CHAPTER 1

INTRODUCTION
A. Background
The curriculum takes an important rules in creating an effective education for the society.
It describes the objectives, content, and all the planning that determines the direction and the
educational process. The curriculum is implemented in the learning process. Therefore, the
curriculum and learning cannot be separated because it is a union of mutual influence.
Along with the times and the demands of society, the world of education must innovate in
education. Educational innovations will run and reach the target if the education program is
designed and implemented in accordance with the conditions and demands of the times.
Therefore, the curriculum in Indonesia, as well as the language curriculum, has undergone
several changes and development over time. Hopefully, the curriculum is able to construct a
teaching guideline that make up the human beings who are able to interact and adapt to its
environment, both internally and externally for the realization of national and state life better.

Chapter II
Summary
1. Definition of Curriculum and Syllabus
Curriculum is the complete set of taught material in a school system. It is prescriptive (as
opposed to the descriptive syllabus, which is the outline of topics covered. If the curriculum
prescribes the objectives of the system, the syllabus describes the means to achieve them).
Curriculum comes from a Latin word which means the course of a chariot race. However,
curriculum has come to mean much more than a prescribed one track race and calls for a search
for an understanding that gives meaning to education that is both functional and ethical
Curriculum as a guiding document helps teachers in understanding standards that students need
to achieve at the end of a developmental stage. The curriculum document will indicate what to
teach, how the curriculum is to be taught and help in checking whether the curriculum is
taught as per the document.
Over the years, curriculum has meant different things to different educationists. Some
simply equate curriculum to the syllabus that is to be transmitted in the class. A syllabus gives a
more focused outline for particular subjects. It cant be equated, because a curriculum is for a
course but a syllabus is for a subject, says Dr. Yasmin Jayathritha. The curriculum is the
superset and syllabus is the subset of curriculum.
The syllabus is the content, the list of topics/concepts to be taught, whereas the
curriculum is a consideration of the objectives, the content, methods chosen to achieve those
objectives. It could/should contain a consideration of the kind of assessment one will use to
check progress. Curriculum is developed keeping in mind the standards students should achieve
from well- researched best practices.
Curriculum is designed so that the teaching and testing are aligned with the standards set
for each developmental stage, adds Vimala Nandakumar. Some see it as an end-product, which
is to be achieved through a prescribed plan with pre-set objectives. For others, it is the interaction
between knowledge, students and teachers. A curriculum can be a teachers friend or an enemy

depending on how the teacher plans to use it. The curriculum can be a straight-jacket or a crutch
or a spring-board. For a teacher the curriculum stops being stifling if she understands what it is
meant to achieve. But most use it, often badly, as a crutch because they make no effort to engage
with it or understand what it hopes to achieve. Once a teacher understands that, she can use it or
work around it to achieve the same ends, says Dr. Gurveen Kaur.

2. Factors Affecting the Foreign Curriculum

A. Philosophy of education
Philosophy of education plays an important role in shaping the education system in the
country, especially in Malaysia. The philosophy of our national education are as follows:
Indonesian Philosophical Construct of National Education is expected to be a dynamic
and contextual frame in the development of theory, praxis education system and nationality, as
well as a reference in solving problems of national education from a philosophical point of view.
This type of study is a philosophical study, namely hermeneutical studies.
According Nasution (1982) identified several benefits of the philosophy of education,
namely:
1) Philosophy of education can determine the direction to be taken to where the children through
education in schools? School is an institution established to educate children in the direction
desired

by

the

community,

the

nation

and

the

state

2) Philosophy and educational purposes round gives unity to all the effort of education.
3)The purpose of education allows the residents assess their business, to Which the goal is
reached.
4) The purpose of education to provide motivation or encouragement for educational activities.

B. THE COMMUNITY
Curriculum formulated and implemented in accordance with the requirements and
demands of society. Society also determine whether the curriculum is suitable or not with their

wishes. However it is not easy to meet all the demands of the curriculum and its contribution to
society in culture, especially in a complex society and undergoing rapid changes.
Hilda Taba ( 1962 :24) says :
" It is not an easy task to establish what demands society makes on education and
what contribution education can or should make to culture, especially in a
complex society in which vast and rapid changes are occuring."
Continuous assessment or study is needed to ensure that the objectives and requirements
of the education community really came true. For example, in an industrial society, education
should have a strategy to the characteristics of the economic, political, social and cultural
community. In agricultural societies, the characteristics are different curriculum.
C. Political Factors
Francis

P.

