Diktat FULL

CETAKAN KETIGA 2017
ISBN : 978-602-9312-26-3
ENGLISH CURRICULUM
AND
MATERIAL DEVELOPMENT
PENULIS: PRYLA ROCHMAHWATI, M.Pd
EDITOR: DR. AHMADI, M.Ag
English Curriculum & Material Development 1
JUDUL BUKU : ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT

PENULIS : PRYLA ROCHMAHWATI, M.Pd
EDITOR : DR. AHMADI, M.Ag
CETAKAN KETIGA 2017

ISBN ; 978-602-9312-26-3
PENERBIT : STAIN Po PRESS

Jln Pramuka No 156 Ponorogo. Telp (0321) 481277,
email [email protected]
PREFACE
One of the important factors to increase education quality is curriculum. In order to

improve the quality of education, the government develop educational curriculum in
accordance with the demand of society and the advance of technology including in
Indonesia. Therefore, teachers, students, and stakeholders are making aware of it.
English Curriculum and Material Development is one of core subject for English
Department This part of this course aims at providing students with knowledge of the
basic principles of curriculum and Syllabus, Curriculum and Syllabus in Indonesia Context,
Components of Curriculum, Designing syllabus and lesson plan for SMA/SMP students and
Developing materials. It is expected that after this course, students are able to apply what
are being discussed during course and design their own syllabus and lesson plan in
planning their teaching as a good and professional teacher.
This textbook entitled “English Curriculum and Material Development” deals with
several topics to be presented 11 units. Unit 1 copes with the concept of curriculum and
syllabus including its definition, the differences and its importance in language teaching.
Unit 2 discusses one of the curriculum component namely Need Analysis. It covers
definition, purpose, target, steps and techniques for conducting need analysis. Unit 3
encompasses the conception of aims, goals and objectives. Unit 4 covers Assessment and
Testing which highlight how and why conducting assessment and testing. Unit 5 discusses
Materials as a part of curriculum component. This part converses the framework for
material design, material blue print and where materials come from. Unit 6 highlight the
concept of teaching that cover up the role of institutions, teachers, teaching and learning
process and application of curriculum through lesson plan. Unit 7 discussed evaluation
concept. It deals with approaches, purposes and procedures in conducting evaluation. Unit
8 describes the curriculum and syllabus in Indonesia context. Unit 9 explains the
Curriculum in SMA/MA level including syllabus and lesson plan in this grade. Unit 10
emphasizes the Curriculum in SMP/MTs level including syllabus and lesson plan in this
grade. Finally, Unit 11 discusses the concept of material development in ELT.
This textbook is expected to be the supplementary material for supporting the
teaching and learning process of English Curriculum and Material Development course and
encourage students to be active and motivated in their learning.
Ponorogo, September 2017
Pryla Rochmahwati, M.Pd

TABLE OF CONTENT
PREFACE .................................................................................................................................................. 2
TABLE OF CONTENT ........................................................................................................................... 3
LESSON I CURRICULUM AND SYLLABUS .................................................................................... 5
A. Definition of Curriculum ...................................................................................................................... 5
B. Definition of Syllabus ............................................................................................................................. 7
C. The Differences between Curriculum and Syllabus .................................................................. 8
D. Kinds of Syllabus ................................................................................................................................. 9
E. The Importance of Curriculum in Language Teaching .......................................................... 11
LESSON II COMPONENT OF CURRICULUM: NEED ANALYSIS ..........................................12
A. Definition of Need Analysis ............................................................................................................... 12
B. The Purposes of Need Analysis ....................................................................................................... 13
C. The Target of Need Analysis ............................................................................................................. 13
D. Steps and Techniques for Conducting Needs Analysis. .................................................... 14
LESSON III COMPONENT OF CURRICULUM: AIMS GOALS AND OBJECTIVES ............17
A. Aims ............................................................................................................................................................ 17
B. Goals ........................................................................................................................................................... 17
C. Objectives ................................................................................................................................................. 18
D. The Importance of Goals and Objectives ................................................................................ 21
LESSON IV COMPONENT OF CURRICULUM: ASSESSMENT AND TESTING .................23
A. Making Decision in Testing ............................................................................................................... 24
B. Matching Test to Purpose .................................................................................................................. 24
C. Test Designs............................................................................................................................................. 26
D. Student’s Knowledge of the Questions .................................................................................... 27
E. Matching Tests to Decision Purposes ........................................................................................... 27
F. Adopt, Develop, and Adapt Language Test ................................................................................. 29
G. Organizing and Using Test Results................................................................................................. 30
LESSON V COMPONENT OF CURRICULUM : MATERIALS ..................................................32
A. Framework for Material Design ...................................................................................................... 32
B. Materials Blueprint............................................................................................................................... 33
C. Where Do Materials Come From?................................................................................................... 34
LESSON VI COMPONENT OF CURRICULUM : TEACHING ...................................................36

A. The Role of Institution......................................................................................................................... 36
B. The Role of Teachers............................................................................................................................ 38
C. The Teaching Process .......................................................................................................................... 40
D. The Learning Process...................................................................................................................... 41
E. Application of Curriculum Through Lesson Plan ..................................................................... 43
LESSON VII COMPONENT OF CURRICULUM: EVALUATION .............................................46
A. Approaches to Evaluation .................................................................................................................. 46
B. Purpose for Evaluation ....................................................................................................................... 47
C. Procedures Used in Conducting Curriculum Evaluation ...................................................... 48
LESSON VII CURRICULUM AND SYLLABUSES IN INDONESIA CONTEXT .....................49
A. Development of Curriculum in Indonesia ................................................................................... 49
B. Development of English Language Teaching Syllabus in Indonesia ................................ 53
LESSON IX SMA/MA ENGLISH CURRICULUM .........................................................................56
A. Syllabus for SMA Grade....................................................................................................................... 56
B. Lesson Plan for SMA Grade ............................................................................................................... 56
LESSON X SMP/MTs ENGLISH CURRICULUM .........................................................................58
C. Syllabus for SMA Grade....................................................................................................................... 58
D. Lesson Plan for SMA Grade .......................................................................................................... 58
LESSON XI MATERIAL DEVELOMPENT .....................................................................................59
A. The Concept of Materials Development ....................................................................................... 59
B. Principles in Developing Materials ................................................................................................ 60
C. Types and Characteristic of Teaching Materials ...................................................................... 61
D. Developing Materials ...................................................................................................................... 63
REFERENCES ........................................................................................................................................67
LIST OF APPENDICES ........................................................................................................................70
CURRICULUM VITAE .........................................................................................................................96
LESSON I
CURRICULUM AND SYLLABUS
Learning Outcomes
1. Identifying the basic principles of curriculum and syllabus in Language Teaching
Instructional Objectives
After this course, the students are expected to be able to :
1. Describe the definitions of curriculum
2. Mention the advantages of using curriculum in Language Teaching
3. Mention the disadvantages of using curriculum in Language Teaching
4. Describe the definition of syllabus
5. Mention kinds of syllabus
LESSON I CURRICULUM AND SYLLABUS

The organization of schooling and further education has long been associated with the
idea of a curriculum. But what actually is curriculum, and how might it be conceptualized?
We explore curriculum theory and its relation to the education.
A. Definition of Curriculum
Curriculum has numerous definitions, which can be slightly confusing.
However, the idea of curriculum is hardly new - but the way we understand and
theorize it has altered over the years - and there remains considerable dispute as to
meaning. It has its origins in the running/chariot tracks of Greece. It was, literally, a
course. In Latin curriculum was a racing chariot; currere was to run. A useful starting
point for us here might be the definition offered by John Kerr as quoted by Kelly
defines curriculum as all the learning which is planned and guided by the school,
whether it is carried on in groups or individually, inside or outside the school1.
Using educational concepts, we can say that the curriculum defines the
educational foundations and contents, their sequencing in relation to the amount of
time available for the learning experiences, the characteristics of the teaching
institutions, the characteristics of the learning experiences, in particular from the point
of view of methods to be used, the resources for learning and teaching (e.g. textbooks
and new technologies), evaluation and teachers’ profiles.2
In what follows we are going to look at four ways of approaching curriculum
theory and practice: (1). Curriculum as a planned program of activities. (2). Curriculum
as product. (3). Curriculum as process.
1. The curriculum as a plan for instruction
1
Kelly, A. V. 1999. The Curriculum. Theory and practice. London: Paul Chapman.
2
Cecilia Braslavsky. (Online) ( Http://www.ibe.unesco.org/fileadmin/user_upload/
archive/AIDS/doc/ cecilia_e.pdf, access in April, 10, 2012)
The processes of developing, implementing, and evaluating a curriculum may

be considered as the essential elements of a curriculum plan. A curriculum plan is a
system for both decision making and action with respect to curriculum functions
directed at a specified population. Thus, a curriculum plan has three primary
functions: to produce a curriculum for an identifiable population, to implement the
curriculum in a specific school, and to appraise the effectiveness of the curriculum
developed.
Goodlad argues not only that curriculum development results in a plan for
instruction, including elements of evaluation and the potential for school
improvement, but also that the key unit for educational change is the individual
school; and the chief decision makers in effectuating a curriculum plan are the
school principal, teachers, students, parents, and local community. Thus, the
primary ingredient of teaching and learning is the local school site. 3
2. Curriculum as the product

Knowledge was seen as something similar to a product that is manufactured.
Generally, one starts knowing nothing, is taught, and one transmits that knowledge
to action. For the most part, this point of view worked for quite some time, as it
organized learning quite neatly. There were a series of steps leading to the product,
and curriculum could be designed accordingly. Those steps are: Diagnosis of need,
Formulation of objectives: Selection of content, Organization of content, Selection
of learning experiences, Organization of learning experiences, Determination of
what to evaluate, and the ways and means of doing it.
The curriculum as product model is heavily dependent on the setting of
behavioral objectives.Ralph W Tyler stated that since the real purpose of education
is not to have the instructor perform certain activities but to bring about significant
changes in the students' pattern of behaviour, it becomes important to recognize
that any statements of objectives of the school should be a statement of changes to
take place in the students4. In other words we can say that curriculum, essentially,
is a set of documents for implementation.
3. Curriculum as a process.
Another way of looking at curriculum theory is through process. In this sense
curriculum is not a physical thing, but rather the interaction of teachers, students
and knowledge. In other words, curriculum is what actually happens in the
classroom and what people do to prepare and evaluate.
What we have in this model are a number of elements in continuous
interaction. Teachers enter certain situations with an ability to think critically; an
understanding of their role and the expectations others have of them; and a
3
Goodlad, J. I. 1998. Educational Renewal: Better Teachers, Better Schools. New York, NY:
Wiley.
4
Ralp W Tyler. 1949. Basic Principles of Curriculum and Instruction, Chicago: University of
Chicago Press. .4
proposal for action that sets out essential principles and features of the educational
assembly. Guided by these, they encourage conversations between, and with,
people - out of which may come thinking and action. They continually evaluate the
process and what they can see of outcomes.
A curriculum is viewed as a particular form of specification about the practice
of teaching. It is not a package of materials or a syllabus of ground to be covered. It
is a way of translating any educational idea into a hypothesis testable in practice5
In other hand, there are many definition from others experts of curriculum
as quoted in Nasution6, they are ;
1. Edward A. Krug at The Secondary School Curriculum. He stated that a curriculum
consist of the means used to achieve a purpose of schooling.
2. Robert Gagne defines curriculum as a series of units of material arranged in such a
way that faithfully studied the unit as a whole with the skill and ability
requirements contained in the previous unit objectives that must be mastered ole
boy first.
3. Daniel TannerTanner & Laurel Tanner stated that curriculum is the learning
experiences planned and directed, organized through the reconstruction process of
systematic knowledge and experience under the supervision of educational
institutions so that learners can continue to have a passion for learning as part of
his personal social competence.
4. Ronald C. Doll views that curriculum is the materials and processes, both formal
and non-formal education in which children acquire knowledge and
understanding to develop skills, change attitudes, appreciation and values under
the responsibility of the school.
5. Soetopo and Soemanto see curriculum as an attempt to convey the principles and
essential characteristic of an education plan drawn up in such a way that can be
implemented by teachers in schools.
6. J. Gallen Saylor and William N. Alexander give definition of curriculum as sum total
of the effort to influence school learning whether in the classroom, playground or
out of school. "The curriculum is a whole school effort to influence learning, both
of which take place in class, as well as outside the school yard.
7. Franklin Bobbit defines curriculum as good overall experience directly maupu not
directly related to the development of individual ability.
The curriculum is also interpreted as a series of experiences that are used for a
person to enhance child development.
B. Definition of Syllabus
A syllabus is an expression of opinion on the nature of language and learning; it
acts as a guide for both teacher and learner by providing some goals to be attained.
5
Stenhouse, L. 1975. An Introduction to Curriculum Research and Development, London:
Heinemann. . 142
6
Nasution, MA, 2001. Asas-asas Kurikulum, Jakarta, Bumi Aksara. . 2
Hutchinson and Waters define syllabus as a statement of what is to be learnt and

reflects of language and linguistic performance7. This is a rather traditional
interpretation of syllabus focusing as it does on outcomes rather than process.
However, a syllabus can also be seen as a "summary of the content to which learners
will be exposed8. Syllabus is the explanation about basic standards of competence and
competence into the subject matter, learning activities and achievement of competence
indicators9. Basuki stated that syllabus is one of steps in KTSP Development, especially
to answer “what we must learn?” and the explanation of the main program in one
subject that come from standard competence and basic competence which determined
into indicators, materials, learning processes, evaluation systems, time allocation,
learning sources.10
From those definitions we can say that syllabus outlines the goals and objectives
of a course, prerequisites, the grading/evaluation scheme, materials to be used
(textbooks, software), topics to be covered, a schedule, and a bibliography. Each of
these components defines the nature of the learning experience. Goals and objectives
identify the expected outcomes and scope of the course as determined by the
instructor or course designer, restricting the domain of knowledge for the learner.
Prerequisites limit the student population to those with certain kinds of learning
experiences, usually other courses. The grading or evaluation scheme tells students
what kind of learning activities are to be valued (e.g., assignments, tests, papers,
projects), that is, the currency of learning in this particular course. Topics to be covered
specify the content that the instructor feels is important. The schedule provides a
timetable for learning, usually with milestones in the form of due dates or tests.
C. The Differences between Curriculum and Syllabus

Syllabus and Curriculum are two words that are often confused as words that
have same sense. Strictly speaking they are two different words that give different
meanings. Syllabus refers to the program or outline of a course of study. Curriculum on
the other hand is a word that refers to the subjects that are studied or prescribed for
study in a school or in a college.
A curriculum is typically a guideline set out for educators that prescribes what
they need to teach their students. It tends to outline the subjects that need to be taught,
as well as methods for ensuring that each student has indeed learned the necessary
materials. On the other hand, a syllabus is a more descriptive list of the concepts that
will be taught in a particular class.
7
Hutchinson, T. & Waters, A. 1987. English For Specific Purposes: A Learning Centred
Approach. Cambridge: Cambridge University Press. 80
8
Yalden, J. 1987. Principles of Course Design for Language Teaching. Cambridge : Cambridge
University Press. 87
9
Abdullah Idi, M. Ed. 2007. Pengembangan kurikulum Teori & Praktik ( Jogjakarta, Ar Ruzz
Media. 45
10
Basuki, M.Ag, dkk, Cara Mudah Mengembangkan Silabus, Pustaka Felicha, 2010, 3
D. Kinds of Syllabus
A syllabus provides a focus for what should be studied, along with a rational for
how that content should be selected and ordered. This section explains seven types of
syllabus - Structural, Situational, Topical, Functional, Notional, Skills, and Task11.
1. Structural Syllabus
This type is talk about the material that constructs material structurally.
For instant, the following sample of heading from the table of contents of grammar
class is obviously organized around structures:12
Chapter 1: Verb Tenses
1-1 The Simple Tenses
1-2 The Progressive Tenses
1-3 The Perfect Tenses
1-4 The Perfect Progressive Tenses
1-5 Summary Chart of Verb Tenses
1-6 Spelling of –ing and –ed Forms
Chapter 2: Modal of Auxiliaries and Similar Expression
2. Situational Syllabuses
This type is talk about material based on context, condition or situation.
Example:
A selection of main heading from the table of contents of Brinton and Neuman (1982)
reveals an overall organizational structure that is basically situational:13
Introduction
Getting Acquainted
At The Housing Office
Deciding to Life Together
Let’s Have a Coffee
3. Topical Syllabuses
This type is talk about material based on the topics.
Example:
Some of the main heading from the table of contents of Smith and Mare (1990) will
illustrate a topical syllabus:14
Unit 1 Trends in Living
1. A cultural difference: Being on Time
2. Working Hard or Hardly Working
3. Changing Lifestyles and New Eating Habit
Unit 2 Issues in Society
11
James D Brown. 1995. The Elements of Language Curriculum (A system approach to program
development). Heinle&Heinle Publishers. 7
12
Ibid. Page 8
13
Ibid. Page 9
14
Ibid. Page 9
1. Loneliness
2. Can Stress Make You Sick
3. Care of The Elderly: a Family Matter
4. Functional Syllabuses
This type is talk about materials with typically organized: semantic uses, or meaning
packets, called functions (after van Ek & Alexander 1980).
Example:
A few of the heading from the table of contents of Jones and Baeyer (1983) will
exemplify a typical functional syllabus: 15
1. Talking about yourself, starting a conversation, making a date.
2. Asking for information: question techniques, answering techniques, getting more
information.
3. Getting people to do things: requesting, attracting attention, agreeing, and
refusing.
4. Talking Past event: remembering, describing experiences, imagining what if…
5. Conversation technique: hesitating, preventing, interruption, and interrupting
politely, are bringing people together.
5. Notional Syllabus
This type is talk about some categories some like distance, duration, quantity, duality,
location, size and so on.
Example:
A sample of the unit heading from the table of contents below:
Unit 1 Properties and Shape

