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Fithriyah putri perdana

Batch 3/ NIM: 1888103009

Midterm Examination of EFL Curriculum Development Design

a. Please, tell the complete processes of developing or designing the intended

curriculum through analytical and critical writing. Don’t forget to give detailed

description for each process.

1. Formulate Learning Objectives (instructional objective)

There are three stages in formulating learning objectives. The first stage that

must be considered in formulating goals is understanding three sources, namely

students (source of student), society (source of society), and content (source of

content). The second stage is to formulate tentative general objectives or competency

standards by taking into account the basis of sociology (sociology), then screened

through two other foundations in curriculum development, namely the foundation of

philosophy of education (philosophy of learning) and psychology of learning, and the

last stage is formulating precise education or basic competencies.

2. Formulating and selecting learning experiences (selection of learning experiences)

In formulating and selecting learning experiences in curriculum development,

we must understand the definition of learning experiences and the psychology of

learning foundation. Learning experience is a form of interaction experienced or

carried out by students designed by the teacher to gain knowledge and skills. Learning

experiences that students must experience as learning activities illustrate student

interactions with learning objects. Learning takes place through active student
behavior; what he does is what he learns, not what the teacher does. In designing and

selecting learning experiences also pay attention to the psychology of learning.

There are five general principles in the choice of learning experiences. The five

principles are:

first, the learning experience provided is determined by the objectives to be achieved,

second, the learning experience must be sufficient so that students get satisfaction

from the provision of various kinds of behaviors that are implied by the intended

outcome

third, the desired reaction in the learning experience makes it possible for students to

experience it (involved),

fourth, different learning experiences can be used to achieve the same learning goals,

and

fifth, the same learning experience will provide a variety of outputs (outcomes).

3. Organizing Learning Experiences (organization of learning experiences)

Curriculum organization or design is needed to make it easier for students to

learn. In organizing the curriculum can not be separated from several important things

that support, namely: about the theory, concepts, views about education, student

development, and community needs. Organizing the curriculum is closely related to

the educational goals to be achieved. Therefore the curriculum determines what will

be learned, when the right time to study, the balance of learning materials, and the

balance between aspects of education that will be delivered.

4. Evaluating (evaluating) the curriculum

The final step in curriculum development is evaluation. Evaluation is an

ongoing process in which data is collected and consideration is made for the purpose

of improving the system. Careful evaluation is essential in curriculum development.


Evaluation is felt as a decision making process, while research as a data collection

process is the basis for decision making. Curriculum planners use various types of

evaluation and research. The types of evaluation are context, input, process, and

product. While the types of research are action, description, historical and

experimental. On the other hand curriculum planners use formative evaluation

(process or progress) and summative evaluation (outcome or product).

There are two curriculum evaluation models, the Saylor, Alexander and Lewis

models, and the CIPP model designed by the Phi Delta Kappa National Study

Committee on Evaluation, chaired by Daniel L. Stufflebeam. According to the Saylor,

Alexander, and Lewis model, there are five curriculum components evaluated, namely

goals (goals, subgoals, and objectives), the overall education program (the program of

education as a totality), special segments of the education program (the specific

segments of the education program, learning (instructional), and evaluation program

(evaluation program), the first, third, and fourth components have a contribution to

the second component (the overall education program) In the fifth component, the

evaluation program, it is strongly recommended to evaluate the evaluation of the

program itself, because this is an independent operation that has implications for the

evaluation process.

The CIPP model combines three main steps in the evaluation process, namely

delineating, obtaining, and providing; three classes of change settings namely

homeostastic, incrementalism, and neomobilism); and four types of evaluation

(context, input, process, and product); and four types of decisions (planning,

structuring, implementing, and recycling). Curriculum evaluators employed by the

school system can come from both inside and outside. Much curriculum evaluation is
borne by the teachers where they work. In evaluating, it must meet four evaluation

standards, namely utility, feasibility, propriety, and accuracy.

