141 534 1 PB
141 534 1 PB
141 534 1 PB
LECTURERS' PERSPECTIVES
Umi Rahmawati
Tidar University
Corresponding email: [email protected]
ABSTRACT
1. Introduction
“Curriculum is an academic plan that consist of eight elements; they are
purpose, content, sequence, learners, instructional processes, instructional
materials, evaluation that enrich learning. (Stark and Lattuca,2009). From the
statement above, it is quite clear that curriculum has an important point in
teaching and learning process. Here, curriculum stands as the key of teaching
and learning process which means that curriculum and its design will give direct
impact in the content, process, and also output. In designing it, content, process
and also output of every curriculum has to be clear, and suitable with the need of
the learners. Designers need to pay attention to the learners and also society that
keep changing from time to time, and it changes their needs, for learning, for
sure.
There are three approaches that is stated from Richard (2013) in
designing curriculum for language learners; They are forward, process, and
backward. Each of those approaches has its own characteristic, such as starting
point, output or result, and etc. That becomes the reason why we cannot choose
one approach and judge another before we take a look on the learners as the
target.
Lecturer as a facilitator that leads teaching and learning process has a big
role in designing curriculum. It is clearly explained on Undang-UndangNomor
12 Tahun 2012 Pasal 35 Ayat 2on curriculum that
statesKurikulumPendidikanTinggidikembangkanolehsetiapperguruantinggideng
anmengacupadaStandarNasionalPendidikanTinggiuntuksetiap program studi
yang mencakuppengembangankecerdasanintelektual, akhlakmulia,
danketerampilan. It deals with lecturers who have big role in designing
curriculum for their own students in higher education, since they are people who
face them almost everyday and know what exactly becomes their needs, wants,
lacks.
This study aims to know which approach that fits better in designing
language curriculum in higher education according to lecturers' perspective and
lecturers' role in designing it. The writer conducted the study in Tidar University
(Untidar) in Magelang.
Curriculum
Word "curriculum" comes from latin word "currere" which means run or run
away. It means that curriculum is way that make the course run well to reach
the goal.
Stark and Lattuca (2009) state that curriculum is an academic plan that
consists of eight elements; They are purpose, content, sequence, learners,
instructional processes, instructional materials, evaluation that enrich
learning.
b. Central
Process deals with how the class is conducted or what methodology that
is needed by lecturer to conduct the class. Methodology is defined as
type of learning activities, procedure, and technique which are
implemented by lecturer to teach in class. Throughout the twentieth
century, lecturers need to insert some technology in making teaching
strategies. Lecturer need to pay attention to creative, interactive, and
communicative environment in choosing what methodology that will be
implemented.
Process Content
Outcomes
c. Backward
Backward approach is started with output. Output refers to learning
outcomes, that is, what learner will get or will be able to do after they
had the class. It can be a target that needs to be achieved by every student
in class without exception. This might be a standardized test such as
TOEFL, or as simple as students are able to do something. For example,
if lecturer conducts a class which has output "students are able to make
speech text and practice it in front of the class", lecturer needs to do
something in conducting the class to make sure that every student is able
to make speech text and practice it in front of audience.
Process
Outcomes
Content
Lecturers' role
Jadhav (2013) explains in her journal that lecturer has important role in
designing curriculum in higher education. Lecturers are people who meet
students everyday in class. Because they meet everyday lecturer can know
how is their condition, their needs, wants, and what exactly they accept as
well as what kindof teaching method and strategy that must be understood
well by them. This strategy and method that they need for designing lesson
plan and syllabus must be considered as one important thing in designing
curriculum, dealing with what curriculum approach that they need to
increase their knowledge and achievement in class, but still make them
comfortablein their study.
Olagteru-Olagbegi (2016) from Simon Fraser University suggests that
lecturers need to constantly search for new method and strategy in teaching
learningin conducting the class. Appropriate curriculum is needed to make
them able to design such enjoyable class condition which gain their interest.
They need to facilitate students well in class and design what curriculum that
really can bring students’ significant learning experience, instead of just
sharing what problem that will be faced by students, but without giving any
solution and preparation for them in facing it. In conclusion, lecturers’ has
important role in designing curriculum for “their own students” in higher
education.