Unit 2 Location
Unit 3 Structure
Unit 4 Measurement 1 (of solid figure)
Unit 5 Process 1 Function and ability
Unit 6 Action in sequence
6. Skill-Based Syllabus
This type is talk about the ability to use and continue to learn the material.
Example:
Some of the main heading from the table of contents of Barr, Clegg, and Wallace will
provide an example of a skill-based syllabus.16
Scanning
Key Words
15
Ibid. page 10
16
Ibid. page 11
Topic Sentences
Reference Word
Connectors
7. Task-Based Syllabus
This type is talk about the syllabus that only gives the students task or assignment.
Example:
A sample of the main heading from the table of contents of Jolly (1984) provides an
example of a task-based syllabus.17
1. Writing notes and memos
2. Writing Personal Letters
3. Writing Telegram, Personal ads And instruction
4. Writing Description
5. Reporting Experience
6. Writing to Companies and Official
E. The Importance of Curriculum in Language Teaching

An effective curriculum offers good impression on many sides. It provides
administrators, teachers and students with good impact.
1. Impact on Administrators
 A curriculum allows administrators to provide a dynamic educational program for
current and prospective students. Schools, colleges and universities attract
students with a variety of quality, competitive and flexible program curricula.
2. Impact on Teachers
 A curriculum offers teachers the ideas and strategies for assessing student
progress. A student must meet certain academic requirements in order to go to the
next level. Without the guidance of a curriculum, teachers cannot be certain that
they have supplied the necessary knowledge or the opportunity for student success
at the next level, whether that level involves a high school, college or career.
3. Impact on Students
 A curriculum gives students an understanding of what must be accomplished in
order to obtain a degree. Without such knowledge, students would be lost in a
maze of academic courses that seemingly leads nowhere. They would have no
assurance that they are taking the proper subjects toward a diploma or a degree. A
curriculum promotes a sense of order and structure in the pursuit of academic
success.
17
Ibid. page 12
LESSON II
COMPONENT OF CURRICULUM: NEED
ANALYSIS
LESSON II COMPONENT OF CURRICULUM: NEED ANALYSIS

Competence Standard
1. Identifying Need Analysis in Language Curriculum Development
Basic Competence
1. Identifying the objectives of need analysis.
2. Identifying the users of need analysis
3. Identifying The Target of need analysis
4. Identifying Procedures for conducting need analysis
1. Explain the objectives of need analysis
2. Describe the users of need analysis
3. Determine the target population in conducting need analysis
4. Formulate the procedures for conducting need analysis
Historically, need analysis introduced into instruction of language through

movement of ESP between 1960 till 1970. Although, this matter of need analysis do
not suggested only for ESP, but also for the student of foreign language in general.
Even, need analysis have been conducted informally for years by all teacher which
wish to assess what language that the student need to learn. Needs analysis (also
known as needs assessment) has a vital role in the process of designing and
carrying out any language course, whether it is English for Specific Purposes (ESP)
or general English course18
A. Definition of Need Analysis

The term needs analysis generally refers to the activities that are
involved in collecting information that will serve as the basis for developing a
curriculum that will meet the needs of a particular group of students19. It means
that need analysis includes all the activities used to collect information about
the students' learning needs, wants, wishes, desires, etc. The process also
18
Dudley-Evans, T., and St. John, M. 1998. Developments in ESP: A multi-disciplinary
approach. Cambridge: Cambridge University Press .
19
Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D. 1999. Japanese
Language Needs Analysis. (Online) (http://www.nflrc.hawaii.edu/Networks /NW13 /NW13.pdf, acsess on,
June, 20, 2012.)
sometimes involves looking at the expectations and requirements of other

interested parties such as the teacher, administrators, financial supporters, and
other people who may be impacted by the program.
Needs analysis is also a systematic process for determining and addressing
needs between current conditions and desired conditions. The discrepancy
between the current condition and wanted condition must be measured to
appropriately identify the need. The need can be a desire to improve current
performance or to correct a deficiency.
B. The Purposes of Need Analysis

What is the need analysis for? We should be able to answer this
question. The analysts do this step are to identify the ability of student, what
knowledge and skill the student already have, what the student wish to achieve,
to know the difficulties in language learning, in order to decide what language
points the student needed to learn. After knowing all information that already
mention, the analyst can give alternative about what the teacher have to do to
help the student increase their ability and achieve their wish in language
learning.
The information gathered from a needs analysis can be used to help you
define program goals. These goals can then be stated as specific teaching
objectives, which in turn will function as the foundation on which to develop
lesson plans, materials, tests, assignments and activities. Basically, a needs
analysis will help you to clarify the purposes of your language program.
The main aims of a needs assessment could be (1) offering the needed
foundation (information basis) for development or improvement of an
educational or social program, (2) restructuring of an organization for
improving the performances in relation with the established goals, (3) setting
up criteria for contract services of human resources training and development,
(4) identification of a solution for a complex problem or issue20.
C. The Target of Need Analysis

There are some points in the target population in conducting need
analysis. It is not only a single person but any group that participate in the
need analysis:
1. The target group
The target group is the student in program, but the teachers (lecturers) or
the administrators are also targeted.
20
James Dean Brown, The Elements of Language Curriculum. .36
2. The audience
The audience usually consists of teacher, teacher aides, program
administrators and any governing bodies or supervisors in the bureaucracy
above the language program.
3. The need analysts themselves
That is person who responsible for conducting the need analysis. May be
consultant or member of the faculty designated for the job
4. The resources group
That is people who become the source of information about the target
group. For example: the parents and the lecturers.
D. Steps and Techniques for Conducting Needs Analysis.

Steps in need analysis must logically be reliable, valid, and usable within a
context before it can be effectively used. The steps in conducting need analysis
are:
1. Clarify the purpose of the needs analysis.
The following questions can be guidance for clarifying the purpose of need
analysis. They are:
 What do you know? What do you think you know? What do you want to
know?
 What are you trying to measure?
 What will you do with the information you collect?
 How will you report the information? Is it user friendly and easy to
understand?
 Are all interested groups included in planning and conducting the needs
assessment?
 Who will be responsible for the various steps?
2. Identify the population
In this stage, we need to find the answer of who - students, teachers,
administrators, other school staff, parents, community members, volunteers,
service providers etc.
3. Determine how you will conduct the needs analysis.
4. Design a survey instrument or adopt one that already exists.
 Are the instruments easy to use?
 Is the format easy to summarize and analyze?
5. Collect Data
In collecting data, we need to provide information related to
 The current and future needs of the school, students, parents, teachers, and
the community
 How well the current processes meet these clients’ needs

 The ways in which the school and community are changing
 The root causes of problems
 The types of education programs and expertise that will be needed in the
future
6. Analyze Data
In analyzing data, we try to find (1) What are the strengths? And (2) What are
the weaknesses? Moreover, the purposes of analyzing the data are:
 Improve instruction
 Provide students with feedback on their performance
 Gain common understanding of what quality performance is and how
close we are to achieving it
 Measure program success and effectiveness
 Understand if what we are doing is making a difference
 Know which programs are getting the results we want
 Get to the “root causes” of problems
 Guide curriculum development and revision
 Promote accountability
 Meet state and federal requirements
 Use data to determine goals for increased student achievement,
benchmarks for progress, and measurable outcomes
7. Use the results

 Determine short and long term goals—use at least 3 data sources to justify
each goal or target area
 Develop a plan
 Allocate resources
 Summarize findings
There are some kinds of instruments used in conducting in need analysis.

a. Tests
Tests can provide information about the general ability levels of
students (Proficiency), about possible grouping in the class based on their
ability (placement), about specific problem that students have in the
language learning (diagnostic), and about their achievement in previous or
other programs (achievement).
b. Observations
This procedures usually involves watching an individual or a small
number of individuals, and recording the behaviors that occur. So, in this
part the analyst observate the student by looking behavior, interaction
between people, and inventory that used to record a count of physical
objects.
c. Interviews
This procedures can do by individual interview or group interview.
Individual interview can be done looking for private information. Group
interview might appear to be one way around the time problem and the
information given in this way is not confidential.
d. Meetings
This part is used to gathering information by making a meeting with the
participants and the analyst give a tasks to them. In the meeting the
participant try to answer a task may provide useful information about the
people and program in question.
e. Questionnaire
The analysts give written questionnaires to the participants. Biodata
survey is used to get information and facts about the background of each
participant. The next is opinion survey that be used to know the teacher
thinking about the existing program, its objectives, the materials, and so on.
Self-ratings is refers to know the students (their own abilities, the interest
level, motivation, and so on). Judgmental rating is the way that the analyst
asks to the student to give a judgement in various aspects of the program.
LESSON III
COMPONENT OF CURRRICULUM:
AIMS, GOALS AND OBJECTIVES
Competence Standard
1. Identifying Aims, Goals and Objectives in Language Curriculum Development
Basic Competence
1. Identifying Aims, Goals and Objectives in language teaching
1. Distinguish Aims, Goals and Objectives in language teaching
2. Formulate Aims, Goals and Objectives in language teaching
LESSON III COMPONENT OF CURRICULUM: AIMS GOALS AND OBJECTIVES
Needs analysis refer to the activities involved in gathering information that will
serve as the basis for the developing a curriculum that will meet the learning needs
of particular group of students. The process of needs analysis can generate a
tremendous amount of information that must be sorted and utilized in some way
within the curriculum. One way to use this information is to apply what has been
learned in the need analysis for the formulating of program goals and objectives.
A. Aims
Aims are general statement that provides direction or intent to educational
actions. Aims are usually written in amorphous terms using words like: learn,
know, understand, appreciate and these are not directly measurable. Aims may
serve as organizing principles of educational direction for more than one grade.
Indeed these organizing principles may encompass the continuum of
educational direction for entire programs, subject areas of the district.
B. Goals
There are definitions of the goals, namely:
1. Goals are general statements of the program’s purposes.
2. Goals should usually focus on what the program hopes to accomplish in the
future, and particularly on what the students should be able to do when they
leave the program.
3. Goals can serve as one basis for developing more precise and observable
objectives.
4. Goals should never be viewed as permanent, that is, they should never
become set in cement.21
The primary reason for this last point is that the needs being addressed
are only perceived needs and such perceptions may change. In fact, actual
changes may occur in both language needs and situation needs if new and
different types of students enter the program. Goals may take many shapes.
They may be language and situation-centered as in the three goals includes in
the statement: “In our program, the students will learn how to fill out forms in
Indonesia, read a menu, and order a meal.”
Goals are broad statements of what the students will be able to do when
they have completed the course. A curriculum will often be organized around
the goals of the program. Thus the goals and syllabuses of a program may be
related. The program fosters acceptance of cultural differences between
countries. The process of defining goals makes the curriculum developers and
participants consider, or reconsider, the program’s purposes with specific
reference to what the students should be able to do when they leave the
program.22
C. Objectives
If curriculum goals are defined as statements of the desirable and
attainable curriculum purposes and based on the perceived language and
situation needs of the participants in a program. Instructional objectives will be
defined here as specific statements that describe the particular knowledge,
behaviors, and / or skill that the learner will be expected to know perform at
the end of a course or program.
Instructional objectives are specific, measurable, short-term, observable
student behaviors to ensure your students to reach your goals.
Consider the following “objectives” that were stated for an upper-level
ESL for academic purposes class at a well-known American University:23
By the end of the course, a student will be able to:
1. Prepare a term paper (including footnotes, bibliography, title pages, and so
forth).
2. Take notes on a lecture.
3. Answer questions following such a talk.
A statement like “a student will be able to prepare a term paper” is far
too general to fit the definition of an objective as I have given it here. The three
21
James Dean Brown, 1995. The Elements of Language Curriculum, 71
22
. Ibid, . 72
23
Ibid., 73-74.
“objectives” do match the definition I have given for curriculum goals. For
instance, whether the following seem more like curriculum goals or
instructional objectives:
By the end of the course, the student will be able to:
1. Understanding conversational English.
2. Correctly underline sentences that function as examples within 600 word
passages of 11th grade reading level on general science topics three out of four
times.
3. Develop oral language skills that will prepare them to participate in class
discussions, make oral presentations before an audience, and respond to
questions, as well as continue to improve through self-evaluation of speech.
4. Find and write down the library call numbers for 10 books found in the card
catalog when supplied with only the author and title with 90 % accuracy.
In distinguishing between goals and objectives, it is probably easiest to
consider the extremes. Ask yourself if the statement is closer to a very general
goal or to a very specific instructional objective.
At the other extreme on the continuum are very specific instructional
objective. These are easy to spot because they are specific, and they are specific
because they have the three essential characteristics, that is, they include three
components:
1. Performance (what the learner will be able to do)
2. Conditions (important conditions under which the performance is expected
to occur)
3. Criterion (the quality or level of performance that will be considered
acceptable)
According to Bixler, there are three types of objectives. They are Cognitive,
Affective and Psychomotor.
 Cognitive
This includes knowledge or information recall, comprehension or conceptual
understanding, the ability to apply knowledge, the ability to analyze a situation,
the ability to synthesize information from a given situation, and the ability to
evaluate a given situation.
E.g., "Given a description of a planet, the student will be able to identify that
planet, as demonstrated verbally or in writing." or "The student will be able to
evaluate the different theories of the origin of the solar system as demonstrated
by his/her ability to compare and discuss verbally or in writing the strengths
and weaknesses of each theory."
 Affective
Affective refers to attitudes, appreciations and relationships among others.

E.g., "Given the opportunity to work in a team with several people of different
races, the student will demonstrate an positive increase in attitude towards
non-discrimination of race, as measured by a checklist utilized/completed by
non-team members.”
 Psychomotor
Psychomotor dealt with physical skills.
E.g., "The student will be able to ride a two-wheel bicycle without assistance
and without pause as demonstrated in gym class."24
Objectives should specify four main things:
1. Audience - Who? Who is this aimed at?
2. Behavior - What? What do you expect them to be able to do? Use action
verbs to describe an overt, observable behavior.
3. Condition - How? Under what circumstances will the learning occur?
4. Degree - How much?
Example of well-written objective in affective view

“Given the opportunity to work in a team with several people of different races,
the student will demonstrate an positive increase in attitude towards non-
discrimination of race, as measured by a checklist utilized/completed by non-team
members.”
o Audience : the students
o Behavior: will demonstrate an positive increase in attitude towards non-
discrimination of race
o Condition: Given the opportunity to work in a team with several people of
different races
o Degree : as measured by a checklist utilized/completed by non-team
members
Example of well-written objective in cognitive view

“Given examples and non-examples of constructivist activities in a college
classroom, the student will be able to accurately identify the constructivist
examples and explain why each example is or isn't a constructivist activity in 20
words or less.”
o Audience : the student
24
Bixler, B. Writing Instructional Goal and Objective (Online) . (http://www.personal.
psu.edu/bxb11/ Objectives/, retrieved in June, 12, 2012.)
o Behavior : will be able to accurately identify the constructivist examples and

explain why each example is or isn't a constructivist activity
o Condition: Given examples and non-examples of constructivist activities in a
college classroom
o Degree: in 20 words or less
Example of well-written objective in psychomotor view

Given a standard balance beam raised to a standard height, the student will be
able to walk the entire length of the balance beam (from one end to the other)
steadily, without falling off, and within a six second time span.”
o Audience : the student
o Behavior : will be able to walk the entire length of the balance beam (from
one end to the other)
o Condition: Given a standard balance beam raised to a standard height
o Degree: without falling off, and within a six second time span
D. The Importance of Goals and Objectives

