PREFACE

Thank to God the Almighty who has given the bless to writers to finished the
English paper assignment entitled “Course Design Developing Programs and Materials
for Language learning .

The writers also wish to express our deep and sincere gratitude for those who have
guided in completing this paper. This English paper This paper is going to discuss about
the basis for curriculum and syllabus designing. These two terms are considered to be
important in teaching and learning process. Their roles deal with how a teaching and
learning activity is planned and can run well.

Hopefully this paper can also help to expand reader’s knowledge about the basis
for curriculum and syllabus designing.

Jakarta, March 20th 2019

Authors

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 Table of Contents

Preface........................................................................................................1

Table of
Contents......................................................................................................2

Chapter I

Introduction................................................................................................3

Chapter II

Discussion .................................................................................................4

Chapter III

Conclusion ...............................................................................................12

References ...........................................................................................…13

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 CHAPTER I

INTRODUCTION

Education is crucial in developing a nation’s personality. Education is aimed at building

good character to build a civilized nation. Education plays an important role to improve
knowledge, skill and moral. Therefore, a good education system is needed not only to build a
nation character but also to develop a country physically and mentally.

Education consists of many elements that are complimentary. It is a system that works
with the support of the elements around it. Curriculum and syllabus are two elements that
support an education to be a good system and later result a good output.

In Indonesia education system, English is one prerequisite subject that is taught from
elementary school until university. English is considered important to be mastered since it is
one of international languages. The globalization era demands people to have good ability in
English so they can compete in the job world and in other fields like science and technology. To
reach this goal a good planning -in this case syllabus and curriculum- in English language
teaching is needed.

In language teaching and learning two terms are known, they are syllabus design and
curriculum development. Syllabus is a specification of the content of a course of instruction and
lists what will be taught and tested. While syllabus design refers to the process of developing a
syllabus (Richards, 2001:2).

Curriculum development is a more comprehensive process than the syllabus design. It

includes the processes that are used to determine the needs of a group of 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 (Richards, 2001: 2).

Thus, syllabus and curriculum are two different terms that closely related in teaching and
learning process. Curriculum is a broader concept that includes all activities in which students
do in school. It includes what students learn, how they learn it, how teacher help them learn,
what supporting materials are needed, styles and methods used in teaching and learning
process. Syllabus is smaller than curriculum since it only covers the content of a course and the
lists of what materials are going to be taught and how it will be tested.

This paper is going to discuss about the basis for curriculum and syllabus designing. These
two terms are considered to be important in teaching and learning process. Their roles deal with
how a teaching and learning activity is planned and can run well.

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 Chapter II
Discussion

Curriculum development is considered important and has been established since 1980s.
It was aimed at reviewing and developing national language teaching curriculum based
on a curriculum development perspective. For example, Lim (1988 in Richards
2001:41) states that curriculum development includes needs analysis, goal setting,
syllabus design, material design, language program design, teacher preparation,
implementation of program in schools, monitoring, feedback and evaluation.

Ralph W. Tyler (1949) published his classic text on curriculum development. It was
organized around four questions:

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that likely to attain the purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained?

Judith Howard (2007) tries to simplify (but does not change the meaning) the four basic
principles in curriculum development . In his shot article Judith Howard, written to help
educational institutions engage in curriculum building, called for the application of four
corresponding principles in the development of any curriculum:

1. Defining goals

2. Establishing corresponding learning experiences

3. Organizing learning experiences to have a cumulative effect

4. Evaluating outcomes

A. The understanding about of four basic principles

The understanding about the four basic principles of curriculum and instruction known
as Tyler’s principles and then simplified by Judith Howard (2007) are as follows:

From the table of four basic principles of curriculum development bellow we can see a
comparison of Tyler’s principles to principles that have been simplified by Judith
Howard (2007.

Table

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A comparison of Tyler’s principles (1949) to Judith Howard (2007.

Ralph Tyler (1949) Judith Howard (2007)

1. What educational purposes should the 1. Defining goals

school seek to attain?

2. What educational experiences can be 2. Establishing corresponding learning

provided that likely to attain the purposes? experiences

3. How can these educational experiences 3. Organizing learning experiences to have

be effectively organized? a cumulative effect

4. How can we determine whether these 4. Evaluating outcomes

purposes are being attained?

