CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter aims to review some literature related to the study. This chapter

discusses some topics related with curriculum, syllabus, and lesson plan.

2.1 Curriculum

Curriculum is an aspect of a broader field of education activity known as

curriculum studies. It focuses on determining what knowledge, skills and values

students learn in school, what experiences should be provided to bring about

intended learning outcomes, and how teaching and learning in school or education

system can be planed, measured and evaluated. According to Friach

(1993),curriculum is a key element in the educational process; it’s scape is

extremely broad, and it touches virtually everyone who is involved with teaching

and learning.

In addition, (Doll,in Dewanti, 2009) stated that curriculum is planned and

guided learning outcomes, formulated through the systematic reconstruction of

knowledge and experience, under the auspices of the school, for the learner’s

continuous and willful growth in personal social competence.

2.1.1 The Process of Curriculum Development

According to Richards (2001),curriculum development process always

consists of a basic four step cycle, each step is described in the following section.

1. Analysis

Often in curriculum development activities, there is an absence of philosophic

consensus, which detracts from the spirit and efficiency of the developmental
 effort. Because the goals of public education are multiple and ever changing,

philosophic consensus is difficult. The proses of clarifying values and setting

goals can be perceived as a both time consuming and redundant. Yet without

such a basic operation, curriculum development remains largely unstructured

and directionless. In order to make clear and correct decision in planning

curriculum development the situation must be analyzed and the ultimate goals

identified. Organizing development must be rational in terms of objective.

2. Design

Once the intentions of the curriculum improvement effort are clear, relevant data

about desired changes must be organized and placed into the form of an action

plan . Such a plan clearly identifies what to be done, the order of change to be

made, a time estimate for changing various responsibilities for parts of the plan,

and the anticipated result of these efforts. Collectively, these part of the plan

serve to communicate to all person involved what to happen.

3. Implementation

The activation of the curriculum design often calls for the some sort of

management system that takes the basic plan for changing or improving the

curriculum and ”drives” it toward completion. In this step, the things are such as

the application of resources and training for those in need of skill. Most

curriculum development efforts at this stage are a basic ”time, distance, and

rate“ problem, with the resources applied being the primarily variable

4. Evaluation

The evaluation of curriculum development effort monitors the progress of the

effort toward achievement of desired goal. Actually, this stage is usually a

 “validation” of progress, rather than an”evaluation” or judgment the result. To

make sure that changes are occurring as desired, that improvement are

directional, and that result are as anticipated by the improvement design.

2.1.2 Types of Curriculum

Nurdin (2005) states that there are many types of curriculum as follows ;

a. Separated Subject Curriculum

In this type of curriculum, the material is classified based on separate

they lessons do not have relationship each other.

b. Correlated Curriculum

Correlated curriculum is one type of curriculum which shows the

relationship between one lesson and another lesson but still, pays attention to

the characteristics of each lesson.

c. Integrated Curriculum

In integrated curriculum, the lesson is focused in one problem or special

topic. For example, there is a problem where all of the lessons focus on one

special topic. In the integrated curriculum, the material should be appropriate

with the life of the students out of the school. The lesson in school should be

able to help the students to solve problem out of the school.

2.1.3 Component of Curriculum

Purwanto (2008) stated that there are four component of curriculum :

a. The purpose of curriculum

The purpose of national education is to increase the quality of human resources

such as discipline, good attitude, responsible independent and educated.

b. The Content and the structure of curriculum

The content of the curriculum should be related with knowledge and

learning experience and it must be given to the students to reach the

educational objective. The curriculum content must be appropriate with

the level of education. There are some criteria in choosing the content of

curriculum, such as :

a. The content of the curriculum must include the clear material

b. The content of the curriculum can help to reflect the purpose of

education

c. The content of the curriculum must reflect the social truth; it

means that it is appropriate with the demand of the real life in

community.

d. The content of the curriculum must include the

scientific of education it means that it must include the intellectual

aspects, morality and social in balance.

e. The content of curriculum must be appropriate,

accurate and meaning full for the development of the students.

c. The strategy of Implementing the Curriculum

The strategy of implementing curriculum gives direction on how

to implementing the curriculum in school. The education program must be

implemented truly in school so it can influence and bring the students to

reach the goal of education. Therefore, the component of strategy in

implementing the curriculum has an important role in reaching the purpose

 of education. There are some aspects that must be considered in

implementing the curriculum.

• The level of education

The level of education means that there are differences in institutional

purpose, content and education structure, strategy in implementing

curriculum, the tool of curriculum and the evaluation system.

• Teaching learning process

Teaching learning process is the real activity or curriculum operation

that was decided. Teaching learning process is also on activity to

influence the students in one situation that can happen in the interaction

between the teachers and the students, students and students or students

and their environment.

d. The evaluation of curriculum

Curriculum is a system, so it can be identified as follows ; 1) input,

2) the process of the implementing the program, 3) program output and

4) feedback. The evaluation to the curriculum input includes evaluation

in energy source which develops the education program. The evaluation

process includes the evaluation of implementing of curriculum strategy

related with teaching and learning process, guidance and illumination,

administration, teaching media and evaluation of the result of learning.

2.2 Syllabuss

Arccording to Richards (2001:2) “Syllabus is a specification of the content of

a course of instruction and list what will be taught and tested”.