Goals and objectives are very important because they do the following:25
1. Help direct the choice of curricular contents and the assignment of relative
priorities to various components of curriculum.
2. Suggest what learning methods will be most effective.
3. Enable evaluation of learners and the curriculum. Thus, permitting
demonstration of the effectiveness of curriculum.
4. Suggest what evaluation methods are appropriate.
5. Clearly communicate to other such as learners, faculty, program directors,
department chairs, and individual from other institution.
Goals and objectives create the foundation for lesson plans. If they are
written well, an instructor will have an effective and meaningful structure for
discussion, activities, and assessment. Goals and objectives serve as a reminder
that teaching is not an end in itself, but the means to an end.
Goals explain the reasoning behind what you will teach in a session.
They articulate what you wish to accomplish and help to map your direction.
They address the question: What do I want my students to take with them after
the session is completed? Once you've organized your goals, you can decide
what content and teaching method will best achieve them.
25
(Online) (http//www.sil.org./componentofcurriculum/ retrieved in September, 30, 2011)
Goals state what a student should be able to do at the end of the library
session; they do not describe the learning process.
Goals for one session are often related to goals for the entire course. It
can be helpful to look at the overall course goals and those of other library
instructors. Goals should be clear and reachable. Concentrate on naming the
most important broad concepts.
Objectives are student performances of the concepts described in your
session goals. They are often referred to as 'learning outcomes' because they
define more specifically what skills students will be able to demonstrate after
your session. They can be used to assess the effectiveness of the session.
Objectives should always focus on the students, not the instructor.
Objectives should address outcomes, not learning processes. Each objective
should focus on only one idea. Objectives should measure specific behaviors.
Try to avoid using vague verbs such as 'understands' and 'knows.'
Not having clearly defined objectives may result in:
1. Misunderstandings and bad feelings from collaborating organizations whose
outcomes were left out of the survey
2. Poor direction to those who are commissioned to do a survey, potentially
producing survey results which do not answer the questions which the
sponsoring organization needs answered
3. A poor questionnaire which does not gather the data required to measure
one or more important indicators or outcomes
4. Lack of appropriate supplies and equipment
5. Undirected and unfocused data analysis and wasted time
LESSON IV
COMPONENT OF CURRICULUM:
ASSESSMENT AND TESTING
Competence Standard
1. Identifying Language Assessment
Basic Competence
1. Identifying Appropriate Assessment
2. Formulating test for certain skill in Language Teaching
1. Synthesize test to the learning Goals and Objective
2. Organize appropriate test based on learning goals and objectives
3. Select approppriate test in English book/ sources
4. Use test result
LESSON IV COMPONENT OF CURRICULUM: ASSESSMENT AND TESTING

Barbara E. Walvoord defines assessment as “the systematic collection of
information about student learning, using the time, knowledge, expertise, and
resources available, in order to inform decision about how to improve learning.”26.
Educational assessment is the process of documenting, usually in measurable
terms, knowledge, skill, attitudes, and beliefs. It is a tool or method of obtaining
information from tests or other sources about the achievement or abilities of
individuals. Often used interchangeably with test27. A test is an instrument used to
measure a sampling of an individual’s performance as a reflection of his/her ability
of a particular domain28. In short, test is an instrument or systematic procedure for
measuring a sample of behavior. It usually refers to a specific set of questions or
tasks that is administered to an individual or to all members of a group and
measures a sample of behavior.
26
Barbara E. Walvoord. Assessment Clear and Simple: A Practical Guide for Institutions,
Departments and General Education. John Wiley & Sons, 2004, 2‐3
27
Nelson, Robert; Dawson, Phillip "A contribution to the history of assessment: how a
conversation simulator redeems Socratic method". Assessment & Evaluation in Higher Education. 2014.
39 (2): 195–204.
28
Djiwandono,M.S. 2008b. Review of Basic Principles and Practice in Language Testing: Some
Highlights. Seminar and Workshop in Language Testing for Teachers of English on November 8, 2008 at
Faculty of Letters, State University of Malang. . 1
A. Making Decision in Testing

1. Proficiencies Decision
Proficiencies decision applied to comparing the effectiveness of different
language program since proficiencies test by definition are general in natural
rather than geared to any particular program, they can be used to compare
regional branches of particular language program in short, proficiencies
decision in volt test that general in natural.
2. Placement decision
Placement decision should be based on instrument with specific program in
mine or aid list seriously examine for their appropriateness to specific program
the test upon which placement decision are should aider be specifically
designed for a given program are aid list carefully examined and selected to
reflex the goal and ability lever in the program. This test usually given to a
student entering an educational institution to determine specific knowledge or
proficiency in various subjects for the purpose of assignment to appropriate
courses or classes.
3. Diagnostic decision
Are focused on the strength and weaknesses of each individual vis-a-vis the
instructional objectives for purpose of correcting deficiencies before it is to late.
Hence diagnosis decision are aimed add fostering achievement by promoting
strength and eliminating weaknesses
4. Achievement decisions
Are central to any language curriculum we are in the business a posturing
achievement in the form of language learning. In other word, we can say that
achievement test is a standardized test for measuring the skill or knowledge
attained by an individual in one or more fields of work or stud
B. Matching Test to Purpose

Language teaching professionals make proficiency, placement,
achievement, and diagnostic decisions about their students all the time. To help
in developing sound tests for making important decision, it will begin by
explaining a clear cut distinction between two major families of tests. It is known
that the result of language tests can be interpreted in two different ways,
depending on the frame of reference adopted. When test score are interpreted in
relation to the performance of a particular group of individuals, we call it a

norm-referenced interpretation. 29
1. Norm-Referenced Test (NRT)
NRT is designed to measure global language abilities (for instance,
academic listening ability, reading comprehension, etc). The purpose of an
NRT to spread the students out along a continuum score (high to low). The
general format of the questions on an NRT is multiple choice, true-false,
dictation or essay.
2. Criterion-Referenced Test (CRT)

CRT is produced to measure well defined and fairly specific
objectives. These objectives are specific to a particular course, program,
school district, or state. The purpose of CRT is to measure the amount of
learning that the students has accomplished on each objective. The students
would know in advance what types of questions, tasks and content to expect
for each objective because the question content would be implied in the
objective of the course.
3. Comparing Norm-Referenced and Criterion-Referenced Approaches

NRT is a test which is designed to measure how the performance of
a particular student or group of students compares with the performance
of another student or group of students whose scores is given as the norm.
a student’s score is therefore interpreted with the reference to the criterion
score, rather than to the scores of other students.30 It is designed to enable
the test user to make normative interpretations of test results. Test results
are interpreted with reference to the performance of a given group, or
norm.”31
Then CRT is a test which measures a student’s performance
according to a particular standard or criterion which has been agreed upon.
The student must reach this level of performance to pass the test, and a
student’ score is therefore interpreted with the reference to the criterion
scores of other students.32 It is designed to enable the test user to interpret
test score with reference to a criterion level of ability or domain of
content.33
29
James Dean Brown, 1995. The Element of Language Curriculum. . 112
30
Ibid., 113
31
Lyle Bachman. 1990. Fundamental Consideration in Language Testing (New York:Oxford
University Press. . 72
32
James Dean Brown, 1995. The Element of Language Curriculum, . 113
33
Lyle Bachman. 1990. Fundamental Consideration, . 74
The essential difference between these definitions is that the

performance of each student on a CRT is compared to a particular standard
called a criterion level.
For example: if the acceptable percent of correct answers were set at 70
percent for passing, a student who answered 86 percent of the questions
correctly would pass.
On NRT, a student’s performance is compared to the performance s
of other students in whatever group has been designated as the norm.
For example: Regardless of the actual number of items correctly answered, if a
student scored in the 84th percentile, he or she performed better than 84 out
of100 students in the group as a whole.
The key to understanding this difference is implicit in the terms
percent and percentile. In administering a CRT, the principal interest is in
how much of the material on the test is known by the students. Hence the
focus is on the percent of material known, that is, the percent of the
questions that the student answered correctly in relation to the material
taught in the course and in relationship to a previously established criterion
level for passing.34
In administering an NRT, the concerns are entirely different. Here,
the focus is on how each student’s performance relates to the scores of all
the other students, not on the actual number (percent) of questions that the
student answered correctly.
C. Test Designs
Regardless on what facets of language are being tested, an NRT is likely to
be relatively long and to be made up of a wide variety of different item types. An
NRT usually consist of a view subtests on rather general language skills, for
example, reading and listening comprehension, grammar, writing and the like.
These subtests will tend to be relatively long (30-50 items) and cover a wide
variety of different test items.
In comparison, CRTs are much more likely to be made up of
numerous, but shorter subtests. Each of the subtests will usually represent a
different instructional objective for the given course-with one subtest for each
objective. For example, if a course has 12 instructional objective, the CRT
associated with that course might have 12 subtests (although sometime only a
subsample of an objectives will be tested).
34
James Dean Brown . 1995. The Element of Language Curriculum, . 113
D. Student’s Knowledge of the Questions

Because of the general nature of what NRTs are testing and usual wide
variety of items, students rarely know in any details what types of items to
expect. The students might know what item formats they will encounter, for
example, multiple-choice grammar items, but seldom will they be able to
predict actual language points. On CRTs, students should probably know what
language points will be tested, as well as what item types to expect.35
This table can illustrate those points:
Differences between Norm-Referenced and Criterion-Referenced Test

No Characteristics Norm-Referenced Criterion-Referenced
1. Used to measure General language Specific language points
abilities or based on course objectives
proficiencies
2. Purpose of Spread students out Assess the amount of
testing along a continuum material known by each
of abilities or student
proficiencies
3. Distribution of Normal distribution Students can all score 100
scores percent if they know the
material or the skill
4. Test design A few long subtests Numerous short, clearly
with similar items defined subtests, each
throughout testing one objective
5. Student’s Have no idea what Know exactly what content
knowledge of types of questions to expect on test
test questions to expect
E. Matching Tests to Decision Purposes

Test Proficienc
Placement Achievement Diagnosis
qualities y
Detail of Very General Specific Very specific
information general
Focus General Learning Instructional Instructional
35
James Dean Brown . 1995. The Element of Language Curriculum., . 116
skills points objectives of objectives of

prerequisit drawn from course or course or
e to entire program program
program program
entry
Purpose of Compare Find each Determine Inform
decision individual student’s amount of students and
overall appropriate learning with teachers of
with other level regard to objectives that
groups/ind program still need work
ividuals objectives
Type of Compariso Comparison Comparison Comparison to
comparison n with within to course or course or
other program program program
institutions objectives objectives
When Before Beginning of End of Beginning or
administere entry or at program courses middle of
d the end of courses
program
Interpretati Spread of Spread of Degree to Degree to
on of score scores scores which which
objectives objectives have
have been been learned
learned
Type of test NRT NRT CRT CRT
The first column of that table indicates test qualities that very for the four
types of decisions. The decision/test types are labeled across the top of the table
and range from proficiency to placement to achievement to diagnosis. The table
indicates:
 First, that there are differences in the degree to which the information
provided by the test is general or specific.
 Second, the focus of each of these types of tests differs from general skills
prerequisite for the program to very detailed analysis of student’s ability to
perform on instructional objectives.
 Third, these four types of decision/test differ in the purposes of the
decisions for which they were designed.
 Fourth, the types of comparison can range from comparison with other
institutions to direct comparisons of each student’s performance on each of
the course or program objectives.
 Fifth, indicates when the decision/test made.
 Sixth, indicates the interpretation of score of the test results.36
F. Adopt, Develop, and Adapt Language Test

1. Adopting language test
The tests that are used for program decision are very often bought
from commercial publishing houses. Tests are also sometimes adopted from
other language programs or taken straight from current textbook.
Selecting good tests that match the specific needs of a program is
therefore important. Test review can be found in the review sections of
some language teaching journal.
Alternative ways to approach the task of selecting tests for a program
might include:
a. Taking a language testing course
b. Reading up on testing
c. Hiring a person who already know about testing
d. Giving one number of the staff release time to become informed on the
topic37
2. Developing language test
Sufficient resources and expertise will be available in a program so
that proficiency, placement, achievement, and diagnostic tests can be
developed and fitted to the specific goals of the program and to the specific
population studying in it.
Decision must be made about which types of the tests to develop
first. It means that developing achievement and diagnostic tests,
temporarily adopting previously published proficiency and placement test.
38
3. Adapting language test

The process of adapting a test to a specific situation will probably
involve some variant of the following strategy:
a. Administer the test to the students in the program
36
Ibid., . 118
37
Ibid., 120
38
Ibid., 122
b. Select those items that appear to be doing a good job of spreading out
the students for an NRT, or a good job of measuring the learning of the
objectives with that population of students.
c. Create a shorter, more efficient, revised version of the test that is fits the
ability level s of the specific population of students
d. Create new items that function like those that were working well in
order to have a test of sufficient length
G. Organizing and Using Test Results

After deciding to adopt, adapt, or develop, or some combination of all
three, curriculum planners must put the tests into place and begin to use them
for decision making.
Firstly, we have to make sure that the purposes of administering the
various tests are clear to the curriculum developers and to the teacher. It means
that the purposes must be clearly defined in both theoretical and practical that
are understood and agreed by a majority of staff.
Second, we have to ensure that all necessary physical conditions for the
test have been met. It means assuring that there is a well-ventilated and quiet
place in which to administer the test and enough time in that space for some
flexibility. We also make sure that students have been notified before the test
and should be given information about where and when the test will be given.
The next step is administering test, before it we have to make sure that
there are adequate materials o hand. All necessary equipment should be handy
in good repair. Proctors must be trained in their duties and have sufficient
information to do a professional job of test administration.
After the tests have been administered, we should make provisions for
scoring. Again, adequate space and scheduling are important so that quantified-
staff can be trained to carry out the scoring of the test.
Interpretation of the results is important. There must be clearly defined
purpose for the result, and provision for helping teachers use scores and
explain them to their students.
The next is about the record keeping. Record keeping is often forgotten in
the test administration. The resources must be provided for keeping track of
score. Ready access to the records is very important for all staff members.
Provision must also be made for eventual destruction of these records.39
39
Ibid., 123
Last but not least, there should be an ongoing plan for research based on
the results. At minimum, the results should be used to full advantage. It means
that the result should be incorporated into overall program evaluation plan.40
40
Ibid., 125
LESSON V
MATERIALS
Competence Standard
1. Identifying an approppiate materials design
Basic Competence
1. Identifying Materials Design
2. Identifying on how to organize materials for language teaching
1. Describe framework for materials design
2. Analyze how to organize materials for language teaching
3. Select authentic materials in language teaching design
4. Develope materials for language teaching design
LESSON V COMPONENT OF CURRICULUM : MATERIALS

Teaching material is one of the important aspects in English teaching
programs. From textbooks, videos, pictures from internet, teachers rely greatly on
a diverse range of materials to support teaching and learning process.
A. Framework for Material Design

Before actually adopting, adapting, developing materials, the language
programs overall orientation must be considered in terms of approaches and
syllabuses, as well as in terms of how that orientation will influence the choices
that must be made in the development and implementation of materials41.
1. Approach
The one point about which most language curriculum developers would
probably agree is that there must be some sort of theoretical motivation
underlying any curriculum development. The approach can be viewed as
historical developments that happened thoroughly in the order listed, all of
these approaches continue in use in class rooms throughout the world today.\
2. Syllabuses
As defined here, the teaching activities called syllabuses are
predominantly concerned with the choices necessary to organize the language
content of a course or programs. The procedure involved in developing a
41
James Dean Brown. 1995. The Element of Language Curriculum
syllabus should eventually include examining instructional objectives,

arranging then in terms of priorities and then determining what kinds of
techniques and exercises are required in order to attain those objectives.
The information gathered in the course of conducting a language need
analysis will help to determine the direction that a particular syllabus planning
project will go since the same units of analysis used in the need analysis will
tend to be used in the objectives result. For instance, in an institution where
the teachers are well trained and hold similar views on which approaches are
appropriate, detailed specification of syllabus content may not be necessary.
The teachers may prefer to work directly from the program objectives ,
selecting content themselves from the variety of sources made available to
them by the program administration. In other situations, because of political or
administrative requirements, a detailed syllabus may be necessary to ensure
that the desired content for the course or programs is covered in a standard
sequence.
The syllabus is a contract between the teacher and the students. The
syllabus is the blueprint for the course expectations, requirements, ground
rules, readings, assignments, exams, and final projects.
3. Techniques
This set of activities was defined as ways of presenting language points to
the students. In this case the criteria for selecting technique are related to the
idea that it is useful to provide opportunities for students to develop their
writing skills in contexts and on the basis of models of teacher and students
writing.
4. Exercises
Materials developers must make early decisions about the principles kinds
of exercise that will be most appropriate for the program in question as well as
decisions about the criteria that will be used for selecting exercises. The
primary questions concern the weight that will be assigned to each activity per
lesson or units and the configurations of teacher / learner / group / class that
will be used. These issues must be addressed within the program before
deciding on detailed specifications for the exercise that will go on the daily
classes.
B. Materials Blueprint
The curriculum developers whoever they may be , would be well advised to
formulate a materials blue print that represents the kinds of language program
that they are proposing based on all the information obtained in the needs
analysis objectives setting , objectives setting and testing stages of program
development. Such a blueprint might eventually form part of a teachers manual

can also contain information that will support instructors in their teaching
effort. Whatever form such a materials blueprint eventually takes, it should
account for all the relevant information learned in the initial curriculum
development stages and include all factors judged to be potentially important
influences on the programs and its future curriculum. The materials can then be
described in terms of units of analysis that were used in developing the
syllabuses involved, as well as in terms of the scope and sequence of any
resulting units.
Finally, an effective blueprint for materials development must include some
form of evaluation component. This component might take the form of detailed
plans for studying the effectiveness of the materials or discussion processes
that will be instituted to constantly revise and urade materials, or both. Some of
regular evaluation of materials is essential because no set of materials is perfect
and because the conditions within a program and needs of the students may
change, thus eventually making the materials inappropriate or ineffective.
C. Where Do Materials Come From?

