Penjelasan
Penjelasan
Curriculum in perspective
Kurikulum tidak hanya bisa dilihat dalam satu sisi saja, ada beberapa perspective dalam kueikulum
Humanities
Social science
Natural science
- Kurikulum sebagai ilmu berlandaskan filosofis yang terdiri dari filsafat, teori, praksis, model.
- Kurikulum sebagai sistem dengan berlandaskan sosiologis dan kultural : hieraki sistem dan proses sistem.
- Kurikulum sebagai rencana yang berlandaskan psikologis dan landasan ilmu & teknologi.
Pada tahun 1945 tepatnya pada 1947 kurikulum atau rencana pembelajaran dirinci dalam rencana pelajaran terurai.
Pada tahun 1965-1968 dibuat rencana untuk pedidikan sekolah dasar yang bernama kurikulum sekolah dasar.
Terjadi perkembanan yaitu pada tahun 1973 menjadi kurikulum Proyek Perintis Sekolah Pembangunan (PPSP)
Terdapat revisi kurikulum pada tahun 1997
Pada 2004 berkembang menjadi Kurikulum Berbasis Kompetensi (KBK)
Pada tahun 2006-2014 siswa diindonesia menggunakan Kurikulum Tingkat Satuan Pendidikan (KTSP)
Dan pada tahun 2015-sekarang menggunakan Kurikulum 2013
Lingkup : Pengajaran
Komponen Tujuan
Tujuan kurikuler Topik bahasan
Mata-mata pelajaran Metode pengajaran
Evaluasi pengajaran Buku-handout
Buku-handout Media/AVA
Program pengajaran Tes hasil belajar
Modul, psket
CAI
Media AVA
Rencana evaluasi
Design bimbingan
Design ko/ekstrakurikuler
Language setting
Pengaturan bahasa merujuk pada 'totalitas peran komunikasi' (Gumperz 1968) dalam komunitas bahasa apa pun. Perencana
program perlu memahami dan mengevaluasi pentingnya pengaturan bahasa dalam hal efeknya pada peserta didik dan proses
pembelajaran. Misalnya, pengaturan bahasa mungkin salah satu di mana ada dukungan kuat untuk pembelajaran bahasa target
(TL).
Sementara dalam pengaturan berbahasa Inggris tujuan bahasa sering dikaitkan dengan proses akulturasi keseluruhan
(Schumann 1978) dari imigran baru, pekerja migran, atau dengan kursus khusus untuk orang asing yang menghabiskan waktu
terbatas di negara itu, tujuan untuk belajar bahasa Inggris dalam lingkungan non-Inggris sering terkait erat dengan keseluruhan
proses modernisasi masyarakat.
At the national level, the authority might be a curriculum advisory committee, while at the local level it could be a teachers'
committee assigned the task of preparing a new program. In either case, the process requires translating societal needs and
expectations into operational and attainable goals. In the case of the advisory committee a draft document specifying overall
educational goals would be prepared, then passed on to a syllabus committee. In the second case, the teachers' committee would
prepare both the specifications of the goals and the course syllabus with its more specific objectives.
Most new programs are designed either to remedy the deficiencies in existing ones or to expand and improve them. It is
imperative, therefore, to begin any new endeavor with a thorough survey of existing conditions. In describing a program currently
in operation, five basic components of the program should be examined:
1.The existing curriculum and syllabus.2. The materials in use.3. The teacher population.4. The learners.5. The resources of the
program.
The task, of course, is traditionally carried out through written documents which are given any number of different names :
guides, planes, outlines, etc. in our discussion, however, two titles are used : curriculum and syllabus. 1. A curriculum contains a
broad description of general goals by indicating an overall educational curtural philosophy which applies across subject together
with theoretical orientation to language and language learning with respect to the subject matter at hand. A curriculums often
reflective of national and political trends as well.2. A syllabus is a more detail and operational statement of teaching and learning
elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined
objectives at each levels.
