curriculum development

SUMMARY  OF CURRICULUM DEVELOPMENT NAME OF LACTURE: Drs GUSTAMAN SARAGIH S,M.

A PAPER IS WRITTEN INDIVIDUAL ASSIGNMENT

BY: MAHYUDIN

NPM: 20117470096

ENGLISH EDUCATION DEPARTMENT

POST GRADUATE PROGRAM

UNIVERSITY OF INDRAPRASTA PGRI JAKARTA

2011-2013

PREFACE

As a teacher has to knowing as well as teaching professional. Herewith I am as a writer want to write a summary paper of English Curriculum Development in Language Teaching. The activities of Language teaching so many resources, caused of it the learner will be present a summary to memorizing what the teacher has doing. Hopefully this summery could be help the reader and the learner to deliver the teaching program, especially The Curriculum Development. In this book summery will be cover some, what learning and teaching styles do they bring to the program?. For what purposes is the language needed and what goal does the have program?. And in what setting will teaching take the ideal place or venue, and what organizational structure is in place to support and maintain good teaching?. What resources will be used, and what are there roles?.What measures will be used to determine to achieve the success of program. Its perspective the characteristics a curriculum base approach to language teaching.                          

This summary of book Curriculum Development presents an approach to the teaching learning process that seek successful  language is being dependent upon the activities of curriculum development, that the use of variety of planning, implementation and developing or renewing a language program. These summaries include determining learner’s needs, analysis, of the contact for the program and consideration of the impact of contractual factors, the planning of learning outcome, the organization of a course or setting or prepare of teaching materials.

`At the end I hope to the learner especially the teacher and other readers this book summery could be help and reference to remanding and helps us to consider better language teaching professional.

Jakarta June 2012

Writer

Mahyudin

Contents

                                                                                      page

1.      Syllabus Design to Curriculum Development, (Nunan)

2.      Needs Analysis, ( Nunan, Richards)

3.      Theory Principles and Principles, ( Nunan, Richards)

4.      Planning Goal and Learning Outcomes, ( Richards)

5.      The Role and Design of Instructional Materials, ( Richards)

6.      Approach to Evaluation, ( Richards)

7.      Teaching Material Development for Learning, (Richards & Tom)

8.      Teaching Material Development for Speaking, ( Richards)

9.      Teaching Material Development for Reading, ( Richards)

10.  Teaching Material Development for Writing, ( Richards)

TOPIC 1

Syllabus Design to Curriculum Development

A.   The main point of the topic

1.     The origins of language curriculum development.

The focus in this chapter is talking about process involvement in developing, implementing and evaluating language program. The teachers as a planner have to invest into planning language course, preparing teaching material and teaching in the classes. The goal of this chapter is to provide some of the tools for the process of review and reflection through surveying approach to language curriculum development and examining ways of addressing in developing and evaluating language program and language teaching materials, by the framework as follows:

a.       What procedures can be used to determine the content of language program?

b.      What are leaner needs? And how can to determine?

c.       What contextual factors need to be considered in planning?

d.      What factors are involved in planning the syllabus?

e.       What issues are involved in selecting, adapting, and designing instructional material?

f.       How can one measure the effectiveness of a language program?

Syllabus design is one aspect of curriculum development. A syllabus is a specification of the content of a course of instruction. Syllabus design is the process of developing a program that consists of a plans and the objectives.

2.     From syllabus design to curriculum development

Syllabus design is as a planning to curriculum development that needs supported factor for a practical command of English for people in many parts of the world. Rather than an academic mastery of the language  as one might acquire in a typical school course.

B.   The scope of syllabus design

In language teaching, there has been a comparative neglect of systematic curriculum development. Language curriculum specialist has tended to focus on only part of the total picture, some specializing in syllabus design, others in methodology and others in assignment and evaluation. Syllabus on the other hand is more localized and is based on account and records of what actually happens at the class level as a teachers and learners apply a given curriculum to their own situation.

a.        A general curriculum model

b.       Defining syllabus

c.        The rules of the classroom teacher

d.       Conclusion

Examine the following planning task and decide on the order might be :

·         Monitoring and assessing student progress

·         Selecting suitable materials

·         Stating the objectives of the course

·         Evaluating the course

·         Listing grammatical and functional components

·         Designing learning activities and task

·         Instructing students

·         Identifying topics, themes, and situations.          