1. Adopting Materials
Adopting material in a rational manner is not as easy as it might at
first appear. First, it is necessary to decide what types of materials are
desirable. Second, all available material of these types should be located
just in case they might prove useful. Third, some form of review /
evaluation procedures must be set up to pare this list down to those
materials that should be seriously considered so that final choices can be
made. Fourth, some strategy for the regular review of these adopted
materials must be set up to make sure that they do not become irrelevant
to the needs of the students and the changing conditions in the program.
Curriculum materials are one important part of student learning.
Successful programs may be almost all in curriculum. However, the matter
of teaching materials is another factor that contributed to student success
is studying. Some other factors including quality of teaching, parental
involvement, support available and the various aspects of external. In
matter itself, the adoption of the curriculum often contributes to the
success of students due to teacher collective renewal, training, and
commitment to best teaching practices.
2. Developing Materials
The primary thrust of this has been the systematic design of curriculum
within that framework, need assessment, goal and objective and test have
already been discussed at great length. If the tentative needs, objectives
and test do indeed describe a program and if all effort to adopt material for
purposes of teaching those objectives fail to uncover suitable materials, its
may be necessary to consider developing them from scratch. I treat this
option as a second option not because it is an undesirable alternative, but
because it represents tremendous amount of work. Nevertheless, with the
help and ideas of a number of people within a program, especially the
teachers, materials and the curriculum in question.
Remember that materials are never finished so provisions should be
made for ongoing materials development particularly in term of reviewing
how well all materials are matching the needs of the students , the goals
and objective , the test and so forth.
3. Adapting Materials
Adapting existing educational materials usually requires less time and
fewer resources than developing new materials. Before using existing
materials, review the materials to ensure accuracy of information. Also, be
sure to review and evaluate the materials based on individual, community,
and program needs. You may be able to use some products and materials
without any modification. Other materials may not be appropriate for your
target audience or compatible with your program’s guidelines. These
materials may require modification.
The first stage in adapting materials is to find and evaluate materials
that might serve at least some of the students need and help to meet at least
some of the course objectives. This process is virtually the same as the one
described in the previous section for adapting materials. However, as the
materials are being evaluated, teachers should also analyses the degree to
which each set of existing materials matches the course objective, as well as
the degree of mis-match. In this case, the ultimate goal of the analyses is to
decide which of the potential sets of materials contents the highest
percentage of matches. This will in turn determine the percentage of
objective that will need to be supplemented from outside these materials. In
the end, a decision must be made as to which set, or sets of materials will be
adapted.
LESSON VI
TEACHING
Competence Standard
1. Understanding the teaching and learning process in language teaching
Basic Competence
1. Recognizing the roles of stakeholders in teaching and learning design
2. Understanding appropriate design of teaching and learning process in language
teaching
1. Identify the roles of institution in language teaching design
2. Identify the roles of teachers in language teaching design
3. Describe the learning process in language teaching
4. Describe the teaching process in language teaching
5. Formulate teaching design in a lesson plan
LESSON VI COMPONENT OF CURRICULUM : TEACHING

The teaching of English has gone through many phases over the years, with
various methods being hailed as the solution to improving literacy levels. Teaching
is not only ajob of work. A teacher is charged with waking students to the nature of
reality, providing rigorous introduction to a certain discipline, and creating an
awareness of their responsibility.
A. The Role of Institution

1. The organization culture
The organization culture of a school refers to the ethos and environment
that exist within a school, the kind of communications and decision making that
takes place, and the management and staffing structure they support. Basic to
the organization culture of an institution is its management structure, because,
its organization design “is built by managerial decision that delineate the
number and type of jobs in the organization and the processes that subordinate,
control and link them, such as authority relationships, communication
networks, and specific planning and organizational techniques.
2. Quality criteria in an institution

Language teaching institutions very greatly in terms of how they view their
educational mission. Some schools – hopefully the majority – are committed to
providing quality educational services. They have a clearly articulated mission.

They take the seriously the development of a sound curriculum and set of
programs, hire the best available teachers, and provide quality instruction and
the kinds of support teachers need to achieve their best. The following
characteristics are indicators of the quality of school or educational institution:
 A sense of mission: what goals does the institution have? Does it exist to
serve an important educational purpose that provides the rationale for the
range of courses and services it offers? A useful format for articulating a
school’s sense of mission is in the form of mission statement. Such a
statement should be developed collectively by those who have a commitment
to the success of the institution42.
 A strategic plan: a description of the long-term vision and goals of an
institution and the means it undertakes for fulfilling them. Based on
approaches used in successful businesses and industries, the notion of
strategic planning is now increasingly seen as essential to the success of any
organization, including schools. Klinghammer in James provides a useful
overview of the function of strategic planning in effective language programs,
and identifies six elements of a good strategic plan: vision, values, purpose,
mission, goals, and strategies43.
 The quality of mechanism: refer to systems a school has in place to ensure
the quality of its practices.
 A sound curriculum: reflected in the following features of a school’s
programs.
 Flexible organizational framework: effective schools and language programs
are characterized by administrators who are open to change, flexible, and
who encourage teachers to innovate.
 Good international communications: depend on setting up systems that
facilitate communications among teachers and between teachers and
administrators.
 Professional treatment of teachers: the extent to which teachers are
regarded as professionals is indicated.
 Opportunities for teacher development: teachers need to develop long term
career goals and expand their roles and responsibilities over time if they are
no continued to find teaching rewarding.
3. The Teaching Context
42
(Online) (http://fisschooldiary.blogspot.com/2011/06/teaching-role-of-institution-
teachers.html, retrieved in June, 12. 2012)
43
James Brown D. 1995. The Elements of Language Curriculum
 Size and staff structure: the size of schools and its administrative influences
many aspects of a teachers work.44
 Equipment: schools very greatly in the amount they have invested in
equipment and technology.
 Support staff: adequate support staff can also facilitate teacher’s work.
 Teachers work space: one way of determining how seriously a school
regards its teachers and the work they do is the work space it provides for its
teachers.
 Teacher’s resource room: teachers need access to a good range of current
ESL textbooks, resource book, material, and magazines located in a resource
room or similar facilities in order to update their professional knowledge
and get new ideas to feed in to their teaching.
 Teaching facilities: where does teaching take palace and how adequate are
teaching facilities.
 Class size: the optimal class-size needs for each type of course should be
established based on teachers, learner and school factors, and when needed,
the reasons for standards set need to be explained to clients.
B. The Role of Teachers

Many things can be done to create a context for good teaching, but it is
teachers themselves who ultimately determine the success of program.45
4. Skill and qualifications
Language teaching institutions very greatly in the type of they employ.
Increasingly, language schools are recruiting better trained and better qualified
language teachers and operating within defined standards of quality. A number
o attempts have been made to conceptualize the nature of teacher knowledge
and skill. Core components of teacher knowledge include the following:
 Practical knowledge
 Content knowledge
 Contextual knowledge
 Pedagogical knowledge
 Personal knowledge
 Reflective knowledge
A widely taught initial qualification for language teachers, focus on six areas
of basic teaching skills, they are:
44
Ibid. 56
45
James Brown D. 1995. The Element of Language Curriculum. . 183.
 Language awareness
 The learner, the teacher, and teaching/learning context
 Planning for effective teaching of adult learners of English
 Classroom management and teaching skills
 Resources and materials for teaching
 Professional development
5. Support for teachers

If teacher is expected to teach well and to develop their teaching skill and
knowledge every time, they need ongoing support. Kinds of support can be in
the form of:
 Orientation:
New teachers need a careful orientation to teaching assignment in order to
clarify the goals of the program, teaching approaches, resources, problems to
anticipate, and solutions.
 Adequate material
Teachers need good materials to teach from either in the form of commercial
textbooks or institutionally prepared materials.
 Course guides
Course guide should be provided for each course offered in the program with
information on the course, aims, and objectives, recommended materials and
method, suggested learning activities, and procedures for assessment.
 Division of responsibilities
Teachers have many different responsibilities apart from teaching. They may
be involved in course planning, course coordination, testing, and preparation
of materials and mentoring.
Further training
Teachers in an institution may not always have the particular knowledge and
skills a program need, so it may be important to select staff for specialized
training to meet these needs.
 Teaching release
If teachers are expected to play a key role in some aspect of the program
such as materials development or mentoring, they may need to be given
release time from teaching to enable to devote time to this.
 Mentor
A system of mentoring is often helpful in a school where there are teachers of
different levels of experience and training.
 Feedback
Teachers need to be told when they are doing well and when there are
problems with their performance.
 Rewards
Teachers who perform well should receive acknowledgement for good
service.
 Help lines
Teachers often work for long periods in relative isolation. Teachers should
know exactly who to turn to for help in solving different kind of problems.
 Review:
Time should be allocated for regular review of the program, problem solving,
and critical reflection. These activities help solve practical problems and also
develop a sense of collegiality among staff.
C. The Teaching Process

The focus here is on the teaching practices that occur within a program,
how these can be characterized, and how quality teaching can be achieved and
maintained.
6. Teaching model and principle
Teacher principles are a product of their experience, their training, and
their beliefs. (Breen), comments: any innovation in classroom practice from
the adoption of a new task or textbook to the implementation of a new
curriculum has to be accommodated are on the part of the designer of
curriculum planner and, indeed the teachers themselves, will facilitate
harmony between a particular innovation and the teacher’s enacted
interpretation of it in the classroom46.
7. Maintaining good teaching

Quality teaching cannot simply be assumed to happen. It results from an
active, ongoing effort on the part of teachers and administrators to ensure that
good teaching practices are being maintained. This involves the establishment
of shared commitment to quality teaching and the selection of appropriate
measures to bring it about. Maintaining good teaching refers to:
 Monitoring
Information needs to be collected regularly on all aspect of the program to
find out how teachers are teaching the course, what is working well or
proving difficult, and what issues teachers need to resolve.
 Observation
46
James Dean. Brown. 1995. The Elements of Language Curriculum
Regular observation of teachers by others teachers or supervisor can provide

positive feedback on teaching as well as help identify areas that might need
attention.
 Identification and resolution of problems
Timely identification of a problem in a program is essential to ensure that
small problems do not develop into bigger ones.
 Shared planning
During process planning, potential problems can often be identified and
resolved.
 Documentation and sharing of good practices
Teachers should be encouraged to report on their positive teaching
experience. Meetings or mini-conferences can be arranged in which teachers
report in classroom innovations or others activities they wish to share with
colleagues.
 Self-study of the program
Study of the program’s practices and values as part of the process of self-
evaluations and review.
8. Evaluating teaching
If a program seeks to provide quality teaching, it is essential that
teacher performance be regularly reviewed. This involves the development of
an appraisal system. The type of appraisal is in the following.
 Developing the appraisal system
In appraisal system is likely to have greater credibility if it represents both
teachers and administrators views. It should therefore be produced
collaboratively and represent all points of view.
 The focus of the appraisal conducting the appraisal
The focus of appraisal my include a number of other aspects of teachers
work, such as; lesson plan, teacher-made classroom materials, course outline
and handouts, class assignments, participation in profession development
activities.
 Conducting in appraisal
A teaching appraisal may be carry out by a supervisor, a colleague, the
teacher himself, or herself, or students.
D. The Learning Process

9. Understanding of the course / class.
It is important to ensure that the learners understand the goals of the
course, the reason for the way it is organized and taught, and the approaches to
learning they will be encouraged to take. It cannot be simply assumed that

learners will be positively disposed toward to course, will have the appropriate
skills the course demands, or will share the teacher’s understanding of what the
goals of the course are.
10. Views of learning

Learner enters a course with their own views of teaching and learning
and these may not be identical to those of their own teachers. How do they see
the roles of teachers and learners? How happy are learners with the roles
expected of them? Will they need any special orientation or teaching in order
to carry out these roles effectively?
11. Learning styles
Learners learning styles may be an important factor in the success of
teaching and may not necessary reflect those that teachers recommend.
Learning styles can be defined as the preferences students’ exhibit in their
learning47. According to Felder & Silverman, a learning style is defined as the
characteristics, strengths and preferences in the way people receive and
process information48. It refers to the fact that every person has its own method
or set of strategies when learning.
Charles Smith proposed VAK learning style49. It uses the three main sensory
receivers - Vision, Auditory, and Kinesthetic (movement and tactile or touch) to
determine learning style. Learners use all three to receive information.
However, one or more of these receiving styles are normally dominant. This
dominant style defines the best way for a person to learn new information by
filtering what is to be learned.
The VAK learning styles model provides a very easy and quick reference
inventory by which to assess people’s preferred learning styles, and then most
importantly, to design learning methods and experiences that match student’s
preferences. There are three types of learning styles – visual, auditory and
kinesthetic.
Visual learning style involves the use of seen or observed things, including
pictures, diagrams, demonstrations, displays, handouts, films, flash cards etc.
Visual learners tend to prefer reading and studying charts, drawings, and other
graphic information. They like to read and obtain a great deal of visual
47
Hlebowitsh, P. (2004). Design the School Curriculum. Boston, MA: Pearson .40
48
Felder, R. & Silverman, L. (1988). Learning and Teaching Styles in Engineering Education.
Engineering Education, 78 (7), 674- 681.
49
Charles Smith, 2006. Sensory Learning Styles: Visual, Auditory and Kinesthetic learning style
in Grappling. whitebelt.org, , (Online) (http://www.berger.org/ettc/courses/ learningstyles/vis-aud-
tac.html,, accessed on June, 12, 2012.)
stimulation. For them, lectures, conversations, and oral directions can be

challenging.
Auditory learning style involves the transfer of information through
listening: to the spoken word, of self or others, of sounds and noises. Auditory
learners prefer to hear the information. They prefer listening to lectures,
audiotapes, conversations, and oral directions. They are often excited about
classroom interactions in role-plays and similar activities. They sometimes have
trouble with reading and writing.
Kinesthetic learning style involves physical experience touching, feeling,
holding, doing, and practical hands-on experiences. Kinesthetic and tactile
learners prefer hands-on activities with lots of movement and working with
tangible objects. Sitting at a desk for long periods of time is not for them. They
need to have frequent breaks and to move around the room.
12. Motivation
It is also important to find out what the learners motivation are for taking
the course. Why are the learners in the course and how will it affects their lives?
What they do from it? Which aspect of it are they most interested in? it may be
that learners have very different priorities.
13. Support
Support mechanism provided for learners are another component of
courses delivery. These include the kinds of feedback learners will get about
their learning and opportunities that are provided for faster or slower learners.
Self-access component might be provided to allow learners to address specific
learning need and interest.
E. Application of Curriculum Through Lesson Plan

The definition of through lesson plan is the act or process of making
plans for something and learning is the act of teaching something to somebody.
So, the learning plan is a plan for teachers to teach certain subjects at certain
grade levels and, to a certain topic, and to one or more meetings.
Lesson plan in Indonesia context can be defined as the elaboration of
syllabus which ilustrates the teaching and learning activities to achieve the
goals of the basic competence.
A Lesson plan is designed to meet the basic competencies which can be
carried out in one meeting or more. Things that should be written in the lesson
plan are as follows:
1. Identity of the subject matter which consists of;
a. Title of the lesson

b. Class/ Semester
c. Program (especially for Senior High)
d. Theme
e. Time allotment
2. Competency Standard
Competency Standard is the qualification of the students’ minimal ability
which illustrates the mastery of knowledge, attitude, and skill obtained
through each class or semester for every subject.
3. Basic Competency
Basic competency is a sum of students’ ability for certain subjects as the
refference for determining the indicators for competency achievement in
asubject.
4. Indicator for competency achievement
The measureable or observable behavior which shows the achievement
of specific basic competency as the reference for the subject evaluation.
The indicators for competency achievement are formulated with
operational verbs that can be measured which cover the knowledge,
attitude, and skills.
5. The Instructional goal
Instructional goal illustrates the process and the learning outcome
achieved by the students in accordance to the basic competence
6. Instructional material
It includes the fact, concept, principle, and the relevant procedure, and
written as suitable items in relation to the indicators for competency
achievement
7. Time allotment
Time is allocated as much as needed to achieve the Basic competency
and the learning load.
8. Methodology
Methods are used by teachers to create the the teaching and learning
process to enable the students to achieve the basic competency or a set of
specified indicators. The choice of methods should consider the students’
situation and condition as well as the characteristics of every indicators
and the competency which will be achieved in every subjects.
9. Learning activities
a) Pre- activity
This activity is done at the beginning of the lesson and meant for
arousing the students’ motivation and to focuss the students’ attention
as well, so that they can particípate actively during the lesson.
b) Whilst activity
This is the main learning process and aimed at achieving the basic
competency. This activity is conducted interactively, inspiratively,
joyfully, chalenging, motivating the students to participate actively,
and giving opportunities to the students to have innovation, creativity,
and selfreliance in accordance to their talent, motivation, physical and
psychological development. This activity is conducted systematically
through exploration, elaboration, and conformation processes.
c) Post activity
This activity is done to end the lesson which can be in the form of
summarizing, evaluation, reflection, feedback , and follow up activities.
10. Evaluation
The procedure and the instruments for assessment should be based on
the indicators for competency achievement and refer to the evaluation
standard.
11. Learning Resource
Selecting the learning resource should concider the competency
standard and the basic competency, as well as the learning material, the
teaching and learning activities and also the indicators for competency
achievement.
LESSON VII
EVALUATION
Competence Standard
1. Understanding evaluation in language teaching
Basic Competence
1. Understanding the approaches of evaluation in language teaching
2. Understanding the purposes of evaluation in language teaching
3. Understanding the procedures of evaluation in language teaching
1. Distinguish evaluation, test, and assessment
2. Identify the approaches of evaluation in language teaching
3. Identify the purposes of evaluation in language teaching
4. Identify the procedures of evaluation in language teaching
LESSON VII COMPONENT OF CURRICULUM: EVALUATION