Hunk

(1987)

in

his

book

"Planning

Currikulum

state:

"Curriculum Development is also a political process. It requires dealing with people and their
various power bases and their views of what makes for good education"
Bondi Wiles (1989) in his book `Curriculum Development: A Guide to Practice 'also
explains the political influence in the formation and development of a curriculum.
This clearly shows that curriculum development is influenced by the political process, because
every time the helm of a country's exchange, then every time that the curriculum will be
reviewed. Education curriculum be an important channel for each body to give stronger their
influence. Government is responsible for setting the National Education Policy in line with the
wishes of the government.

D. Factor of national development and growth of the world

Curriculum development was also influenced by the country's development and progress
of the world. Countries that want to move forward and build a curriculum that should not be
static. Therefore it should be changed in accordance with the times and advances in science and
technology.
According Hida Taba (1962):
"Technology has changed and is changing not only the face of the earth and the
institutions of our society, but man itself"
The above statement clearly shows that technological development has brought rapid
change in human life on this earth. Hence the development of curriculum should be in line with
national development and progress of the world. Education curriculum should emphasize science
and engineering skills or vocational training for skilled manpower needed in an age-tech and
sophisticated. (Ee Ah Meng, 1995)

E. Factors of social change

In addition to being a channel of knowledge and academic skills training, the school is also a
social agent. Through education in schools, social values needed in the country absorbed.

Today the problem of moral decay and crime among youth and growing disciples., Drinking,
smoking, promiscuity and crime do things like steal, rob, rape and so on. These problems if not
addressed immediately, will destroy and prevent the development of the country.

Recognizing this, the state has established the National Education Philosophy which aims to
develop the potential of individuals in a holistic and integrated to create a harmonious and
balanced human intellectually, spiritually, emotionally and physically .. With the development of

the curriculum should be in line with the social changes that value- values in the individual does
not survive in the mainstream of development (Mohammad Nor, 1990; Hamid Hj. Husin, 1994).

F. Factors planning and implementing curriculum

Rapid changes in society and the world today make the curriculum should be adjusted
over time. Accordingly curriculum planners responsible for reviewing from time to time.
Abortion, change or addition to the curriculum should be done with the times, the needs of
society and the progress of the country.
We live in a changing society, ie new knowledge always found, while the old knowledge
that proved inaccurate be upgraded. Increase knowledge of many issues pose a problem choosing
what to learn and reconsider how learning should occur. By realizing that pupils should be
prepared to adapt to the rapidly changing demands of society, teachers and curriculum designers
should review what they submit to the disciples (Hj Kamaruddin. Husin, 1994).

3. CURRICULAR STAGES
Curriculum Stages is a systematic way of going about planning instruction, even though
it does not consist of some inflexible set of steps to be followed in strict order. Curriculum
decisions made at one stage are not independent of decisions made at other stages, and so the
curriculum-design process tends to be iterative, various stages being returned to for
reconsideration and possible modifi-cation. But recognizing the different tasks and problems at
each stage is important in making the process work. The stages, which are considered in turn in
the rest of this chapter, are establishing curriculum-design specifications; conceptualizing a
curricu-lum design; developing a curriculum design; and refining a curriculum design
A. Curricular design
Curriculum design is an aspect of the education profession which focuses on developing
curricula for students. Some education professionals specialize in curriculum design, and may
spend all of their time working on curricula, rather than teaching in the classroom, while in other

cases working teachers develop their own curricula. Curriculum design is also practiced by
parents who homeschool their children, sometimes with the guidance of an experienced
education professional who can provide advice and suggestions, and sometimes with the
assistance of experienced homeschoolers.
In many nations, specific benchmark standards are set for education to ensure that
children across the nation achieve a similar level of education. For example, a government may
dictate when children should start to learn multiplication and division, set standards for reading
ability, and so forth. One aspect of curriculum design involves reviewing these standards and
determining how they can be met or exceeded.
Curriculum design is purposeful.
It is not just to have a course of study. Its grand purpose is to improve student learning,
but it may have other purposes as well. Whether the purposes are in harmony or in conflict,
explicit or implied, immediate or long-range, political or technical, curriculum designers do well
to be as clear as possible about what the real purposes are, so that they can respond accordingly.