C.   Objectives and conclusion

By the above reference, we hope that can give more information about, we know what need the tool to be prepared or provided, understanding how to design the learning process such as class venue to recommended and  to achieving the aims in learning process properly as the learners needs.

TOPIC 5

THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIAL

1. Main point

Teaching materials are a key component in most language programs. In the case of inexperienced teachers, materials may also serve as a form of teacher training they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world can not take place without the extensive use of commercial materials. In addition, materials not designed for instructional use such as magazines, newspapers, and TV materials may also play a role in the curriculum.

2. Scope of orientation

              In order to achieve maximal target in English learning process preparing support material is a mush. The point that will be discussed in the paper as follows:

1. The role of teaching process according the curriculum
2. Design of the curriculum
3. Venue provide according the learning process
4. Motivate the learners to follow
5. Using Material instructional design, such as

a.       Printed material, such as books, workbooks, worksheet or readers

b.      Non printed material, such as cassette or audio materials, videos or computer base material

c.       Material both comprise  print and non-print sources, such as  self access materials, material on the Internet

3. Objectives

By the above reference, we hope that can give more information about, we know what need the tool to be prepared or provided, understanding how to design the learning process such as class venue to recommended and  to achieving in learning process properly as the learners needs

A.    Authentic 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 instuctional resources.

B.     Textbooks

Textbooks are used in different ways in language programs. A writing textbook might provide model compositions and a list of topics for students to write about. A grammar textbook might serve as a reference book and provide examples as well as exercise to develop grammatical knowledge. A speaking text might provide passage for students to read and discuss. A listening text together with audio cassettes or CDs might serve as the primary listening input in a listening course.

Among the principal advantages are:

They provide structure and a syllabus for a program

               They help standardize instruction

They maintain quality

They provide a variety of learning resources

               They are efficient

They can provide effective language models and input

               They can train teachers

               They are visually appealing

C.     Evaluating Textbooks

  Evaluation, however, can only be done by considering something in relation to its purpose. A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, it can be used with little preparation by inexperienced teachers, and it has an equal coverage of grammar and the four skills. It is also necessary to realize that no commercial textbook will ever be a perfect fit for a language program. Two factors are involved in the development of commercial textbooks: those representing the interests of the author, and those representing the interests of the publisher (Byrd 1995: werner, et al. 1996). Cunningsworth (1995) presents a checklist for textbook evaluation and selection organized under the following categories:

Needs Analysis

      Preparing Materials for Program should be,

     Managing a materials writing project

     The management of a team-based writing project involves addressing the following issues:

v Selecting the project team, v Planning the number of stages involved, v Identifying   reviewers,v Planning the writing schedule, v Piloting the materials,v Design and production

Monitoring the use of materials

No matter what form of materials teachers make use of, whether they teach from textbooks,   institutional materials, or teacher-prepared materials, the materials represent plans for teaching. The information collected can serve the following purposes:

« To document effective ways of using materials,« To provide feedback on how materials work,« To keep a record of additions, deletioans, and supplementary materials teachers may have used with the materials,« To assist other teachers in using the materials.

TOPIIC 3

THEORY BY PRINCIPLES AND TEACHING PRINSIPLE

A.    Main Point

Teaching and learning English as a second language needs many ways how to transfers English to our learners according to their needs. Teaching by principles is the aim of this part of curriculum design process is to decide how learning can be encouraged. There are many principles or methods that we can adopt into our teaching learning activity according to our environment and our learners needs. Have discovered to great deal about how to best teaching in the classroom, why and how learners successfully acquire second language. What should we do know, what we have learned, and what we can say with some certainty about second language acquisition.

B.     Scope orientation

In this topic will be explain some principles and format how to decide the learning process to achieving the goal as follows:

1.      Cognitive principles consist of automaticity, meaningful learning, anticipation of rewards, intrinsic motivation, strategic investment.

