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Personal Assignment

Muhammad Zaid Syahid Subject: Curriculum & Material Development

Lecturer: Iskandar, S.Pd., M.Ed., Ph.D.

December 4th, 2018

Answer these questions!

1. In many instances, curriculum Let us start by stating that education is a wide area of science, and classroom teaching
is designed by specialist to be is only a small piece of it. Since curriculum is a set of instructions to be implemented in
implemented by teacher in the classroom situations, having specialists designing the curriculum of course will
the classroom. Discuss what benefits the teachers. It saves their time so they can put more attention focusing on the
the benefits of having ‘classroom things’, such teaching materials development, classroom management and
curriculum design specialist evaluation. Designing and developing curriculum also needs wide area of
are! If you think there are consideration such as planning (policy making), specifying the purposes and limits
drawback, discuss them as (environmental analysis) and so on, which teachers commonly not prepared to.
well. Designing curriculum needs more than a teacher, even though he/she is the one whom
(150-200 words) it intended to apply.
Since the ones who are expected to use it are not those who made it, it’s common that
the whole sets (curriculum) cannot be faithfully implemented, because the real
situation in the classroom where the curriculum implemented is usually different with the
expected situation when it is designed. This becomes worse if teachers are not involved
in curriculum design and production.


2. Snyder (1992) identify 3 Well, the first two perspectives are basically different from the last as fidelity and mutual
perspective implemented adaptation perspective both view the curriculum as an entity produced by experts to
curriculum: be implemented by teachers through instructions, while the curriculum enactment
 fidelity perspective, perspective view curriculum as it is shaped through the evolving construct of teacher
 mutual adaptation and students. If curriculum can be considered as a ‘final’ product according to fidelity
perspective and, and mutual adaptation perspective, enactment perspective tends to see that the final
 enactment perspective. form of curriculum appears when it is implemented on the classroom level.
How are these perspectives Furthermore, the difference between fidelity and mutual adaptation perspective lies on
different one another? what they’re concerning at. Fidelity is product oriented. It concerns about whether the
(100-150 words) execution is ‘according to plan’ or not. The mutual adaptation on the other hand more
like ‘process oriented’, it is concerning how a curriculum is adapted during the
implementation process by both the developer and users (teachers).

3. There are two approaches: Target Language-removed context treats learned-language purely as a science, just
 Target language-removed like math, history or biology. At the classroom level, in the terms of curriculum, it will be
context (TL Removed taught according to the instruction set provided and the only purpose is to achieve the
Context), goal provided in the curriculum. When it happened, the job is done.
 Target language- Usually, in the country where English is not the mother tongue, at the classroom situation
embedded context (TL we will clearly recognize this context by the language spoken during the learning
Embedded Context). process.
How does each operate at Contrary, Target Language-embedded context deals with language not just as a
classroom level? In your subject, it also covers the surrounding context in which the learned language might be
practice teaching so far, used. The class not just try to achieve what is set in the curriculum, they will also put
which one do you adopt? some efforts to provide the language as ‘soft skill’ for later use. I used both of this
Why? context according to the students’ need and their level.
(100-150 words)


4. From your article reading, The article provided several good points of view about curriculum, the context of
what do you think the area(s) language in which it is applied and so on. Speaking of language curriculum, it always
of language curriculum that attracts my attention to find out why the language teaching in Indonesia (it is taught
is/are needed to inquire for from elementary to university level) seemed not enough to provide the students with
research? Explain the areas! adequate skills and knowledge to use language not only as a science/knowledge, but
And if you are asked to also skills and use for everyday needs. I would like to find out where the problem lies. It is
determine of the topic, what is true that English for example not the first language; but having it learned from
the tittle of your research may elementary to university level, we have English learned over 10 years. Where the
look like? problem exactly is? Is it the curriculum? Or the way it is implemented? Is it the teachers?
(100-150 words) The possible title may be “English Continuous Learning in Indonesia. Why It is not
enough? (An Overview of 2013 Curriculum)”.