Curriculum design is deliberate.

To be effective, curriculum design must be a conscious planning effort. It is not casual,
nor is it the sum total of lots of different changes being made in the curriculum over weeks,
months, and years. It involves using an explicit process that identifies clearly what will be done,
by whom, and when.
Curriculum design is creative.
Curriculum design is not a neatly defined procedure that can be pursued in a rigorous
series of steps. At every stage of curriculum design there are opportunities for innovative
thinking, novel concepts, and invention to be introduced. Good curriculum design is at once
systematic and creativefeet-on-the ground and head-in-the-clouds.

Curriculum designs can fail.

There are many ways in which curriculum designs can fail to operate successfully. A
design can fail because one or more of its components fail or because the components do not
work well together. Or, the people who have to carry it out may reject the design because they
misunderstand it or find it distasteful. In most cases, however, curriculum designs are neither
wholly satisfactory nor abject failures. Indeed, a key element in curriculum design is to provide
for continuous cor- rection and improvement, both during the design process and afterward.
B. Determining Aims
Michael Reiss and John White show this by beginning with overarching aims that will
equip each learner to lead a personally fulfilling life and help others do so too. From these, they
derive more specific aims covering the personal qualities, skills and understanding needed for a
life of personal, civic and vocational well-being.
C. Program preparation
The planning and preparation of teaching
One of the most important (principles of good teaching) is the need for planning. Far
from compromising spontaneity, planning provides a structure and context for both teacher and
students, as well as a framework for reflection and evaluation. We have seen that one of the
advantages of small group teaching is that it provides opportunities for in-depth discussion,
reflection and consolidation of learning. Small group teaching is also costly in terms of time and
physical resources, so it is important to maximize the learning that can be achieved by forward
planning and appropriate structuring of activities.
There are four fundamental questions a clinical teacher should ask themselves when
planning a teaching session.

Who am I teaching? The number of learners and their study level or stage in training.

What am I teaching? The topic or subject, the type of expected learning (knowledge,
skills, behaviours).

How will I teach it? Teaching and learning methods, length of time available, location of
teaching session, access to patients, internet resources, clinical skills models, etc.

How will I know if the students understand? Informal and formal assessments,
questioning techniques, feedback from learners.
b. The development of teaching and learning material

The process of developing the draft standards propositions reflects the steps undertaken in
previous standards development work. These steps include:
1. teacher discussions to explicate key domains and potential standards;
2. teacher consultations and feedback to refine the domains and initial draft standards;
3. teacher explorations and feedback to consider the draft domains and standards;
4. stakeholder consultation and feedback on the shape and structure of the domains and
standards; and
5. validation of the standards.

D. Classroom implementation
The implementation for structuring multimedia-based teaching learning material. A new
lesson manager tool generates lesson graphs following a pre-selected teaching strategy. These
lesson graphs are then used for implementing the curriculum of the lesson. The system software
architecture and the lesson navigation system are briefly explained. The lesson navigation system
using different teaching strategies
was tried out successfully in two standard lectures with three undergraduate learning groups.
Different statistical tests were undertaken to evaluate the collected students utterances.
Teaching act.

The foundations of effective teaching are not all explicitly behavioral, or only for
disabled people. They apply equally well to teaching any person with any degree of ability or
disability. These principles should be mastered thoroughly by anyone who is going to teach.
Teaching depend on the interpretation of the official curriculum, the teacher sympathy with it,
the teachers belief and his or her profesional capacity to perform in certain ways.
Learning act.
Learning is skill acquisition and increased fluency. A teacher is anyone who affects the
environment so that others learn. Learning depends on the students needs and interest,
motivation, capabilities.

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

References
Taba. H. (1962). Curriculum Development - Theory & Practise. New York: Harcourt, Brace and
World.
Wiles. J. & Bondi. J.(1989). Curriculum Development: A Guide to Practice. Ohio: Merrill
Publishing Company.
Brown, James Dean, 1995, The Element of Language Curriculum, A Systematic Approach to
Program Development
Hasan, S. Hamid, 1988, Evaluasi Kurikulum, Departemen Pendidikan dan Kebudayan Direktorat
Jenderal Pendidikan Tinggi, Jakarta.
http://mujahid.tripod.com/math4.html