 Ayuni (2008) states that 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.

From the definition above, syllabus can be concluded as a specification of

learning plan of a certain course which includes listing of the content to be learned.

It is a statement of the plan for any part of the curriculum.

2.2.1. Components of Syllabus

Based on the KTSP curriculum, there are eight components which can help the

teachers in developing their syllabus (Diknas,2006 ).

• Standard Competence

Standard competence is deveined as the standard of the students minimum

competence required after joining a learning process of certain subject.

• Basic Competence

Basic competence is conversion of standard competence. It is knowledge skill,

and, attitude that should be mastered by the students to indicate that they have

been achieve the required standard competence.

• Indicator

Indicator refers to some more specific aspects of a basic competence. Indicator

in syllabus also become a sign which show that there is a change behavior

toward the students.

• Core materials

Core materials are part of the knowledge structure of context, process, topic of

study and skill. The involvement of the core materials in syllabus is meant to be
 umbrella for earch of the material description in the students learning

experiences.

• Learning experiences

Learning experiences entail the order of the students activities to achieve a

certain basic competence. The learning approach used should be gradual ( from

the simplest – to the most difficult; from the most concrete – into the most

abstract ; from the nearest – up to the farthest )

• Assessment

Assessment refers to collecting, analyzing, and interpreting the student’s

learning progress done continuously to get meaningful information to make a

certain decision. The chose of the assessment form ; paper and pencil test,

student’s product, project and portfolio should be intended to motivate the

student’s logical thinking and creativity in learning a certain subject.

• Time allocation

Time allocation refers to the time planning of the learning process and the

length of time needed to achieve a certain basic competence.

• Sources

Sources are the material sources used for teaching and learning process. They

can be books, brochures, magazines, newspaper, poster, map, photograph,

picture, and environment.

 • Instruments

Refers to the learning aids which could smoothen and facilitate the teaching and

learning process. The instrument are used to enrich the student’s interest,

prevent (make concept, more concrete), to be able to grow values and to be

simple (be easy to make and keep).

2.3 . Lesson plan

Accourding to Neil (1990) lesson plan indicates strategies and procedures

‘ for students engagement, lesson plan is an outline of important points of a lesson

arranged in which they are presented, including : (1) activities of the student and

instructor, (2) specific points to be made and (3) resource to be used, when, and

how to use them. The lesson plan should be detailed enough so that instructors with

similar backgrounds can conduct the same course with a minimum preparation

(Bannet, 2004). In addition, Widiyanto (2004) says that the term lesson plan is

popularly. Considered to be a unified set of activities that cover a period of

classroom time, usually ranging from 45 to 95 minutes.

From the definition above, we can conclude that lesson plan is a guidance and

teaching outline of the teacher, used to teach in teaching learning process, it

provides objectives, direction, teaching materials, sources, references, and

classroom’s activitie

2.3.1 The Components of lesson plan

Lesson plan has eight components. There are basic competencies,

learning, result, indicator, main material, teaching media, lesson plan, time,
 and evaluation (Murhadi,2003). Besides, Purwanto (2008) says, that the main

components of lesson plan are :

1. Goal (s) : The goals of the lesson

2. Objectives : What the students gain from the lesson

3. Material equipments : What the teacher takes / arranges to have in the

classroom.

4. Procedures : It contains (1) opening, (2) sequencing (pre-

teaching, whilst teaching, post teaching)

5. Pacing : The extent to which a lesson maintains its

momentum and communicates a sense of

development. How much time is to a allocate each

part of the lesson?

6. Closure : It servers (1) what has been leaned, (2) integrate

and review of lesion, (3) prepare students for other

learning.

Based on several views above, the existence of those components in the

lesson plan is very important. It is because those components can show each

part of the lesson plan as the teachers personal planning. Teachers have to put

their lesson plan in order to make good lesson plannig.

2.3.2 The Problems of Lesson Plan

 According to Hanricsen, Smith, and Barker (1997), there are some problems

of teacher not using lesson plan:

a. Aimless wandering and failure to achieve objective, it means the teacher in

teaching learning activity may wander aimlessly without ever achieving its

objective, the teacher and students may never achieve to objective of the

course.

b. Needed teaching materials of equipment not available; the teacher may show

up to teach and find that their didn’t bring the necessary materials or

equipment.

c. Poor connection with preceding or subsequent lesson.

In addition, lack of planning can lead to faced the problem during their

teaching and learning activity, they are;

a. Poor or reduced learning.

b. Frustration (for both the teacher and the students)

c. A waste of time, effort and money

As we know, that lesson plan useful for teachers during their teaching and learning

activity there are some benefit when the lesson taught by well planed thy are:

a. Avoid frustrations and unpleasant suprises

b. Stay on track

c. Achieve their objective

 In summary, lesson planning also allows the teacher to visualize (and, therefore,

better prepare for) every step of the teaching process in advance. This visualization

typically increases teacher success.

A STUDY OF LESSON PLAN DEVELOPMENT FOR THE FIFTH

GRADES BY THE ENGLISH TEACHER AT SDN BEJI 2 – BATU

By:

Name : Merina Suryaningsih

NIM : 06360096

UNIVERSITY OF MUHAMMADIYAH MALANG

THE FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

2011