Evaluation is a disciplined inquiry to determine the worth of things. ‘Things’
may include programs, procedures or objects. Generally, research and evaluation
are different even though similar data collection tools may be used. The three
dimensions on which they may differ are, the first, evaluation need not have as its
objective the generation of knowledge. Evaluation is applied while research tends
to be basic. The next, evaluation presumably, produces information that is used to
make decisions or forms the basis of policy. Evaluation yields information that has
immediate use while research need not. Then, evaluation is a judgment of worth.
Evaluation result in value judgments while research need not and some would say
should not.50
A. Approaches to Evaluation
1. Goal-based
Determining whether pre-stated goal educational or training programs
were met, this can all be placed in to four categories51,
a. Product –oriented approaches.
The focus evaluation is on the goals and instructional objectives with the
purpose of determining whether they have been achieved
50
(Online) (www.learningdomain.com/.../Module_8.Evaluation. acceesed in August, 12, 2012.)
51
James D ean Brown,. 1995. The Element of Curriculum. ..219
b. Static-characteristic approaches
It is also conducted by outside experts who inspect a program by
examining various accounting an academic record as well as such static
characteristic of facilities in school.
c. Process oriented approach,
Process oriented approach is divided into two group, they are (1) Goal-
free in which uncovering and documenting what outcomes were
occurring in educational o training programs without regard to whether
they were intended programs goals focus then (2) Responsive
(contingency-unforeseen event), it compares what was intended for
instruction to what actually was observed.
d. Decision-facilitation approaches.
This approach helps us to make the judgment and decision.
B. Purpose for Evaluation

The purposes of evaluation can be divided into two broad categories:
1. General purposes52. This purpose include of three principal reasons:
a. Accountability
The main aim is to report on a product and give an evaluative judgment
whether something is intrinsically a “good thing” or not. This type of
evaluation know as summative evaluation, it has also tended to involve
testing and measurement, an analyses of the statistical significance of
result. It is focus on the outcomes at the end of educational innovation
b. Curriculum development
It will involve information from teachers and other relevant ELT
professionals. This evaluation intended to improve the curriculum will
gather from different people over a period of time. This is known as
formative evaluation. Such evaluations are control and monitor
developments by identifying the strengths and weaknesses of all aspects
of teaching and learning.
c. Self- Development
This evaluation concerned about the teachers professional. It is known
by the teacher’s knowledge about teaching and learning in the
classroom. It is called illuminative evaluation because it is used to know
what actually happen in the language teaching classroom. This type
evaluation is also developmental and formative.
2. Specific purpose for evaluation
52
Pauline Rea-Dickins and Kevin Jermaine, 1993. Evaluation. Hongkong: Oxford University
Press.. 23
Some of the roles of the curriculum supervisors are the following:

a. help develop the school's education goals
b. plan curriculum with students, parents, teachers and other stakeholders
c. design programs of study by grade levels
d. plan or schedule classes or school calendar
e. prepare curriculum guides or teacher guides by grade level or subject
area
f. help in the evaluation and selection of textbooks
g. observe teachers
h. assist teachers in the implementation of the curriculum
i. encourage curriculum innovation and change
j. develop standards for curriculum and instructional evaluation
C. Procedures Used in Conducting Curriculum Evaluation

1. Aspects of the curriculum to be evaluated
The evaluator determines what is to be evaluated which may be the total
school system, a particular district, a particular grade level or a particular
subject. The objectives of the evaluation activity are clearly stated.
2. Choose an appropriate evaluation Design / method
3. Data collection
Identify the information to be collected and the tools for collecting the data
which may involve interviews, giving of questionnaires, tests, collection of
documents and so forth. The evaluator also identifies the people from
whom data is to be collected.
4. Identify the sources of information / data
The data / information needed for Evaluation of Curriculum may be
collected from one are more of the following potential sources:
 Present students - Ex-students (Alumni)
 Teachers - Heads of institutions
 Curriculum Coordinators - Officers of examining bodies
5. Analysis of information
The data collected is analyzed and presented in the form of tables and
graphs. Statistical tools are often used to compare significant differences
and to establish correlation or relationship between variables.
6. Reporting of information
Reports are written describing the findings and interpretation of the data.
Based on the findings, conclusion is made on the effectiveness of
curriculum implementation efforts. Recommendations are made to
reconsider certain aspects of the curriculum.
LESSON VIII
CURRICULUM AND SYLLABUSES
IN INDONESIA CONTEXT
Competence Standard
1. Identifying the Curriculum and Syllabus in Indonesia Context
Basic Competence
1. Identifying the Development of Curriculum in Indonesia in 1947 until now.
2. Identifying the Model of Indonesia curriculum and syllabus
1. Explain the development of Curriculum in Indonesia in 1947 until now
2. Present the model of Indonesia curriculum and syllabus
3. Compare the model of Indonesia curriculum and syllabus with other countries
LESSON VII CURRICULUM AND SYLLABUSES IN INDONESIA CONTEXT
National English curriculum changed many times, i.e. in 1947, 1952, 1964,
1968, 1975, 1984, 1994, 2004, and the newest in 2006. The changes of the national
curriculum due to the demand of society. Moreover, the differences only lie on the
education purpose and the approach in implementing the curriculum itself53
A. Development of Curriculum in Indonesia

1. Early curriculum formed in 1947, named 1947 Learning Plan (Rentjana
Pembelajaran).
The beginning of curriculum was formed in 1947. It was called by
Rentjana Pembelajaran 1947 (Learning Plan 1947). This curriculum refers to
the curriculum that used by Netherlands because it was in rebellious condition
to get independence of Indonesia. The main characteristic of this curriculum is
to form the characteristic of the humans in order to be the same position as the
other nations.
2. In 1952 Indonesia experienced curriculum improvement (Rentjana

Pembelajaran Terurai).
In 1952, the curriculum of Indonesia had been completted and it was called by
Rentjana Pelajaran 1952. The charateristic of this curriculum is the materials
for teaching dealt with the issues that related to the daily life.
53
Indarto. 2008. Menyimak Perkembangan Kurrikulum di Indonesia (Examining the
Development of Curriculum in Indonesia). (Online) (http://www.gamalielschool.org/
index.php?option=com_content&task=view&id=20&Itemid=27, accessed on May 5, 2009)
3. 1964 Educational Plan (Rentjana Pendidikan)

Educational Plan is characterized by learning program which focused on
moral development “pancawardhana” namely, morality, intelligence, art,, skill
and physical development.
4. 1968 Curriculum
The curriculum was the refreshment of the curriculum 1964. It changed
the education structure from pancawardhana into the development of five
basic principles of Indonesia namely Pancasila, basic knowledge, and
particular skill.
5. 1975 Curriculum
Curriculum emphasizes the goal of education to be more efficient and
effective. Methods, materials and the goal of teaching are presented Procedure
Instruction System Development / Prosedur Pengembangan Sistem
Instruksional (PPSI) in detail like lesson plan. Each unit must present: general
instructions, specific instructioanl purpose/ Tujuan Instruksional Khusus
(TIK), the subject matter, media, teaching and learning activities, and
evaluation.
The implementation of this curriculum takes many criticisms. It
reveals that the teachers seem busy preparing what should be achieved in
teaching learning process.
6. 1984 Curriculum 1984

Curriculum employs skills approach that emphasizes the teaching and
process. It views learners as learning subject. The learners are directed to
observe, classify, discuss, and report the object that they study. This model is
called the model of CBSA / Cara Belajar Siswa Aktif or Student Active Leaming
(SAL).
7. 1994 Curriculum
1994 curriculum elabore the 1975 Curriculum and 1984 Curriculum
1984, which take the goal and the process into account.
Therefore, it influnces the learning distribution time system. The
semester system was changed into quarter. It is expected to provide
opportunities for students master a lot of subject matter. Unfortunately, the
implementation of the 1994 curriculum creates several problems in society.
Because of the large number of subject matter, natioanal and local subject, the
students face a great burden. The subject matter is considered less relevant to
the developmental level of students' thinking.
8. Competence-Based Curriculum (KBK).

Competence-Based curriculum is a set of plan and rules about
competencies that must be achieved by students. It focused on (1) the result
and effect of the learners (2) diversity that can be manifested to fulfill the
needs.54
The characteristics of the CBC are as follows:
a) Emphasis on student achievement of both individual and classical
competencies.
b) Results-oriented learning (learning outcomes) and diversity.
c) Provision of learning by using various approaches and methods.
d) Source of learning not only from teachers, but also other learning resources
that meet the educational component.
9. School based Curriculum (KTSP)

SBC is a form of implementation of Law no. 20 of 2003 on national
education systems which are translated into a number of regulations, among
others, Government Regulation No. 19 of 2005 on national education
standards. Government Regulation enlightened eight national education
standard, namely: (1) content standard, (2) process standard, (3) competency
standards, (4) educational personnel standard, (5) infrastructure standard (6)
managerial and financial standard and (7) educational assessment standard.55
10. 2013 Curriculum

K-13 is in fact the extension of SBC in several components. The main
purpose of this curriculum is to shape the individuals who are faithful in God,
good in characters, confident, successful in learning, responsible citizens and
positive contributors to the civilization (Ministry of Education and Cultures,
2012). This framework has been supported by Government Regulations
Number 32 Year 2013 (The revision of Government Regulations Number 19
Year 2005 about the National Standards of Education). This regulation is
elaborated by Education and Culture Ministerial Regulations Number 67, 68,
54
Depdiknas. 2002. Kurikulum Berbasis Sekolah. Jakarta: Pusat Kurikulum Balitbang
Depdiknas.
55
Alvyanto. 2010. (online) (http://alvyanto.blogspot.com/2010/04/perkembangan-kurikulum-
indonesia-dari.html, accessed on May 5, 2012)
69, and 70 on Fundamental Framework and Curriculum Structure from

Elementary to Senior Secondary and Vocational Secondary School.
K-13 is a curriculum of values that occupied by character building. The
values can be tracked from the Core Competences, abbreviated with KI-1 to KI-
4. KI-1 is designed for spiritual competence, KI-2 for social competence, KI-3
refers to knowledge competence and KI-4 is for learning process through with
the KI-3, KI-2 and KI-1 can be observed. The learning paradigm encompass
direct and indirect learning model, and indirect learning model refers to KI-1
and KI-2. These two competences have no specific learning materials as it is
integrated into cognitive and psychomotor domains. This formulation is aimed
at reducing or eliminating verbalism in learning. Basic Competence which is
abbreviated with KD is the reference for teachers to develop achievement
indicators. KD in KI-1 and KI-2 is the accumulation of KD in KI-3 and KI-4. KD
in KI-3 is linear with KD in KI-4 and the number of KD in KI-3 is equally sized
with the number of KD in KI-4.
11. 2013 Curriculum (revised Edition)

The 2013 Curriculum / The Rivised edition was applied at 2018 at 2018/2019
Academic year. The characteristics are in the following:
a. The name of curriculum is the same with the previous one but there is
additional name“ 2013 Curriculum: Revised Edition which is applied all over
the country.
b. The assessment for attitude which is stated in Core Competence (KI) 1 and 2
in every lesson except Religion and PPKN lesson; however, they are still
stated in lesson plan.
c. Scientific Approach is not the only method to be applied in the teaching and
learning process. If teachers are intended to apply scientific approach, it must
not be presented in order. It can be suited to the students’ need.
d. The syllabus for this Revised Edition is simpler than the previous one,
including Main Competence, Teaching Materials and Teaching and Learning
Process.
e. The terms for Daily Quizz / Ulangan Harian (UH) become Daily Assessment /
Penilaian Harian (PH), Final Test/ UAS becomes Penilaian Akhir Semester for
the first semester and Penilaian Akhir Tahun (PAT) for the second semester.
f. The Assesment scale is at 1-100. The Assessment attitude is in the form of
description.
B. Development of English Language Teaching Syllabus in Indonesia

The development of English language Teaching Syllabus in Indonesia from 1984
up to 2006 can be divided into four sections.56
1. The 1984 English Language Teaching (ELT) Syllabus

The 1984 curriculum is based on the amendment of 1975 curriculum.
Although English is placed as the foreign language in Indonesia, the competency
of learner in this subject is very important to overcome the national
development goal. So, the 1984 English syllabus intends to build the ability of
learner in communicating, well-known by Communicative
approach/communicative language teaching. Syllabus as aims to simplify and
rationalize the curriculum influences the selecting of material and the method
used in classroom. Huda summarizes the components of 1984 English syllabus
as structure, reading, vocabulary, dialogues, writing, song and game (SMP), and
spelling, pronunciation and poem (SMU)57.
2. The 1994 English Syllabus

The 1994 English syllabus emerged as the approval of UU Sistem
Pendidikan Nasional No. 2, 1989. The goal of ELT addresses to the development
of communicative competence in English, including reading, listening, speaking
and writing skill simultaneously by mastering 1,000 words for Lower
secondary level and 2,500 words for higher secondary level. Learning process
is focused on learner-centered orientation. The approach of teaching is
communicative approach which is broader than previous syllabus Reading, as
mention earlier in the goal, and mastering vocabulary still hold important skill
to communicate58. Reading is represented in some themes. Theme is the
context of communication not as material which is learned by students.
Grammatical rule is used and presented to express meaning and functional
skills. Learning process is focused on learner-centered orientation.
3. The 2004 ELT Syllabus

The 2004 ELT Syllabus emerges after a year of launching of Undang-
Undang Sistem Pendidikan Nasional (UU. SISDIKNAS) No. 20, 2003.
Government underlines some characteristics of this curriculum. There are
some characteristics of this curriculum. The first characteristic is based on
56
(Online) (http://englisah.wordpress.com/2009/05/11/development-of-english-language-
teaching-syllabus-in-indonesia, , accessed on May 5, 2012)
57
Huda, N. (1999). Language Learning and Teaching. Malang: IKIP Malang Publisher.
“competence” of Celce-Murcia59 in which consists of discourse competence

supported by linguistic competence, actional, socio-cultural competence and
strategic competence. The second is the systemic functional linguistics which
has ideational, interpersonal and textual function including text, co-text and
context. The third is ‘level of competence whereas the junior higher learner
intends to reach functional level; in other hand, senior high learner intends to
reach informational level. The last is the development of language competence
from spoken to written language.
The goal of ELT for SMP focuses on written spoken language with
simple sentences such as in descriptive, narrative, spoof/recount, procedure,
report, and anecdote. However, it, in Senior High School, focuses on written
language based on more advance genre type such as descriptive, narrative,
spoof/recount, procedure, report, news item, anecdote, exposition explanation,
discussion, commentary, and review.
4. The 2006 English Syllabus

The 2006 curriculum is the product of the spirit of decentralization. In
this regard, education is not merely central government’s responsibility; local
government also has responsibility in managing and funding education.
Therefore, Kurikulum Tingkat Satuan Pendidikan (KTSP) is developed from
Standard of content by schools based on their context and potential.
English, as stated in standard of content (PERMENDIKNAS No. 22,
2006), is learned at elementary two hours in a week (as Local based
Content/Muatan lokal for class IV, V and VI), at junior and senior high school
four hours in a week except for language program in SMU – five hours in a
week.
The syllabus, in this curriculum, perceived as the plan of learning
process with lesson plan- RPP (PP No. 19, 2005, chapter IV, article 20; PERMEN
No. 41, 2007) which consists of standard of competence, basic standard,
material, learning activities, learning indicators, assessment, time allocation and
resources (PP No. 19, 2005, Chapter IV, article 20; Depdiknas, 2006; PERMEN
No. 41, 2007). The syllabus is developed by a teacher or group teacher
supervised by department of education based on standard of content, standard
competence of graduate and guiding of arrangement of school-based
curriculum.
59
Celce-Murcia, M. 1991. Language Teaching Approaches : An Overview in Teaching English as
a Second or Foreign Language. Massachusetts: Heinle & Heinle Publisher. . 3-10
5. The 2013 Syllabus