Previous Studies
A study from Van Lier (2000) concluded that a classroom cannot start from
input, which make lecturers are thinking about what to teach first, either
output of the class which only make them focus on what to achieve.
Everything is about process, about how to provide environment that make
students’ feel that they have powerful opportunities to do many powerful
actions to make the material unforgettable. Therefore, something is needed
to make students feel that are in heterogenous group with many differences,
which encourage them to share what they know one to another and to the
lecturer (Van Lier, 2008).
Based on those two studies, the writer questioned that what approach is
actually needed to be used in making curriculum in higher education, and
how important are lecturers’ role in making that curriculum.
2.1.Methodology
2.2.1. Research Method
The writer used qualitative method in this study. Ndae (2013)
explained that qualitative method deals with the use of word to elaborate
the result of the study. Moreover, it has more benefit for writer in
analyzing the data that wereobtained.
2.2.2. Subject of the Study /Participants
The participants of the study is five English lecturers for
undergraduate program of English Department in UntidarMagelang.
They are chosen because they have experience in designing curriculum
for language learners, especially in Untidar. Furthermore, the writer
wants to know what they exactly think if they are asked about what
approach that is better to design curriculum for their students in Untidar,
since they meet they students almost everyday and the subject who will
implement it.
2.2.3. Instrument of Data Collection
The instrument that is used is open-ended questionnaire with four
statements. Participants are asked to give check on one of their choice of
each statement, among Strongly Disagree, Disagree, Agree, or Strongly
Agree. Then, participants also give explanation about their reason why
they choose that arguments.
c. Lecturers’ Role
Statement number 4 deals with the role of lecturer in designing curriculum, all
of the participants (100%) agreed that lecturers have important role in designing
curriculum.
“Lecturers are important since they will implement the curriculum.” (L1)
“Lecturers’ role is important, since theywill apply the curriculum so they need to
know how to apply it in correct way.” (L4)
“Lecturers’ role is important since they will apply the curriculum by themselves.”
(L5)
From explanation for L1, 4 and 5, they stated that lecturers have important point
since they will apply that curriculum itself to their learners, so that they need to
understand the curriculum well. The content, activity, and output must be
understood by them.
“Lecturers know what learners needs.” (L2)
“Lecturer is key point in designing curriculum for learners, many things depend on
them.” (L3)
In L2 and L3 explanation, lecturers’ role becomes important because they know
students’ need. How lecturers can know students need analysis can be done by
observation. They are people who meet students almost everyday in class, they must
understandthe condition of the class, the teaching strategy that is suitable for them,
etc. What they do everyday can represent an observation of students. By Doing so,
slowly they will understand their lacks, wants, and needs. Furthermore, from that
need analysis lecturers will deliver the observation to curriculum designers, so that
they can design suitable curriculum based on that analysis. The role of lecturers does
not stop here. As the facilitators who teach students directly in class, lecturers need
to know how to implement the curriculum in correct way for their students. How to
do it is by making suitable lesson plan with activities that can be done by them and
increase their skills. Thatis the lecturer’s role in designing curriculum.
4. Conclusion
Curriculum is fundamental basis that needs to be developed, so that in
designing it, people need to concern about many aspects related to them. The
aspects are analysis, society or environment, etc. In making curriculum they
need to think on such aspects. Moreover, according to the curriculum standard of
Kemenristekdikti, curriculum is a prgram that is arranged to achieve a goal, so
that goal becomes important point in curriculum.
For curriculum designers especially language curriculum, there are three
approaches. They are forward, center, and backward. Forward approach is an
approach that concernS to content at first, center concern to process, and
backward concern to output at first. No matter what approach is used, it must
have advantages and disadvantages.
In this point, the role of lecturer is needed. The reason why they are
needed is to choose which one of those approaches that is suitable in making
curriculum for their learners. Then, how to choose it? Lecturers who have
already done some “natural” observations of their learners through their
meetings almost everyday can analyze their observation, then deliver students
need, lacks and wants to curriculum designer, who are also lecturers. Thus,
designers need to relate the curriculum to society and some conditions.
This study proved that according to lecturers’ perspectives in Tidar
University, backwars approach stands as the suitable approach that has less
problem in the process of making and also implementing. It also proved that
lecturers have important role as well,since they are the ones who make, and
apply the curriculum.
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