Curriculum evaluation is the culmination of curriculum improvement and

development. Evaluation is placed at the last step, evaluation connotes the end of a

cycle and the beginning of the next cycle. Improvements in the next cycle are made

based on the results of the evaluation of the previous cycle.

b. Give one example of English Curriculum at any level of formal or informal education that

needs to be developed and designed into better one. Don’t forget to give your analytical and

critical perspectives of why the curriculum should be developed and designed into better one.

 KTSP (Education Unit Level Curriculum)

Definition of KTSP: According to Government Regulation Number 19 of 2005

Concerning National Education Standards Chapter 1 Article 1 Paragraph (15)

Education Unit Level Curriculum (KTSP) is "Operational curriculum compiled by

and implemented in each educational unit." KTSP is a refinement of the 2004

curriculum ( KBK) is an operational curriculum compiled and implemented by each

education unit or school (Muslich, 2007: 17). The curriculum has been implemented

gradually starting in the academic year 2006/2007, at the level of primary and

secondary education.

 why the curriculum should be developed and designed into better one?

Some weaknesses in KTSP and its application, among others:

· Lack of human resources which are expected to be able to describe KTSP in most

existing education units.

· Lack of availability of supporting facilities and infrastructure as completeness.

· There are still many teachers who do not comprehend KTSP comprehensively, both

the drafting concept and their practice in the field.


· The application of KTSP recommends that reducing class hours will reduce the

income of teachers.

· Some of these KTSP advantages are supporting factors for schools to improve the

quality of learning. While the weakness factor is an inhibiting factor that must be

anticipated and overcome by the school and is also a concern for the government so

that the application of KTSP will not only add to the list of problems faced in our

education world.

Thus, the basic idea of KTSP is to develop democratic and non-monopolistic

education by giving greater autonomy to schools in curriculum development, because

each school is seen to know better about the condition of its education units.

c. Submit also both of old curriculum that you take as the example of English curriculum

which needs to be revised (developed and designed into the better English curriculum) and

new English curriculum that has already revised.

No KTSP Kurikulum2013

1 Certain subjects support certain Each subject supports all competencies (Attitudes,
competencies Skills, Knowledge)
2 Subjects are designed to stand alone Subjects are designed to be related to one another
and have their own basic and have basic competencies that are bound by the
competencies core competencies of each class
3 Indonesian language is parallel with Indonesian as a subject for other subjects (attitude
other subjects and language skills)
4 Each subject is taught with a different All subjects are taught with the same approach
approach (scientific) through observing, asking, trying,
reasoning ...
5 Each type of learning content is Various types of learning content are taught related
taught separately and integrated with each other. The content of
science is integrated and used as a driver of other
learning content
6 Thematic for classes I-III (it hasn’t Integrative thematic for classes I-III
been integrative yet)
7 ICT as it’s own subject ICT is a learning tool, used as a medium for
learning other subjects
8 Indonesian language as knowledge Indonesian as a communication tool and carrier of
knowledge
9 For high school there are majors since There are no high school majors. There are
class XI compulsory subjects, specialization, inter interests,
and deepening interests
10 High school and vocational school High school and vocational school have the same
without similar competence compulsory subjects related to the basics of
knowledge, skills and attitudes.
11 Major in Vocational School is very Majors in SMK are not very detailed until the field
detailed of study, in which there are groups of specialization

Each curriculum has its own characteristics and characteristics. KTSP is an operational

curriculum that is prepared and implemented in each education unit. While the 2013

curriculum is part of continuing the development of the Competency Based Curriculum

(CBC) which was pioneered in 2004 to include competency attitudes, knowledge, and skills

in an integrated manner. The 2013 curriculum and KTSP have differences like KTSP subjects

that are designed to stand alone and have their own basic competencies while the 2013

curriculum designed subjects are related to one another and have basic competencies that are

bound by the core competencies of each class. Besides that, another difference is seen in the

KTSP curriculum for high school students, there are majors since class XI, whereas for the

2013 curriculum, high school students do not have high school majors. There are compulsory

subjects, specialization, inter interests, and deepening interests.