From the above table it can be concluded that Curriculum development should begin by
answering four basic questions raised by Tyler. In answering Tyler’s questions, there
are four basic steps of curriculum development as follow:

 Selection of aims, goal and objectives

 Selecting of learning experiences and content
 Organization of learning experiences
 Evaluation of the extent to which the objectives have been achieved

Four basic steps of curriculum development must be conducted in curriculum

development so that the goals and objectives will be compatible with mission of
institution and others stakeholder.

Designing a curriculum is a laborious task requiring time and a great deal of careful
research in order to produce a document which can be used successfully for a foreign
language program. Within the field of EFL, professionals often find that they are
asked to do tasks other than teach. Usually, these duties involve planning courses and
writing materials. However, occasionally we are asked to design curriculum without
any prior training or any guidelines on how to proceed. The aim of this paper is to
present general guidelines which will enable the person undertaking the task to be
successful. The framework which is presented here is concise and practical, making
the steps easy to follow and, therefore, easier to design a curriculum to fit the goals of
any EFL program. Although there is a plethora of excellent information on curriculum
development and design (Bloom 1956, Taba 1962, Allen 1983, McNeil 1985), there is
still little available on designing a curriculum which fits the goals, objectives and
setting of EFL programs (Dubin and Olshtain 1986, Nunan 1989, Yalden 1983).
Often, the curriculum for most EFL programs is based upon the texts used.
Unfortunately, many times this selection is not related to the realistic needs of learners
nor the program's resources, but instead upon a set of ideals of what the program
should be and what it should accomplish. Thus, developing or designing an EFL
curriculum is a complex undertaking in which the designer needs to consider both the
role of English in the community and the existing EFL program, thereby, clarifying
the goals of the program, correlating these goals with the students' backgrounds and
needs, offering content and skills materials in a variety of ways and providing an

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outline for evaluating the program. In order to explain the steps in designing an EFL
curriculum, the terms curriculum, syllabus, goals and objectives will be defined
Goal-setting is an important precursor to learning. Without goals, students are often
aimless and lack motivation because they aren't sure what they're working towards.
Helping students set goals can inspire them to work hard to achieve success.
With traditional students who are native English speakers, goal-setting can be as
simple as keeping a journal or writing an essay on goals they wish to achieve. With
ESL students, however, the lack of English proficiency can sometimes be a barrier to
establishing goals.
Let's look at some specific strategies that you can use with ESL students in your
classroom to help them define and reach their goals.

a. The Definition of Teaching Materials

Teaching materials can also define as the sources of learning. According to Mulyasa
(2006), the sources of learning means anything that can give the students information,
knowledge, experience and skills in teaching learning process.

Furthermore, learning resources can be defined as the information that is presented and
stored in a variety of media and formats, which assists the students learning as defined
by provincial or local curricula. This includes but it is not limited to, materials in print,
video, and software formats, as well as combinations of these formats intended for use
by teachers and
students (http://www.bced.gov.bc.ca/irp/appskill/ asleares.htm 5 Agustust, 2011).

In short, teaching materials are anything used by the teachers in learning process
arranged systematically in order to give the students information during instructions
covering to written materials and non-written materials.

b. The Kinds of Teaching Materials

According to Mulyasa (2006), there are some kinds of teaching materials. Those are:

1). Human being; it is the persons delivering the massage directly in learning process.
It can be the teachers, the counselors; the administrators who delivered the massage by
design.

2). Instructional media; it can be anything contained of education substance that

assists learning process. Mostly, the teachers use printed materials such as book, which
is licensed by central government, handout, module, brochure, leaflet, wall-chart etc.
Besides completing the materials by printed materials, the teachers can use another
instructional media by using the educational film, map, etc.

3). Environments; it is related to the setting for learning process happened. It can be
classroom, library, laboratories, museums, etc.

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4). Tools and devices; it is the sources of learning for production or applying another
tool for instance: camera for photograph, tape recorder, LCD projectors, television,
radio, etc.

5). Activity; it is the source of learning that consists of the combination of some
teaching methods in learning process. It covers events or facts that happened.

c. The Role of Teaching Materials

The role of instructional materials within an individualized instruction system might

include the following specifications that are:

1). Materials will allow learners to progress at their own rates of learning.