Syllabus developments in 2013 curriculum describe English subject
matter curriculum develop four core competences based on text types are
presented in the following table60.
Table English subject matter curriculum in the 2013 Curriculum
Two components available from syllabus developments in the 2013 curriculum are
(1) core competences (CC) consisting of CC1 for religious, CC2 for social attitude,
CC3 for knowledge, CC4 for knowledge application, (2) basic competences in CC2 to
show responsible and honest by explanation text., CC3 to present and analyze
explanation text related to environment, CC4 to gain main information from
explanation text and hortatory text to overcome social problem.
60
Basic Competence 2013: 2013: 66-67
LESSON IX
SYLLABUSES AND LESSON PLAN
FOR SMA/MA LEVEL
Competence Standard
Basic Competence
LESSON IX SMA/MA ENGLISH CURRICULUM
A. Syllabus for SMA Grade
B. Lesson Plan for SMA Grade
The teaching of English in Indonesia context
Tujuan mata pelajaran bahasa Inggris penguasaan kompetensi komunikatif dalam

wacana interpersonal, transaksional, dan fungsional. Ruang lingkup kompetensi
meliputi: menunjukkan perilaku yang berterima dalam lingkungan personal, sosial
budaya, akademik, dan profesi; mengidentifikasi fungsi sosial, struktur teks dan
unsur kebahasaan; berkomunikasi secara interpersonal, transaksional dan
fungsional menangkap makna, menyunting, dan menyusun teks lisan dan tulis.
Sedangkan ruang lingkup materi meliputi teks-teks pendek dalam wacana
interpersonal, transaksional, fungsional khusus, dan fungsional berbentuk
descriptive,recount, narrative, factualreport analytical exposition, news item, dan
procedure.
Pada permendikbud nomor 59 tahun 2014 disebutkan bahwa tujuan mata

pelajaran bahasa Inggris di Sekolah Menengah Atas/Madrasah Aliyah adalah untuk
mengembangkan potensi peserta didik agar memiliki kompetensi komunikatif
dalam wacana interpersonal, transaksional, dan fungsional dengan menggunakan
berbagai teks berbahasa Inggris lisan dan tulis, secara runtut dengan menggunakan
unsur kebahasaan yang akurat dan berterima, tentang berbagai pengetahuan
faktual dan prosedural, serta menanamkan nilai-nilai luhur karakter bangsa, dalam
konteks kehidupan di lingkungan rumah, sekolah, dan masyarakat. Untuk itu
semua aspek pembelajaran (tujuan, materi, proses belajar mengajar, media,

sumber, dan penilaian) diupayakan untuk mendekati penggunaan bahasa Inggris di
dunia nyata di luar kelas. Dalam konteks tersebut, unsur kebahasaan (tata bahasa
dan kosa kata, termasuk pengucapan dan penulisannya) lebih tepat dilihat sebagai
alat, bukan sebagai tujuan: alat untuk melaksanakan tindakan berbahasa secara
benar, strategis, sesuai tujuan dan konteksnya. Langsung ‘melakukan’ tindakan
yang ingin dikuasi adalah cara yang lebih alami. Belajar berterimakasih dengan
cara membiasakan diri berterimakasih, belajar bertanya dengan cara bertanya,
belajar memuji dengan cara memuji, belajar membaca koran dengan cara membaca
koran, belajar membacakan cerita dengan cara membacakan cerita, belajar
menyunting surat dengan cara menyunting surat, dst. “Learning by doing”, dan
terpusat pada peserta didik.
LESSON X
SYLLABUSES AND LESSON PLAN
FOR SMP/MTs LEVEL
Competence Standard
Basic Competence
LESSON X SMP/MTs ENGLISH CURRICULUM
C. Syllabus for SMA Grade
D. Lesson Plan for SMA Grade
LESSON XI
Competence Standard
1. Understanding the concept of material development
Basic Competence
1. Understanding the concept of material development
1. Analyzing the Concept of Materials Development in ELT.
2. Explaining the Principles in developing materials
3. Mentioning the Types and characteristics of teaching materials
4. Explaning the procedures of evaluating and adapting materials.
LESSON XI MATERIAL DEVELOMPENT

Effective materials in language teaching are shaped by consideration some
factors including the teachers, learners and contextual variables. Whatever
materials used by teachers, they generally serve as the basis for much language
input that the learners obtain and the language practice that occur in the
classroom. Generally, teachers tend to use all guidance provided by a
textbook.However, it is a fact that a textbook does not always meet the variety
conditions in a language class61. They often rely on that they are capable of writing
worthy materials themselves. Nevertheless, all teachers are materials developers
when they are involved in corresponding materials to the learners’ needs. Here,
some guides to help teachers to develop materials in order to make successful
selections and adaptations, and as a basis for developing their materials.
A. The Concept of Materials Development

According to Tommlinson62, material development is anything which is
done by writers, teachers or learners to provide sources of language input and
61
Penny Ur, 1996. A Course in Language Teaching. Practice and Theory. Cambridge University
Press. Great Britain
62
Tomlinson, B. and Masuhara, H. 2004. Developing Language Course Material: RELC
Portfolio Series 11. Singapore: RELC Publisher
promote language learning. Therefore, materials development processes will be

success if the curriculum developers have the good concepts of material
development. Ken Hyland suggests nine steps of materials development related
to course materials namely consideration of the students (personal goals,
proficiency levels, interest, etc.), consideration of learning context (duration,
resources, relationship to other subjects), consideration of the target context
(future roles of learners and the text and the tasks they need), establishment of
course goals and objectives, planning the syllabus, devising units of work and
lessons, creation or evaluation and selection of materials, teaching the course,
evaluation of learners63.
B. Principles in Developing Materials

According to Tomlinson64 the basic principles in developing materials for
the language teaching are :
1. Materials should accept impacts
2. Materials should help learners to feel at ease
3. Materials should help learners to develop confidence
4. What is being taught should be perceived by learners as relevant and
useful
5. Materials should require and facilitate learners self-investment
6. Learners must be ready to acquire the point being taught
7. Materials should provide the learners with opportunities to use the
target language to achieve communicative purposes
8. Materials should take into account that the positive effects of interaction
are usually delayed
9. Materials should take into account that learners have different learning
styles
10. Materials should take into account that learners differ in effective
attitudes
11. Materials should permit a silent period at the beginning interaction
12. Materials should not rely too much on controlled practice
13. Materials should provide opportunities for outcome feedback
Moreover, Crawford in Jack C Richard states that materials evidently reflect
the writers’ views of language theory and learning theory. Therefore, some
points need to be considered in providing effective materials:
1. Language is functional and must be contextualized
63
Ken Hyland. 2003. Second Language Writing. Cambridge: Cambridge University Press.
64
Tomlinson B. and Masuhara, H. (2004) Developing Language Course Material: RELC
Portfolio Series 11.
2. Language development requires learner engagement in purposeful use

of language
3. The language used should be realistic and authentic
4. Classroom materials will usually seek to include an audio visual
component
5. Second language learners need to develop the ability to deal with written
as well as spoken genre
6. Effective teaching materials foster learner autonomy
7. Materials need to be flexible enough to cater to individual and contextual
differences
8. Learning needs to engage learners both affectively and cognitively65
C. Types and Characteristic of Teaching Materials

When a school is planning a language teaching program the plans regarding
the role of materials will be made. Most of people associate the term teaching
materials only with course books. However, according to Tomlinson, teaching
mateerials refer to anything which is used by teachers or learners to facilitate
the learning of language66. Related to the explanation above, we can divide the
materials into some types as follows:
1. Printed materials, for example textbook, student’s worksheet, pictures,
photographs, newspapers, magazines, etc.
2. Audio materials, for example cassette and compact disc.
3. Audio visual, for example video compact disc, film.
4. Interactive teaching materials, for example web based learning materials,
computer assisted instruction.
Moreover, the teaching materials can be also categorized whether they are
authentic or created.
1. Authentic Materials
Authentic or learner-contextualized, materials is print materials used in
ways that they would be used in the lives of learners outside of their
education classes67. For example the use in teaching of text, photographs, and
other teaching resources that are not especially prepared for pedagogical
purposes. There are some strengths and limitations of authentic materials.
65
Jack C Richard 2002, Richards, J. C. & Renandya, W. A .(Eds.). 2002 Methodology in
Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press. p. 84-
87
66
Tomlinson B. and Masuhara, H. (2004) Developing Language Course Material: RELC
67
Erik Jacobson, Sophie Degener and Victoria Purcell-Gates. 2003. Creating Authentic Materials
and Activities for the Adult Literacy Classroom. NCSAL
Strengths Limitations
1. They have a positive effect 1. Created material can also be
on learners motivation motivating for learners authentic
2. They provide authentic materials often contain difficult
cultural information about language
the target culture 2. Created materials may be
3. They provide exposure to superior to authentic materials
real language because they are generally built
4. They relate more closely to around a grade syllabus
learners need 3. Using authentic materials can be
5. They support a more a burden for teachers
creative approach to
teaching
2. Created Materials
Refers to textbook and other specially develop instructional resources. There
are also some strength and limitations of created materials, they are:
Strengths Limitations
1. They provide structure and a 1. They may contain inauthentic
syllabus for a program language
2. They have standardize 2. They may distort content
instruction 3. They may not reflect student’s
3. They maintain quality need
4. They provide a variety of 4. They can deskill teachers
learning resources 5. They are expensive
5. They are efficient
6. They can provide effective
language modals and input
7. They can train teachers

8. They are visually appealing
D. Developing Materials
There are many ways in developing materials. Some models of developing
instructional materials are proposed by experts of instructional
design.According to Tomlinson, there are seven steps in the process of
materials writing. The steps are identification of need for materials, exploration
of need, contextual realization of materials, pedagogical realization of materials,
production of materials, student use of materials, evaluation of materials
against agreed objectives68.
In addition, Jack C Richards points out that curriculum development
processes in language teaching comprise needs analysis, goal setting, syllabus
design, methodology, testing and evaluation.69
Dick and Carey propose a model of instructional design which is called a
systematic instructional design. They offer ten steps i.e. identifying instructional
goals, conducting instructional analysis, identifying characteristics of the
students, writing performance objectives, developing test-items, developing
instructional strategies, developing instructional materials, conducting
formative evaluation, revising instructional materials and conducting
summative evaluation. 70
Similarly, Finney describes a framework of instructional materials
development consisting of four stages of decision making. The stages are
curriculum planning, ends/means specification, program implementation, and
implementation in the classroom. She, however, believes that evaluation is not a
stage in itself, but as necessary and integral part of each and all of the stages
already mentioned.71
All models might be applicable and well employed in developing language
instructional materials. However, it is possible to make some modifications in
the model of syllabus/materials development to suit particular instructional
needs, purposes, and available resources.
68
69
Richards, J.C. 1999. The Language Teaching Matrix. New York, Oakleigh: Cambridge
University Press.
70
Dick, W and Carey, L. 2001. The Systematic Design of Instruction. London: Scott, Foresman
and Company.
71
Finney, D. 2002. The ELT Curriculum: A Flexible Model for a Changing World. In Jack C.
Richards and Willy A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current
Practice (p. 74). Cambridge: Cambridge University Press. . 74.
Materials exist in order to support learning and teaching, so they should be

designed to suit the people and the processes involved72. Most teachers are not
creators of teaching materials but providers of good materials. For that
purpose, teachers may conduct materials evaluation and adaptation in order
that they can provide good materials for their students.
1. Evaluating Materials
Evaluation is an intrinsic part of teaching and learning. The activity in
evaluating materials involves measuring the value (or potential value) of a
set of learning materials by making judgments about the effect of the
materials on the people using them. It tries to measure, for example:
 the appeals of the materials to the learners
 the validity of the materials
 the ability of the materials to interest the learners
 the potential learning value of the materials
 the assistance given to the teachers in terms of the preparation,
 delivery and assessment
 the flexibility of the materials
In evaluating materials it is necessary to examine the ways in which
teaching materials are sensitive to the language learning process. Evaluation
criteria should relate not only to the aims and contents of language learning,
but also, and importantly, to the procedures for working with text and
performing task in the classroom. It is necessary to analyse learner out
comes, but not to the exclusion of evaluating other aspects of the teaching
and the learning process.
The existence of textbook as one of sources for teaching materials
cannot be denied by most teachers. When teachers open a page in their
textbook, they have to decide whether they should use the lesson on that
page with their class or not. If the language, content and sequencing of the
textbook are appropriate, the teacher might want to go ahead and use it.
However, if, there is something incorrect with the textbook, the teacher has
to decide what to do next. Therefore, when evaluating the quality of a
textbook’s exercises or activities, four key questions should be answered:
a. Do the exercises and activities in the textbook contribute to students’
language acquisition?
b. Are the exercises balanced in their format, containing both controlled
and free practice?
c. Are the exercises progressive as the students move through the
textbook?
72
John Edge, J. 1993. Essential of English Language Teaching. London: Longman.. 43.
d. Are the exercises varied and challenging?73
2. Adapting Materials
Materials adaptation involves changing existing materials so that they
become more suitable for specific learners, teachers or situations. In
preparation for particular lesson, teachers may, for example: decide to use only
part of a unit, add or delete texts or activities, replace or supplement texts or
activities with ones from other sources
Adapting existing educational materials usually requires less time and fewer
resources than developing new materials. Before using existing materials,
review the materials to ensure accuracy of information. Also, be sure to review
and evaluate the materials based on individual, community, and program needs.
You may be able to use some products and materials without any modification.
Other materials may not be appropriate for your target audience or compatible
with your program’s guidelines. These materials may require modification.
There are always sound practical reasons for adapting material in order to
take them as accessible and useful to learners as possible. However, reason for
adaption have varied and changed as the field has developed and views on
language as questions and teaching practice have become better informed y
research and experience. Within this historical context, it is easy to understand
why some teachers will wish to adapt materials.
In adapting the material, the material developers need to consider the
following procedures:
a. profiling of teaching context
b. identifying reasons for adaptation
c. evaluating
d. listing objectives
e. adapting
f. teaching
g. revising
In addition, the various techniques of adapting materials can be divided into
three main categories in term of quantity:
Plus Category
Techniques Examples
Addition Teachers may add different text and/ or activities
Teachers may expand text and activities by
Expansion
increasing the length, difficulty, depth, etc
73
Garnier, D.(2002). Textbook Selection for the ESL Classroom. Southern Alberta Institute of
Technology. Eric Digest.
Minus Category
Techniques Examples
Teachers may delete some texts and/or activities
Deletion
altogether
Teachers may decrease the number of sentences in a
Subtraction
text or part of an activity
Teachers may reduce texts and activities by
Reduction
decreasing the length, difficulty, depth, etc
Zero category
Techniques Examples
Modification Teachers may make changes to instructions
Replacement Teachers may swap one activity with another
Teachers may change the positions of texts and
Reorganization
illustration
Resequencing Teachers may change the sequence of the activities
Teachers may change the genre of a text, or move the
Conversion
content from one medium to another.
Tomlinson and Masuhara suggest that the most effective way of conducting
a material adaptation is to:
1. Have a large bank of categorized materials that you can
2. Readily retrieve for adaptation.
3. Have colleagues with whom you can share resources and who
4. Are willing to go through the adaptation process together.
5. Have colleagues who are happy to give you feedback on your adapted
materials.
6. Be in an environment in which materials evaluation, adaptation and
development are encouraged and teachers’ time and efforts are
acknowledged.
7. Revisit adapted materials and improve them.74
74
. Tomlinson, B. and Masuhara, H. 2004. Developing Language Course Material: RELC
Portfolio Series 11. . 18.
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LIST OF APPENDICES
Appendix 1: The Example of Syllabus for SMA Grade
Appendix 2: The Example of Syllabus for SMP Grade
Appendix 1: The Example of Syllabus for SMA Grade English Curriculum & Material Development 71
SILABUS
Nama Sekolah : SMA Negeri 1 Ponorogo
Mata Pelajaran : Bahasa Inggris
Kelas :X
Semester :1
Alokasi
Materi Kegiatan Sumber/
Standar Kompetensi Kompetensi Dasar Indikator Penilaian Waktu
Pembelajaran Pembelajaran Bahan/ Alat
(Menit)
Mendengarkan (14 x 45)

1 Memahami makna 1.1 Merespon makna yang terdapat
dalam percakapan dalam percakapan o berkenalan,  Mendengarkan  Mengidentifikasi makna tindak Kuis 1 x 45’ www. Esl-lab
transaksional dan transaksional (to get things bertemu/berpisa percakapan tutur berkenalan Ulangan Kaset
interpersonal dalam done) dan interpersonal h interpersonal/transa  Merespon tindak tutur tertulis CD
konteks kehidupan (bersosialisasi) resmi dan tak mis. A: Pleased to ksional melalui tape berkenalan Tugas
sehari-hari resmi yang menggunakan meet you! secara klasikal  Mengidentifikasi makna tindak
ragam bahasa lisan sederhana B: Pleased to meet  Mendiskusikan tutur menyetujui 2 x 45’
secara akurat, lancar dan you too! berbagai tindak tutur tawaran/undangan/ ajakan
berterima dalam konteks o menyetujui lain yang dapat  Merespon tindak tutur
kehidupan sehari-hari dan ajakan/tawaran/ digunakan dalam menyetujui tawaran/undangan/
melibatkan tindak tutur: undangan percakapan yang ajakan
berkenalan, bertemu/berpisah, mis. A: Come to my didengar secara  Mengidentifikasi makna tindak
menyetujui ajakan/tawaran/ party. berpasangan. tutur menerima janji
undangan, menerima janji, dan B: Thanks for the  Mendiskusikan  Merespon tindak tutur menerima 3 x 45’
membatalkan janji invitation respon yang janji
o menerima janji diberikan terhadap  Mengidentifikasi makna tindak
Berbicara mis. A: I’ll get you tindak tutur yang tutur membatalkan janji
3. Mengungkapkan 3.1 Mengungkapkan makna dalam the book. didengar secara  Merespon tindak tutur
makna dalam percakapan transaksional (to B: It’s very kind of berkelompok membatalkan janji
percakapan get things done) dan you.
transaksional dan interpersonal (bersosialisasi) o membatalkan
interpersonal dalam resmi dan tak resmi secara janji  Bermain peran Performans 4 x 45’
 Menggunakan tindak tutur
konteks kehidupan akurat, lancar dan berterima mis. A: I’m sorry I secara berpasangan berkenalan
sehari-hari. dengan menggunakan ragam can’t make it.
 Melakukan percakapan
bahasa lisan sederhana dalam B: That’s OK.  Melakukan tourist 2 x 45’
interpersonal
konteks kehidupan sehari-hari We’ll do it hunting dan  Menggunakan tindak tutur
dan melibatkan tindak tutur: some other merekam tawaran/undangan/ajakan
berkenalan, bertemu/berpisah, time. percakapannya*  Menggunakan tindak tutur
menyetujui ajakan/tawaran/
menyetujui ajakan/ tawaran/
undangan, menerima janji, dan
undangan dalam percakapan
membatalkan janji
berjanji
menerima janji
membatalkan janji

