarize researchers to allow for

further development through theses and dissertations. Finally, this activity can
be recognized by the education department with its own examinations and
awards.In this way will be understood and finally born as part of new knowledge
What is confusing about this happens continuously, unwarranted or more
precisely the same as it actually happens. Dr. Terence Miller of the northern
london polytechnic recently suggested (Times Higher Educational Supplements,
173 7 February 1975) for colleges with less advanced education to come and
open educational research into comprehensive schools. But is the nature of this
thinking accountable? my puzzle continues, on a logical and free part of the
exercise and yields frustrating demands, the most important prohibition against
practical thinking disappears and it is no longer a practical thought or theory of
practice. That is just a theory

So much guidance has evolved to meet the growing demand for new
knowledge in the field of education. At a university in the 18th century the
difficulties of education in urban areas were analyzed. AOSTMTEC (Goals,
targets, strategies, tactics, methods, techniques, evaluation, consolidation) are
generated as instrument material for all curriculum planning. The error (done by
the University itself) is checked by means of a type of objectives test and a small
number of members (kelomok) are assigned to the place that is considered
problematic to make a research report.

The answer to my puzzle is very simple. The knowledge curriculum is

ultimately about practical reality. A fact whereby making decisions from several
alternatives, considering actions, is motivated in many ways. Therefore
curriculum theory must theorize that this is a practical reality, tested or made to
be used and validated by its practical consequences
 But the answer is not that simple, and my riddle remains.I will give three
examples of failed theories into practical theory. Each failure has a different
reason. Which I will try to explain.. Examination of critical theory
rational theory planning Professor Hirst

. In the first review Prof. Hirst stated that curriculum theory does not
lack a problem, and it takes time to look at curriculum planning. The first step
of a rational curriculum is to start with a clear understanding of the goals to be
achieved. While to defend the predetermined objectives Hirst criticized and
disagreed that behavioral behavior observed did not fit the actual curriculum
theory.The difficulty now that hirts say a small thing can be true and a big one
can be wrong according to the intelligent curriculum goals what Hirts said is true
if in the curriculum objectives should act rationally in a practical and by
definition. what you should do so far is intelligent and rational about it. If in the
context of curriculum planning there is another goal to be achieved by the
teacher, the teacher should set aside the goal. Hirst can not exclude anything
because as far as being intelligent they have to do. The logical point of rationality
is limited to doing without any analysis. For the concept of rationality that is not
all in accordance with the pradigm for achieving objectives, for example, in
learning between teachers and students the teaching activity will take precedence
over the procedural activities (showing respect for students, or equal attention to
each pupil) rather than in some way to to a certain destination. Teachers can act
rationally without knowing where he became a teacher. Teachers can act
rationally without even knowing what they are doing.

Hirts then exemplified the mistakes of educated people applying without

examining the procedure of practice. Prof. Hirts stated that the philosophical
truth about the nature of learning is not a simple philosophical truth. Because in
fact many of the learning practices are not in accordance with the procedure
objectives of the curriculum are prepared.