2.      Affective Principle, consist of  language ego, self confidence, risk taking, the language culture connection.

3.      Linguistics Principles, consist of the native language effect, inter language, communicative competence.

4.      Content and sequencing, consist of frequency, strategies and autonomy, space retrieval, language system, keep moving forward, learning burden, interference.

5.      Format and Presentation, consist of  motivation, four strands, comprehensible input, fluency, output, deliberate learning, time on task, dept on processing, learning style.

6.      Monitoring and assessment, consist of ongoing needs, environment analysis, feedback.

CHAPTER 4

Planning Goals and Learning Outcomes

Introduction

In this chapter of Planning Goals and Learning Outcomes will be explained about determining the goals and outcomes of a program of curriculum development, and how the implementation to the teaching process. The assumption about goals characterizes the curriculum approach to educational planning as follows:                                                                                                    

Ø  People are generally motivated to purpose specific goals

Ø  The used goals in teaching improved the effectiveness of teaching and learning.

Ø  A program will be effective to the extent that its goals are sound and clearly described.

In the curriculum, the terms of goal and aims are used interchangeably to refer to a description of the generals purpose and objective to refer to a more specific and concrete description of purposes. The goals or aim is refer to the statement of generals change such as:

Ø  To provide clear definition of the purpose of the program

Ø  To provide guidelines for teachers, learners, and materials writers

Ø  To help provide a focus for instruction

Ø  To describe important and realizable changes in learning

Aim statements are reflecting the ideology of the curriculum and show how the curriculum will be seeks to realize it. The following are examples of aim statement from deferent kinds of language program.

1.      A business English course                                                                                                     > goals/aim statement: to develop business communication, to learn how to write effective business letters.

2.      A course for Hotel employees                                                                                               > goals /aim statement: to develop business communication,  to deal with guest inquiries and complains

Aims are very general statements of the goals of the program. They can be interpreted in many different ways.

Objectives, describe of learning outcomes or can be describe with phrases like: will have, will learned how to, will be able to. Objectives should be consistent with the curriculum aim. Objectives should be precise, that are vague and ambiguous are not useful.

Learning outcomes are a set of statements setting out what the participants should be able to do or understand by the end of the training event. For example:

“By the end of this course you will be able to use the International Standard on Archive Description to create descriptions of archive material.”

We develop and use all three of these so that learners are clear about what the aims of the training are and what they will have learned by the end of it. They can also be used to feed into learners’ evaluation of the training. Response to questions gauging levels of achievement of aims, objectives and learning outcomes can provide useful information on the success of the training. Writing aims and objectives is fairly straightforward. Keep your language clear and try not to have too many little aims and objectives. Learning outcomes need to be more detailed. They also need to be more carefully crafted to ensure that the outcome as stated is achievable in the context of the training you are developing.

Writing learning outcomes                                                                                                       Learning outcomes can be difficult to write well. It is good to begin with a statement addressed directly to the participant, such as:

“When you have completed this course you should be able to:”

Tips for writing learning outcomes                                                                        Learning outcomes must be:                                                                                                     Clear and precise, Learner-centered, Specify an outcome that can be observed or measured, Realistic and achievable.

An example of learning aims, objectives and outcomes

Here is an example of a set of aims, objectives and outcomes for some training in providing reference and user services (also known as access to archives).

Aim

To provide a framework for developing and delivering reference and user services in a variety of record-keeping environments.

Objectives

• To discuss professional issues relating to the provision of reference and user services
• To examine the different sectors of users and their differing needs
• To review the range of services which may be provided
• To establish the means of providing them effectively in the workplace
• To consider the possibilities for developing user services and the awareness of them

Learning outcomes

On completion of this course you will be able to:

1. Explain the professional issues relevant to the provision of reference and user services
2. Describe and evaluate local policy on provision of reference and user services
3. Distinguish between the different types of users
4. Identify the service needs of different types of users
5. Identify the appropriate reference and user services for your workplace
6. Demonstrate effective responses to a variety of research requests
7. Explain the procedures for providing secure access to records and archives
8. Describe the essential attributes of a search room
9. Explain the functions of search room personnel
10. Describe the search room finding aids