1. Memahami makna 1.2 Merespon makna yang
dalam percakapan terdapat dalam percakapan o mengungkapkan  Mendengarkan  Mengidentifikasi makna tindak 1 x 45
transaksional dan transaksional (to get things perasaan bahagia percakapan tutur mengungkapkan Kuis www.englis
interpersonal dalam done) dan interpersonal mis. A: I’m so happy to get interpersonal/ perasaan bahagia Ulangan hdaily626.c
konteks kehidupan (bersosialisasi) resmi dan tak a scholarship. transaksional  Merespon tindak tutur tertulis om
sehari-hari resmi yang menggunakan B: I’m happy for you. melalui tape mengungkapkan perasaan Tugas
ragam bahasa lisan o menunjukkan secara individu. bahagia www. esl-
sederhana secara akurat, perhatian  Mengidentifikasi makna tindak lab.com
lancar dan berterima dalam mis. A: You look fantastic.  Mendiskusikan tutur menunjukkan simpati
konteks kehidupan sehari- B: Thank you. tindak tutur yang  Merespon tindak tutur 2 x 45 Kaset
hari dan melibatkan tindak o menunjukkan digunakan dalam menunjukkan simpati CD
tutur: mengungkapkan simpati percakapan yang  Mengidentifikasi makna tindak
perasaan bahagia, mis. A: Please accept didengar secara tutur menunjukkan perhatian
menunjukkan perhatian, my condolences. berpasangan.  Merespon tindak tutur
menunjukkan simpati, dan B: Thank you so much. menunjukkan perhatian
memberi instruksi o memberi instruksi  Mendiskusikan  Mengidentifikasi makna tindak
Berbicara mis. A: Open the window! respon yang tutur memberi instruksi 2 x 45
3.Mengungkapkan B: OK. diberikan  Merespon tindak tutur
makna dalam terhadap tindak memberi instruksi
percakapan tutur yang
transaksional dan didengar
interpersonal dalam
konteks kehidupan 3.2 Mengungkapkan makna
sehari-hari. dalam percakapan  Secara Tugas
mengungkapkan perasaan
transaksional (to get things berpasangan bahagia Performans 3 x 45
done) dan interpersonal menggunakan  Menggunakan tindak tutur
(bersosialisasi) resmi dan tindak tutur dan menunjukkan simpati
tak resmi secara akurat, responnya.  Menggunakan tindak tutur
lancar dan berterima dengan
menunjukkan perhatian
menggunakan ragam bahasa  Bermain peran 4 x 45
 Memberi instruksi lisan
lisan sederhana dalam secara  Melakukan interview
konteks kehidupan sehari- berkelompok  Melakukan pertunjukan drama
hari dan melibatkan tindak
tutur: mengungkapkan
perasaan bahagia,
menunjukkan perhatian,
menunjukkan simpati, dan
memberi instruksi
Alokasi Sumber/
Kegiatan
Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Indikator Penilaian Waktu Bahan/
Pembelajaran
(Menit) Alat
2 Memahami 2.1 Merespon makna
makna teks secara akurat, lancar  Pengumuman  Mengidentifikasi  Mengidentifikasi Tugas 1 x 45 www.
fungsional dan berterima dalam lisan beberapa topic sebuah Kuis esl-
pendek dan teks teks lisan fungsional pengumuman lisan pengumuman lisan Ulangan lab.com
monolog pendek sederhana  Kosa Kata yang di tempat umum  Mengidentifikasi tertulis
sederhana (misalnya terkait dengan secara informasi tertentu Kaset
berbentuk pengumuman, iklan, pengumuman berkelompok. dari pengumuman 1 x 45 CD
recount, undangan dll.) resmi  Mengidentifikasi
narrative dan dan tak resmi dalam  Mendengarkan tujuan dari
procedure dalam berbagai konteks pengumuman pengumuman yang
konteks kehidupan sehari-hari melalui tape secara didengar.
kehidupan klasikal.
sehari-hari 2 x 45
 Mendiskusikan isi
dan bentuk bahasa
yang digunakan
secara
berkelompok
 Memberi 2 x 45
2.2 Mengungkapkan pengumuman lisan Performa
makna dalam bentuk  Membuat  Menyampaikan ns
Berbicara teks fungsional pendek pengumuman lisan undangan lisan
2 Mengungkapkan (misalnya pengumuman, secara  Menggunakan
makna dalam iklan, undangan dll.) berpasangan dan bahasa lisan
teks fungsional resmi dan tak resmi menyampaikannya
pendek dan dengan menggunakan di depan kelas.
monolog ragam bahasa lisan
berbentuk dalam berbagai konteks
recount, kehidupan sehari-hari.
narrative dan
procedure
sederhana
dalam konteks
kehidupan
sehari-hari
Alokasi
Sumber/
Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Waktu
Bahan/ Alat
(Menit)
Alokasi Sumber/
Mendengarkan Materi Kegiatan (14 x
Standar Kompetensi 2.1 Merespon
2. Memahami makna
Kompetensi Dasar
makna dalam teks
Indikator Penilaian Waktu
45)
Bahan/
 Teks lisan berbentuk
Pembelajaran Pembelajaran
teks fungsional monolog sederhana yang recount  Mendengarkan  Mengidentifikasi main idea Kuis (Menit) www. Esl-
Alat
pendek dan teks menggunakan ragam bahasa  Teks lisan berbentuk cerita/petunjuk dari teks yang didengar Ulangan 3 x 45 lab.com
monolog sederhana lisan secara akurat, lancar dan narrative melakukan sesuatu  Mengidentifikasi tokoh tertulis
berbentuk recount, berterima dalam berbagai  Teks lisan berbentuk untuk menemukan dari cerita yang didengar Tugas Kaset
narrative dan konteks kehidupan sehari-hari procedure berbagai informasi  Mengidentifikasi urutan CD
procedure dalam dalam teks: recount, narrative, secara individu peristiwa dalam teks
konteks kehidupan dan procedure  Mengidentifikasi kejadian
sehari-hari  Mendiskusikan dalam teks yang didengar
perbedaan penggunaan  Mengidentifikasi bahan 3 x 45
bahasa secara lisan dan yang digunakan dalam teks
tertulis secara procedure yang didengar
berkelompok.  Mengidentifikasi tujuan
komunikasi teks yang
didengar
4.2 Mengungkapkan makna
dalam teks monolog
Berbicara sederhana dengan  Menggunakan kalimat past
4. Mengungkapkan makna menggunakan ragam bahasa  Berdiskusi secara tense dalam
dalam teks fungsional lisan secara akurat, lancar berkelompok untuk menyampaikan sebuah
pendek dan monolog dan berterima dalam membuat sebuah cerita peristiwa Performans 2 x 45
berbentuk recount, berbagai konteks kehidupan dan bercerita secara  Melakukan monolog untuk
narrative dan procedure sehari-hari dalam teks sambung menyambung. menceritakan pengalaman
sederhana dalam berbentuk: recount,
 Melakukan monolog untuk
konteks kehidupan narrative, dan procedure  Membuat sebuah cerita menyampaikan sebuah
sehari-hari secara individu dan procedure
menceritakannya  Mendongeng
kepada teman sekelas 4 x 45
(14 x 45)
Membaca ESOL
5. Memahami 5.1 Merespon makna dan Teks tulis  Membaca nyaring  Mengidentifikasi Kuis 2 x 45 ONLINE
makna teks tulis langkah retorika teks berbentuk recount bermakna teks main idea dari Ulangan
fungsional tulis esei secara akurat, Past Tense narrative secara sebuah tertulis English
pendek esei lancar dan berterima  Jim Carrey had a individu paragraph. Tugas online
sederhana dalam konteks trip to Bunaken.  Mengidentifikasi
berbentuk kehidupan sehari-hari  Who went to  Mendiskusikan makna kata 2 x 45 English
recount, dan untuk mengakses Bunaken? berbagai aspek dari dalam teks yang K-6
narrative dan ilmu pengetahuan dalam  He went to teks seperti isi dan dibaca modules
procedure dalam teks berbentuk: recount, Bunaken struktur teks,  Mengidentifikasi
konteks narrative, dan procedure yesterday. secara makna kalimat Jakarta
kehidupan Yesterday, he berkelompok. dalam teks yang Post
sehari-hari dan went to dibaca
untuk Bunaken. To  Berlatih  Mengidentifikasi 2 x 45
mengakses ilmu 6.2 Mengungkapkan makna Bunaken, he menggunakan variasi susunan
pengetahuan dan langkah-langkah went yesterday. kalimat past tense kalimat dalam
retorika secara akurat, untuk menyatakan teks berbentuk:
lancar dan berterima Teks tulis peristiwa dan recount,
Menulis dengan menggunakan berbentuk kalimat imperative narrative, dan
6. Mengungkapkan ragam bahasa tulis Narrative untuk menyatakan procedure
makna dalam dalam konteks petunjuk.  Mengidentifikasi
teks tulis kehidupan sehari-hari Teks tulis Tugas 2 x 45
tokoh dari cerita
fungsional dalam teks berbentuk: berbentuk yang dibaca
pendek esei recount, narrative, dan Procedure Performans
 Membuat draft teks  Mengidentifikasi
sederhana procedure narrative, recount urutan peristiwa
berbentuk 2 x 45
atau procedure dalam teks
recount,
dengan melakukan  Mengidentifikasi
narrative, dan
chain writing. kejadian dalam
procedure dalam
teks yang dibaca
konteks
 Melakukan koreksi  Mengidentifikasi
kehidupan 2 x 45
teman sejawat langkah-langkah
sehari-hari
untuk retorika dari teks
menyempurnakan  Mengidentifikasi
draft. tujuan
komunikasi teks
 Menyempurnakan dibaca
draft berdasarkan
koreksi teman.  Menggunakan
kalimat past
tense dalam
menyampaikan
sebuah peristiwa
Alokasi Sumber/
Materi
Standar Kompetensi Kompetensi Dasar Kegiatan Pembelajaran Indikator Penilaian Waktu Bahan/
Pembelajaran
(Menit) Alat
(8 x 45)
Membaca 5.2 Merespon makna dalam teks
5. Memahami makna tulis fungsional pendek pengumuman,  Mengidentifikasi 2 x 45
teks tulis fungsional (misalnya pengumuman, iklan, undangan beberapa Kuis English
pendek dalam konteks iklan, undangan dll.) resmi dll pengumuman tertulis Ulangan Online
kehidupan sehari-hari dan tak resmi secara akurat, di tempat umum tertulis
dan untuk mengakses lancar dan berterima dalam secara berkelompok. Jakarta
ilmu pengetahuan konteks kehidupan sehari- Post
hari dan untuk mengakses  Mendiskusikan isi dan 2 x 45
ilmu pengetahuan bentuk bahasa yang
digunakan secara
berkelompok
Menulis
6. Mengungkapkan 6.1 Mengungkapkan makna  Membuat Performans 2 x 45
makna dalam teks dalam bentuk teks tulis pengumuman tertulis
tulis fungsional fungsional pendek (misalnya secara berpasangan
pendek dalam konteks pengumuman, iklan, dan
kehidupan sehari-hari undangan dll.) resmi dan tak mempublikasikannya
resmi dengan ragam bahasa di kelas /sekolah
tulis secara akurat, lancar
dan berterima dalam
konteks
Appendix 2: The Example of Syllabus for SMP Grade

SILABUS
Sekolah : MTs N 1 Ponorogo
Kelas : IX (Sembilan )
Mata Pelajaran : Bahasa Inggris
Semester : 1 (Satu)
Standar Kompetensi : Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan
sehari-hari
Materi Penilaian
Alokasi Sumber
Kompetensi Pokok/Pembelajar Kegiatan Pembelajaran Indikator Bentuk Contoh
Teknik Waktu Belajar
Dasar an Instrumen Instrumen
1.1 Merespon makna Percakapan 1. Tanya jawab yang  Merespon Tes lisan Pertanyaan - Respond the 2x40 1. Bahan-
yang terdapat dalam memuat berkaitan dengan ungkapan teacher’s menit bahan
percakapan ungkapan- ungkapan meminta statement! rekaman
transaksional (to get ungkapan berikut meminta dan dan T: “Are you (cassette,
things done) dan A. Are you memberi memberi sure? CD, VCD)
interpersonal sure ? kepastian, kepastian S: “.......”
(bersosialisasi) B. I am. It is mengungkapkan
pendek sederhana confirmed dan menanggapi Tes - Pilihan 2. Script
secara akurat, lancar keraguan  Merespon tertulis ganda - Choose the percaka
dan berterima untuk A. Well... I menggunakan ungkapan correct pan

berinteraksi dalam am not gambit-gambit mengungka expression to 3. Buku
konteks kehidupan sure yang relevan. pakan dan complete the teks
sehari-hari yang B. Don’t Contoh: mengangga dialogue below yang
melibatkan tindak worry Kepastian: of pi keraguan -Melengkapi relevan
tutur: meminta dan course I would per cakapan - Complete the
memberi kepastian, IKeraguan: dialogue
serta - I don’t know according to
mengungkapkan - I can’t decide the
dan menanggapi 2. Mendengarkan conversation!
keraguan percakapan yang
berkaitan dengan
materi
3. Mengidentifikasika
n gambit-gambit
yang digunakan
dalam percakapan
4. Menjawab
percakapan yang
berkaitan dengan
percakapan yang
didengarkan
1.2 Merespon makna Percakapan 1. Tanya jawab tentang  Merespon Tes tulis Isian singkat Listen to the 2 x 40 1. Bahan-
yang terdapat dalam memuat ungkapan berbagai hal terkait ungkapan dialoque and menit bahan
percakapan berikut : tema / topik dan meminta complete the rekaman
transaksional (to get ungkapan terkait pengulanga sentences. (cassette,
things done) dan I beg your materi. n CD, VCD)
interpersonal pardon?/Pard 2. Mengembangkan
(bersosialisasi) on? kosa kata terkait  Merespon
pendek sederhana tema / topik yang ungkapan 2.Script
secara akurat, lancar A. I’ve got good dipilih. menunjuka percakapan
dan berterima untuk news! 3. Tanya jawab n perhatian Buku teks
berinteraksi dalam B. Tell me more menggunakan yang relevan
konteks kehidupan about it. ungkapan-ungkapan  Merespon
sehari-hari yang terkait materi. ungkapan
melibatkan tindak A. What a 4. Mendengarkan menyataka
tutur berikut beautiful day! percakapan yang n
meminta B. It is. Shall we go menggunakan kegaguman
pengulangan, to the beach ? ungkapan terkait
menunjukkan materi.
perhatian, dan 5. Menjawab
menyatakan pertanyaan tentang
kekaguman isi percakapan.
6. Merespon ungkapan
yang diucapkan
guru.
Standar Kompetensi : Mendengarkan

2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam kontek
kehidupan sehari-hari
Materi Penilaian Alokas

