Nama : Syarifah Intania

Nim : 160203220

Matkul : English Curriculum Development

Reflective journal 9

CURRICULUM SITUATIONAL ANALYSIS

The impacts of some situational factors toward the curriculum development. Curriculum is
changing in line with the challenging of contemporary era. Curriculum as a set of education which
should be prepared by considering some factors that influence the curriculum itself. Nowadays,
school-based curriculum (KTSP) has been implemented by state schools in Indonesia. KTSP is an
overflow of responsibility for schools (teachers) to plan, to develop, to implement, to evaluate, and
to redevelop curriculum which they use. As what have been mentioned above, there are some
situational factors that influence curriculum development, thus considering these situational
factors, it is vital for the schools or teachers, particularly, as what becomes the interest of the writer,
for the English teachers who are involved in the process of curriculum development, to pay close
and thorough attention on the betterment of English subject curriculum. Related to KTSP, this
topic is relatively crucial because teachers or curriculum developers need to know factors that
influence their product, namely, in this case is curriculum. Those factors are societal factors,
project factors, institutional factors, teacher factors, learner factors, and implementation factors.
By referring to related references, this article provides comprehensible outlook on the issues of
situational factors related to curriculum.
There are some factors that might be impact of a curriculum project:

1. Societal Factor

We know that learning foreign language like English or other languages has been set in the
curriculum in every country in the world. Every country greatly differ in terms of the role of foreign
languages in the comunity, their status in the curriculum, educational traditions and experience in
language teaching. To examine the impact of this societal factors on language teaching, the aim is
to determine the impact of group in the community. For example: employers, the bussiness
comunity, policy maker in goverment, educational, citizens, students, etc.

2. Project factors

Project of curriculum usually made by a team of people or member of team. Project are
completed under different constraints of time, resources, and personnel. Each of these variables
can have significant impact on a project team to do the job and they should represent a balance
skill and expertise. The following project factors need to considered: who constitutes the project
group and how are they selected? How are goals and procedures determined? What experience do
members of the team have? How do members of the team regard each other? Etc.

3. Institutional factors

A language teaching program is typically delivered in institution such as a university, school,

or language institute. Different types of institutions create their own “culture”, that is, setting where
people interact and where patterns emerge for communication, decision making, role relations, and
conduct. Morris (1994, 109). Institutional have their own role when deliverd the foreign languages.
For example, university and school have different way in language teache it depends on their
subject.

4. Teacher factors

We know that teacher is the key factor in implementing successful curriculum and the teacher as
the main role in teaching. In any institution, there are some requirements that the teacher have to
fullfil, such as: language proficiency, teaching experience, skill and expertise, teaching style, etc.

5. Learner factors

Learner as the subject of the curriculum and as a suporter in implementing the successful
curriculum. Before begining the curriculum projrct it is essential for those who wants to teach to
know much information as possible about them. It might be about their background, expectation,
belief, preffered learning style, etc. The learner might be effect the project outcomes.
Reflective journal 10

Course Content and Its Material

1. Usually, contents.
1. Something that is contained: the contents of a box.
2. The subjects or topics covered in a book or document.
3. The chapters or other formal divisions of a book or document: a table of contents.
2. Something that is to be expressed through some medium, as speech, writing, or any of various arts: a
poetic form adequate to a poetic content.
3. Significance or profundity; meaning: a clever play that lacks content.
4. substantive information viewed in contrast to its actual or potential manner of presentation: publishers,
record companies, and other content providers

The definition of the word “content” is rather broad but the majority of these definitions have one
thing in common: they centre around information or ideas.

Your content is separate from the format used to deliver it, the platform you’ll be serving it on,
and the way you use marketing to get people to consume it. Your course content is the sum of the
knowledge you wish to teach and is the most important part of your online course.

Content is a broad word used by marketing and writers online, let’s make sure you don’t get
overwhelmed by the term when you’re creating your courses.

Course content is not:

 the quality of your videos

 the delivery of your audio files
 the perfect social media post
 your email newsletter broadcasts
 the launch formula you’ll use
Your course content is the most important part of a course. Making sure the information you teach
is valuable and high quality should be your first priority. Your second priority should be making
sure your students can effectively learn your content, applying it to their lives to see a
transformation.

In creating curriculum of course we must have something or topic that we want to teach it
is called course content. Course content seems like syllabus or material that you are going to
explain in the class. Any informational material that is required for participation or understanding
content such as assigned readings, video recordings, exams, and any other material needed for
learning is calles course content. There are some types of course content:

1. Item.

2. Lessonn plan
3. Audio
4. Learning module

Reference:

Choosing Course Content. (n.d). Retrivied from https://ucat.osu.edu/bookshelf/teaching-

topics/choosing-course-content/

Geis, G.L. (1996). “Planning and Developing Effective Courses.” In R.J. Menges and M. Weimer
(eds.), Teaching on Solid Ground. San Francisco, CA: Jossey-Bass

skills (ability to think independently and maturely), cognitive skills (meta-cognition,