2). Materials will allow for different styles of learning.

3). Materials will provide opportunities for independent study and use.

4). Materials will provide opportunities for self- evaluation and progress in learning.

Furthermore, Richard and Rogers (2001; 30) state that a particular design for an
instructional system may imply a particular set of roles for materials in supporting the
syllabuses, the teachers and the learners. They give example of role of instructional
materials within a functional or communicative methodology;

1). Materials will focus on the communicative abilities of interpretation, expression

and negotiation.

2). Materials will focus on understandable, relevant and interesting exchanges of

information, rather than on the presentation of grammatical form.

3). Materials will involve different kind of text

5. The Evaluation System Used in the School

a. The Definition of Evaluation

The term ―evaluation‖ in education system refers to the measurement of the student‘s
ability based on the standard licensed. It is necessary to know the student‘s
achievement so that the evaluation is held.

Oemar Hamalik (1995: 159) in Paradigma Pendidikan kontruktivistik, argued that

evaluation is all measurement activities (including the process of gathering data and
information), management, interpretation, and estimation in order to make decisions in
students learning outcomes whether it had achieved the learning outcomes or not.

In addition, evaluation also can be defined as the process of giving and determining the
mark or value to certain object based on certain criteria (Sudjana, 1990:3). In this case,
the point of evaluation is the estimation of student‘s learning outcomes based on the

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certain measurement. Moreover, Djemari Mardapi (1999: 8) argued that the evaluation
is an activity for interpreting and describing the result of measurement.

In short, the evaluation is a systematic process of gathering data and information

quantitatively and qualitatively for analyzing and interpreting students learning
outcomes in order to make meaningful decisions.

b. Aspects of Evaluation

In some extent, the term evaluation and measurement are interchangeable. According
to Benyamin S Bloom as quoted by Martinis Yamin (2008), measuring students
learning outcomes covers three domains of learning that are.

1) Cognitive Domain

The major points of this aspect are the ability of individual thinking covering the
domain of intelligence. It covers the process of memorizing, understanding, applying,
analyzing evaluation and creation.

2) Affective Domain

It involves the domain of feeling, emotional, system values, and attitude that is
expressed in accepting or refusing something. The process covers some stages namely
receiving, responding, appreciating, organization, characterization.

3) Psychomotor Domain

This domain is related to kinesthetic skills covering body movement and action. This
aspect needs the coordination between muscle and neuron. This domain is consisted of
gross body movement, coordination movement, non-verbal movement and speech
behavior.

In brief, in interpreting the student‘s learning outcomes, it involves the process of

measuring competency whether the goal has been achieved or not (after instruction)
that covers three domains of learning namely cognitive, affective and psychomotor.

c. Types of Evaluation

According to Mulyasa in Martinis Yamin, there are many ways of evaluations in

implementing the curriculum namely:

1). Class-Based evaluation

It is the evaluation, which is done by the teachers during learning process. This involves
the collection of information and the students learning outcomes in order to determine
the grades of achievement and mastering certain competencies based on standard
competency and some indicators, which is stated in curriculum.

2). Basic-competence test

It is for measuring student‘s competency especially in reading, writing and accounting

3). School-based evaluation

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It is used for describing the whole student‘s competency and activity during instruction.
It is usually done at the end of school grade.

4). Benchmarking

It is a kind of work evaluation and process performance in order to determine the grades
of superiority and the success of learning outcomes. It is done at the end of educational
unit. This evaluation is used for giving students ranking not for giving students mark.

5). Program evaluation

It is used for measuring the implementation of the learning program in the school
whether it is achieved well or not. According to Scriven in Tayibnapis, 2000:36). There
are some differences between formative evaluation and summative evaluation.
Formative evaluation is usually done during the program taken. It is used for giving the
valuable information for the teachers in order to correct the program whether it runs
well or not. While in summative evaluation, it is done in the end of the instructions. It is
used to give potential information for consumer related to the benefit of the program.

6). Porto folio assessment

Porto folios mean the collective of student‘s assignment or worksheet intentionally and
integrated that is selected based on the guidelines licensed. Moreover, porto folios
assessment can also be regarded as the class based evaluation of collective student‘s
assessment, which is arranged systematically and organizationally during learning at
certain period by the teachers.