Sumber
Kompetensi Pokok/Pembelajar Kegiatan Pembelajaran Indikator Bentuk Contoh i
Teknik Belajar
Dasar an Instrumen Instrumen Waktu
2.1 Merespon makna  Teks 1. Tanya jawab  Mengidentifi Tes Tulis Isian singkat Listen to the 2x40 1. Bahan-
yang terdapat dalam fungsional tentang berbagai kasi makna text and menit bahan
teks lisan fungsional /pendek hal terkait dengan dalam teks complete the rekaman
pendek sederhana - pesan singkat jenis teks fungsional sentences. (kaset, CD,
secara akurat, - iklan fungsional yang pendek: VCD)
lancar, dan - pengumuman akan dibahas pesan 2. Teks-teks
berterima untuk dengan bantuan singkat, iklan otentik
berinteraksi dalam contoh / model. dan berbentuk
konteks kehidupan 2. Membahas tujuan pengumuma prosedur
sehari-hari komunikatif dan n (misal,
ciri-ciri kebahasaan resep-
teks fungsional  Mengidentifi resep
pendek terkait kasi masakan,
tema / topik informasi manual)
tertentu. yang 3. Buku teks
3. Mendengarkan teks terdapat yang
fungsional pendek dalam teks- relevan
terkait tema / topik teks
tertentu. fungsional/p
4. Menjawab endek, pesan
pertanyaan tentang singkat,
isi percakapan iklan,

pengumuma
n
2.2. Merespon makna Teks monolog 1. Tanya jawab yang  Mengidentifi Tes lisan Unjuk kerja - Demonstrate 2x40 1. Bahan-
yang terdapat dalam berbentuk berkaitan dengan kasi berbagai how to menit bahan
monolog pendek procedure dan tema tertentu, informasi operate a rekaman
sederhana secara report. misalnya dalam teks digital (kaset, CD,
akurat, lancar, dan photography monologpen camera! VCD)
berterima untuk 2. Membahas dek The teacher 2. Teks
berinteraksi dalam langkah-langkah berbentuk Tes Pilihan will read the monolog
konteks kehidupan retorika procedure/re tertulis ganda instruction berbentuk
sehari-hari dalam berbentuk port for you prosedur
teks berbentuk procedure/report  Mengidentifi 3. Teks-teks
procedure dan report dengan kasi langkah - Choose the otentik
menggunakan retorika Melengkapi correct berbentuk
ungkapan- dalam teks kalimat answer. prosedur
ungkapan giving monolog rumpang Listen (misal,
and demanding berbentuk carefully! resep-
service procedure/re - Complete the resep
3. Mendengarkan port sentences! masakan,
rekaman teks  Mengidentifi manual)
monolog kasi tujuan
berbentuk komunikatif
procedure/report teks
4. Menjawab monolog
pertanyaan yang berbentuk
berkaitan dengan procedure/re
teks monolog port
procedure/report
yang didengarkan
Standar Kompetensi : Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks
kehidupan sehari-hari
Materi Kegiatan Pembelajaran Indikator Penilaian Alokas Sumber
Kompetensi Pokok/Pembelaj Teknik Bentuk Contoh i Belajar
Dasar aran Instrumen Instrumen
Waktu
3.1. Mengungkapkan
makna dalam Percakapan 1. Tanya jawab  Bertanya dan Tes lisan Performance Create a 2 x 40 1. Buku text
percakapan singkat memuat menggali kosakata menjawab dialogue based menit yang
transaksional (to get ungkapan- terkait tentang on the given relevan
things done) dan ungkapan: topik/tema yang meminta dan situation and
interpersonal dipelajari memberi perform it in 2. Gambar-
(bersosialisasi) A. Are you sure kepastian front of the gambar
pendek sederhana ? 2. Menjawab / class! terkait
dengan B. I am. It is merespon  Bertanya dan tema
menggunakan confirmed. ungkapan- menjawab
ragam bahasa lisan ungkapan terkait tentang 3.Benda
secara akurat, lancar materi mengungkap benda
dan berterima untuk A. Well... I am kan dan sekitar
berinteraksi dalam not sure. 3. Mendengarkan menanggapi
konteks kehidupan B. Don’t worry. percakapan yang keraguan
sehari-hari yang menggunakan
melibatkan tindak ungkapan yang
tutur: meminta dan telah dipelajari
memberi kepastian
dan 4. Menjawab
mengungkapkan pertanyaan
dan menanggapi tentang isi
keraguan percakapan
5. Melakukan
percakapan
berdasarkan
situasi yang
diberikan
3.2 Mengungkapkan 1. Tanya jawab  Bertanya dan Percakapan Tes lisan Bermain Create a 2 x 40 1. Buku teks
makna dalam menggali menjawab tentang singkat memuat peran dialogue based menit yang
percakapan kosa kata meminta ungkapan on the role relevan
transaksional (to get terkait topik pengulangan berikut : cards and
things done) dan / tema yang perform it in 2. Gambar-
interpersonal dipelajari.  Bertanya dan I beg your front of the gambar
(bersosialisasi) menjawab tentang pardon? class! terkait
pendek sederhana 2. Tanya jawab menunjukan /Pardon? tema
dengan menggunaka perhatian
menggunakan n ungkapan 3.Benda
ragam bahasa lisan terkait  Bertanya dan A. I’ve got good benda
secara akurat, lancar materi. menjawab tentang news! sekitar
dan berterima untuk menyatakan B. Tell me more
berinteraksi dalam kekaguman about
konteks kehidupan 3. Mendengark It!
sehari-hari yang an
melibatkan tindak percakapan A. What a
tutur: meminta menggunaka beautiful
pengulangan, n ungkapan day!
menunjukkan terkait. B. It is. Shall we
perhatian, dan go to the
menyatakan 4. Menjawab beach ?
kekaguman pertanyaan
tentang isi
percakapan.
5. Bermain
peran
melakukan
percakapan.
Standar Kompetensi : Berbicara

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk procedure dan report untuk berinteraksi
dalam konteks kehidupan sehari-hari
Materi Kegiatan Pembelajaran Indikator Penilaian Alokas Sumber

Kompetensi Pokok/Pembelaj Teknik Bentuk Contoh i Belajar
Dasar aran Instrumen Instrumen
Waktu
4.1 Mengungkapkan  Teks 1. Tanya jawab tentang  Menyampaikan Tes Performance 1. Announc 2 x 40 1. Buku
makna dalam bentuk fungsional / berbagai hal terkait pengumuman. Lisan e your menit teks
teks lisan fungsional pendek jenis teks fungsional  Menyampaikan school yang
pendek sederhana - pesan pendek yang akan pesan singkat. mates to relevan
dengan menggunakan singkat. dibahas.  Mempromosikan gather in
ragam bahasa lisan - iklan. 2. Mengidentifikasi (mengiklankan the lab 2. Gambar-
secara akurat, lancar - pengumuma berbagai informasi sesuatu). after gambar
dan berterima untuk n dalam teks. school! yang
berinteraksi dalam 3. Membuat draft jenis terkait
konteks kehidupan teks fungsional : 2. Tell your tema
sehari-hari - pengumuman. friend to

- pesan singkat wait for 3. Benda-
- iklan you after benda
4. Menyampaikan secara school! elektron
lisan : ik
- pengumuman.
- pesan singkat 3. Promote 4. Ruang
- iklan the multi
product media
from
your
village!
4.2. Mengungkapkan
makna dalam monolog Teks monolog 1. Tanya jawab tentang  Melakukan Tes Performance Please tell us 4 x 40 1. Buku teks
pendek sederhana berbentuk salah satu alat multi monolog lisan how to send menit yang
dengan menggunakan procedure dan media (HP, computer, pendek dalam sms using relevan
ragam bahasa lisan report. Tv, radio) bentuk your HP
secara akurat, lancar, 2. Membuat kalimat - Procedure/re (alternative 2. Gambar-
dan berterima untuk perintah/pernyataan port lain boleh gambar
berinteraksi dalam berdasarkan gambar dipilih) yang
konteks kehidupan kegiatan. Misal: terkait
sehari-hari dalam teks - Press the Observe a tema
berbentuk procedure menu button certain kind
dan report - Sellect the of things you 3. Benda-
number like best and benda
of contact report it to elektronik
3. Tanya jawab tentang the class
cara 4. Ruang
mengoperasikannya multi
(how to make a call, media
how to operate
computer, dsb)
menggunakan gambit-
gambit tertentu
- Can you show
me.....
- Sure/ I’m not sure
- Let me show you.
First..., then..., finally.
4. Melakukan monolog
dalam bentuk
procedure/report
dengan bantuan
gambar/urutan
kegiatan
Standar Kompetensi : Membaca

5.Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan
sehari-hari
Penilaian
Materi Teknik Bentuk Contoh
Kegiatan Alokasi Sumber
Kompetensi Pokok/Pembelajara Indikator Instrumen
Pembelajaran Waktu Belajar
Dasar n Instrume
n
5.1 Merespon makna dan  Teks monolog 1. Tanya jawab  Mengidentifikas Tes tulis Pertanya Answer the 4x40 1. Buku teks
langkah retorika procedure/repo tentang i makna gagasan an following menit yang relevan
dalam esei pendek rt berbagai hal dalam teks Bacaan questions 2. Buku resep
sederhana secara  Makna gagasan yang terkait berbentuk based on the bahasa
akurat, lancar dan teks procedure tema/topik procedure dan text Inggris
berterima untuk  Informasi yang dipilih report Tes lisan 3. Gambar-

berinteraksi dalam factual 2. Mengembangk Membaca Read the text gambar
konteks kehidupan  Informasi rinci an kosakata  Mengidentifikas nyaring aloud tentang cara-
sehari-hari dalam teks  Informasi dan kalimat i berbagai cara
berbentuk procedure tersirat dalam terkait tema informasi yang melakukan/m
dan report teks procedure terkait topik / terdapat dalam embuat
dan report jenis teks teks berbentuk sesuatu
 Tujuan prosedur procedure dan 4. Gambar
komunikatif 3. Tanya jawab report terkait tema
teks procedure tentang cara 5. Realia
dan alat mengerjakan/  Mengidentifikas 6. CD
membuat i tujuan 7. CD player
 Langkah sesuatu komunikatif 8. TV
retorika 4. Membaca teks teks berbentuk
- teks prosedur procedure/repor
procedure 5. Menjawab t
(purpose pertanyaan
material- tentang
steps) berbagai  Mengidentifikas
- teks report informasi i langkah
(identificatio dalam teks retorika dalam
n- prosedur teks berbentuk
description) - Tujuan procedure/repor
komunikatif t
- Bahan
yang  Membaca
diperlukan nyaring teks
- Cara berbentuk
melakukan procedure/repor
.membuat t
sesuatu
- Langkah
retorika
teks
procedure/
report
- Ciri
kebahasaa
n teks
prosedur
6. Membaca
nyaring dengan
ucapan dan
intonasi yang
tepat
5.2.Merespon makna yang  Makna gagasan 1. Tanya jawab  Mengidentifikasi Tes Tulis 1. Pilih Choose the 2 x 40 1. Buku teks yang
terdapat dalam teks dan tekstual tentang makna yang an best option, a, menit relevan.
tulis fungsional dalm teks berbagai hal terdapat teks gand b, c or d based
pendek sederhana fungsional/pen terkait tema / fungsional a on the text. 2. Contoh teks
secara akurat, lancar gumuman, topik / jenis pendek; Tes lisan fungsional :
dan berterima untuk iklan dan pesan teks yang akan pengumuman, Complete the - iklan.
berinteraksi dalam singkat dibaca. iklan, pesan 2. Isian sentences - pengumuman.
konteks kehidupan 2. Membahas singkat sing based on the - pesan singkat
sehari-hari  Ciri kosa kata dan Tes lisan kat text.
kebahasaan ungkapan yang 3. Gambar yang
5.3. Membaca nyaring teks fungsional digunakan  Mengidentifikasi Read the text relevan
bermakna teks pengumuman dalam teks ciri kebahasaan aloud
fungsional dan esei yang akan teks fungsional 3. Mem
pendek sederhana dibaca. pendek, baca
berbentuk procedure 3. Membaca teks pengumuman nyar
dengan ucapan, fungsional ing

tekanan dan intonasi pendek
yang berterima 4. Menjawab
pertanyaan
tentang isi teks.
5. Menyebutkan
jenis teks yang
dibaca dan
tujuan
komunikatifnya
.
6. Menyebutkan
ciri-ciri
kebahasaan
teks yang
dibaca.
7. Membaca
nyaring
Standar Kompetensi : Menulis

6. Mengungkap kan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam
konteks kehidupan sehari-hari
Penilaian
Materi
Kegiatan Alokasi Sumber
Kompetensi Pokok/Pembelajara Indikator Bentuk
Pembelajaran Contoh Waktu Belajar
Dasar n Teknik Instrume
Instrumen
n
6.1 Mengungkapkan  kalimat 1. Tanya jawab  Menulis kalimat Tes Tulis Uraian 1. Write 4 x 40 1. Buku teks
makna dalam bentuk sederhana berbagai hal pendek dan simple menit yang relevan
teks tulis fungsional - imperatives terkait tema / sederhana sentences

pendek sederhana - simple present topik / jenis based on 2. Buku resep
dengan menggunakan teks yang akan the bahasa
ragam bahasa tulis Teks fungsional dibahas.  Menulis teks picture Inggris
secara akurat, lancar pendek : 2. Mengamati fungsional given.
dan berterima untuk 1. iklan contoh-contoh pendek dan 2. Write an 3. Gambar-
berinteraksi dalam 2. surat pribadi teks fungsional sederhana advertise gambar
konteks kehidupan pendek terkait ment tentang cara-
sehari-hari materi. based on cara
3. Menyebutkan the melakukan/
ciri-ciri, tujuan picture membuat
komunikatif 3. Write a sesuatu
dari teks. letter to
4. Menulis kalimat your uncle 4. Gambar
pendek dan telling terkait tema
sederhana him that
menggunakan you want 5. Realia
unsur bahasa to spend
yang holiday in
diperlukan. his town.
5. Menulis teks
fungsional
pendek
berdasarkan
konteks.
6.2 Mengungkapkan  kalimat acak 1. Review  Menyusun Tes tulis Menyusu Rearrange the 4 x 40 1Buku teks
makna dan langkah dari teks berbagai hal kalimat acak n following menit yang
retorika dalam esei procedure/repo tentang teks menjadi teks kalimat jumbled relevan
pendek sederhana rt procedure yang padu sentences in a
dengan - Tujuan berbentuk good order. 2.Buku resep

menggunakan komunikatif procedure/repor bahasa
ragam bahasa tulis - Langkah t Inggris
secara akurat, lancar retorika Tes tulis Write a
dan berterima untuk  teks monolog - Ciri Uraian procedure text 3.Gambar-
berinteraksi dalam pendek kebahasaan telling how to gambar
konteks kehidupan berbentuk 2. Mengembangk  Menulis essay operate a tentang cara-
sehari-hari dalam procedure/repo an kosakata berbentuk computer cara
teks berbentuk rt dan kalimat procedure
procedure dan terkait Write a report 4.melakukan/
report topik/jenis on a certain mem
teks procedure kind of thing buat sesuatu
3. Menyusun or place
kalimat acak around you. 5.Gambar
berdasarkan terkait
urutan gambar tema
4. Menulis teks
procedure 6.Realia
berdasarkan
perintah yang
diberikan
CURRICULUM VITAE
Pryla Rochmahwati M.Pd was born in Jombang, East Java. She earned her undergraduate program from English
Department of State University of Surabaya (UNESA) in April, 2004. Since, 2010, she has been a graduate student at
the English Language Teaching Program in State University of Malang (UM). Currently, she works as an English
lecturer at English Department of the State College for Islamic Studies (Sekolah Tinggi Agama Islam Negeri / STAIN)
Ponorogo. Her teaching and interest include, Curriculum and Material Development, CALL (Computer Assisting
Language Learning), and Self-motivated Learning. She conducted some researches dealing with fostering students’
critical thinking in speaking, implementing task-based active learning in teaching speaking and mix method research
on the implementation of project based learning for teaching speaking. Furthermore, she has been attending several
English teaching seminars and conferences such as TEFLIN, ELITE, FOLITER and LOOW4 as presenter. She, also, has been invited to be a speaker of
workshops for several topics dealing with creative and innovative techniques for teaching English. Email: [email protected].
ENGLISH CURRICULUM
AND
PENERBIT : STAIN Po PRESS

Jln Pramuka No 156 Ponorogo. Telp (0321) 481277,
email [email protected]

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CETAKAN KETIGA 2017

JUDUL BUKU : ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT

CETAKAN KETIGA 2017

PENERBIT : STAIN Po PRESS

One of the important factors to increase education quality is curriculum. In order to

Ponorogo, September 2017

Pryla Rochmahwati, M.Pd

LESSON VI COMPONENT OF CURRICULUM : TEACHING ...................................................36

LESSON I CURRICULUM AND SYLLABUS

The processes of developing, implementing, and evaluating a curriculum may

2. Curriculum as the product

Hutchinson and Waters define syllabus as a statement of what is to be learnt and

C. The Differences between Curriculum and Syllabus

Unit 1 Properties and Shape

E. The Importance of Curriculum in Language Teaching

LESSON II COMPONENT OF CURRICULUM: NEED ANALYSIS

Historically, need analysis introduced into instruction of language through

A. Definition of Need Analysis

sometimes involves looking at the expectations and requirements of other

B. The Purposes of Need Analysis

C. The Target of Need Analysis

D. Steps and Techniques for Conducting Needs Analysis.

 How well the current processes meet these clients’ needs

7. Use the results

There are some kinds of instruments used in conducting in need analysis.

Affective refers to attitudes, appreciations and relationships among others.

Example of well-written objective in affective view

Example of well-written objective in cognitive view

o Behavior : will be able to accurately identify the constructivist examples and

Example of well-written objective in psychomotor view

D. The Importance of Goals and Objectives

LESSON IV COMPONENT OF CURRICULUM: ASSESSMENT AND TESTING

A. Making Decision in Testing

B. Matching Test to Purpose

relation to the performance of a particular group of individuals, we call it a

2. Criterion-Referenced Test (CRT)

3. Comparing Norm-Referenced and Criterion-Referenced Approaches

The essential difference between these definitions is that the

D. Student’s Knowledge of the Questions

Differences between Norm-Referenced and Criterion-Referenced Test

E. Matching Tests to Decision Purposes

skills points objectives of objectives of

F. Adopt, Develop, and Adapt Language Test

3. Adapting language test

G. Organizing and Using Test Results

LESSON V COMPONENT OF CURRICULUM : MATERIALS

A. Framework for Material Design

syllabus should eventually include examining instructional objectives,

development. Such a blueprint might eventually form part of a teachers manual

C. Where Do Materials Come From?

LESSON VI COMPONENT OF CURRICULUM : TEACHING

A. The Role of Institution

2. Quality criteria in an institution

providing quality educational services. They have a clearly articulated mission.

3. The Teaching Context

B. The Role of Teachers

5. Support for teachers

C. The Teaching Process

7. Maintaining good teaching

Regular observation of teachers by others teachers or supervisor can provide