4. How Goals Become Realized Through Instructional Plans
The connection between general goals at the curriculum level and specific objectives at the syllabus level is evident in the effect
which goals have on the three concerns of syllabus: The dimensions of language content, processes or means, and product or
outcomes. In general, curriculum goals tend to place emphasis on one or another of these dimensions.
3) Dimensi produk
Produk dalam desain silabus mengacu pada spesifikasi hasil yang diharapkan dari suatu program studi. Spesifikasi ini
digunakan oleh berbagai kelompok dengan cara yang sangat berbeda. Agen sumber daya yang menugaskan kursus dan perencana
baru yang mengusulkan mereka menggambarkan hasil yang diantisipasi untuk membenarkan dosis, menyoroti manfaat, atau
keduanya, sementara otoritas pembuat kebijakan menggunakan spesifikasi seperti itu untuk mengakses kegunaan kursus untuk
populasi pelajar yang dimaksud. Hasil kursus dapat dibagi menjadi jenis yang berorientasi pengetahuan atau berorientasi
keterampilan. Ketika perencana kursus memilih untuk fokus pada aspek pengetahuan produk kursus, mereka harus mendaftar
elemen-elemen konten yang diharapkan untuk dikuasai peserta didik. Pada dasarnya, pernyataan hasil yang berorientasi pada
pengetahuan akan menjawab pertanyaan: apa yang diharapkan diketahui peserta didik pada akhir kursus? Coment dapat
ditentukan sebagai pilihan membaca akual yang akan dibahas selama kursus, sebagai struktur atau fungsi linguistik, sebagai kosa
kata.
The basic dilemma which course pianners must reconcile is that language is infinite, but a syllabus must be finite. Moreover,
this finite or selected content requires some kind of organization, or format in a shape which the best suited to be particular
projects objective. In this section, five possible type are:
1.The Storyline Format
2.The Matrix Format
3.The Cyclical Level
4.The Modular Format
5.The Linear Forma
The right method for implementing the curriculum principles above is the Reflective Maternal Method (MONE, 2005: 25).
The teacher's role is recognized as a facilitating one, with learners proceeding according to their own nner capacitics, not in a lock-
step plan solely of the teacher's creation. An attitude of cooperation and sharing is stressed, as well asi an emphasis on group
activities. A central theme is that it is the teacher's responsibility to lessen anyi feelings learners may have of anxiety or feat.
Learners should not feel shy about speaking or asking questions.
Sociollinguistics views any language as inseparable from its sociocultural context. Therefore, most of the theoretical work in
sociolinguistics has been directed towards constucting hypotheses concerning the nature of this connection between language and
society or culture.
Communicative goals have produced profound changes in the three dimensions of a syllabus. In language content, the shift has
been marked by an enlargement in the scope of the entire area. The intention of this chapter is to show the communicative
approach is not a system which replaces older ones, but rather alters and expands the component of the existing ones in terms of
language content course products, and learning processes. The most significant contribution of the communicative approach is
that it has brought about a more comprehensive view of language teaching and learning. Communicative goals have brought about
more comprehensive view of the language component.
According to Wilkins (1976), the notional syllabus which he proposed can incorporate conceptual and functional components into a
learning/teaching syllabus. 1. What kind of semantic-grammatical knowledge does a learner need to have in order to
communicative effectively?. 2. What kinds of skills are needed for communication?. 3. What types of learning/teaching activities
will contribute to the acquisition of the communicative skills?. In a notional syllabus, the focus on grammar is no longer just the
internalization of rules, but rather a view a grammar within a communicative frame work. In other words, once the communicative
task is defined we can select structural features necessary to complete it. Or similarly, a visitor in an American home who answers
the offer for a cup of coffee by saying, Yes, of course, why do you ask? will probably offend the hostess unintentionally. These
examples illustrate the point made by Hymes (1972) that communicative competence consists of both grammatical and socio
cultural rules of he target of language. It provides, therefore, the rules which enable speakers to choose potential linguistic forms
which carry illocutionary intent.