Based on the theory above, the evaluation is used for measuring the student‘s
achievement and learning outcomes. The uses of kind of evaluation depend on the
instructional objectives stated by the teachers.

B. Surveying existing programs

Most new programs are designed either to remedy the deficiencies in existing one or to
expand and improve them. It is imperative therefor, to begin any new endeavor with a
thorough survey of existing conditions. In descrining a program currently in operation,
five basic components of the program should be examined :

a. The existing curriculum and syllabus

b. The material in use

c. The teacher population

d. The learners, and

e. The resources of the program.

The exissting syllabus

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The syllabus, the first component to be examined, is the vehicle through which
policy-makers convey information to teachers, textbook writers, examination
committes, and learners concerning the program, ideally describe :

1. What the learners are expected to know at the end of the course or the course objectie
in operational terms

2. What is to be taught or learned during the course, in the form of an inventory of items

3. When it is to be taughtm and at what rate of progress, relating the inventory of items
to the different levels and stages as well as to the time constaints of the course.

4. How is to be taught, suggesting procedures, techniques, and materials.

5. Howe it is to be evaluated, suggesting testing and evaluating mechanisms.

The materials in use

In surveying the existing materials, it is necessary to develop questions as an aid for

evaluating them. The following questions are suggested as a minimal set :

1. By whom and where were the materials developed

2. Are the materials compatible with the syllabus ?

3. Do most of the materials provide alternatives for teachers and learners

4. Which language skills do the materials cover ? are they presented separately, or are
they well integrated ?

5. How authentic are the text types included in the materials ?

6. How do learners and teachers who have used the materials feel about them ?

The Teachers

The teacher population is the most significant factor in determining success of a new
syllabus or materials. The attitudes of the teachers and their abilities to adjust to new
tinking and what it involves in practical terms are crucial.

Following factors need to be considered when evaluating the members of teacher

population :

a. The teacher’s command of the target language (where it is not the nativa langauge)

b. The teacher’s training, background, level of higher education, exposure to ideas

concerning to the nature of language and language learning, teaching experience

c. The teacher’s attitude towards changes in the program.

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The learners

The student population is the other significant factor in the classroom. In many new
communicative programs, students are expected to take an active part in the learning
process. They are put into situations in which they must share responsibelitities, make
decisions, evaluate their own progress, develop induvidual preferences, and so on.

The resources

Policy- making can be realistic and effective only if it takes into account the limitations
of available resources for impletementation, both quantitively and qualitatively. Such
limitations on resources can be translated into a number of key factors which need to
be considered carefully as part of the policy-making process :

1. Time available for the acquisition of the target language is a key factor and can easily
be determined since any planning takes into account the available hours per week.

2. Classroom setting is also an important factor, reflecting a number f relevant features

of the teaching/learning situation.

CHAPTER III

CONCLUTION

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 Syllabus and curriculum are two different terms that are complementary to each
other. They are part of an education system which have to developed and revised to
meet the demand of situation, need and the global trend. Syllabus design usually does
not only focus on one type, since they can be combined in accordance with the need
of language teaching and learning. In line with this, curriculum also needs to be
developed. The development here doesn’t mean that it has to be changed every five
year or so, but it has to be revised and renewed to make it suitable with the students’
needs and future challenges.

BIBLIOGRAPHICAL REFERENCE

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Abedi, J. (2002). Standardized achievement tests and English language learners:
Psychometrics issues. Educational Assessment, 8(3), 231-257.

Ashcroft, B., Griffiths, G., & Tiffin, H. (1989). The Empire writes back: Post-colonial
literatures, theory and practice. New York, NY: Routledge.

Australian Council for Education Research. (2004). Evaluation report of the New
Basics

Research Program. Melbourne: Australian Council for Educational Research.

Australian Education Council. (1991). Young people’s participation in
post-compulsory education and training: The Finn report. Canberra

Oemar Hamalik. 2001. Proses Belajar Mengajar. Bandung : Bumi Aksara.

Oliva, Peter F. 1992. Developing the Curriculum: Third Edition. United States of
America: HarperCollins Publishers.

Richard, J C &Rodgers, T. S. (2001). Approaches and Methods in Language Teaching.

Cambridge: Cambridge University Press.

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