This Paper Organized To Fulfill One of the Tasks on
Curriculum Development
Curriculum Development
INTRODUCTION
A.
Background
Historically,
need analysis introduced into instruction of language through movement of ESP
between 1960 till 1970. Although, this matter of need analysis do not suggested
only for ESP, but also for the student of foreign language in general. Even,
need analysis have been conducted informally for years by all teacher which
wish to assess what language that the student need to learn. It is true,
various activity which usually referred as "approach" is different
expression of students' desire to look for what the student need to
learn.
Longstreet (1993:166) “the curriculum represents our
joint decisions about how we should prepare our children not only for their own
possible futures but also for the maximum benefit to society”. Development of curriculum differentiate among
some term, among result of education, that is: Target of ( goals): purpose
Education is to give long-range direction to student. A target can assist and
guide in its attainment, but do not fully can reach. Target (objective): Target
differ from target, in meaning they can reach it. But quite a few which do not
reach because target is group orient.
Materials development is both a field of study and practical undertaking.
As a field it studies the principles and procedures of the design,
implementation and evaluation of language teaching materials’ (Tomlinson 2001:
66).
DISCUSSION OF NEED ANALYSIS
A. The Objective of Need Analysis
The term ‘need’ is not
straight forward as it might appear, and hence the term is sometime use
to refer to wants desire, demands, expectation, motivation, lacks, constrains, and requirements (Brindley 1984, 28). Need are often
describe in term of a
linguistic deficiency, that is, describing the different between what a learner can presently do in a language and what
he or she should be able to do. This suggest
that need objective reality and are simply they are waiting to be identified and analyzed. Porccher (1977, inbrinley, 1984,
29). Often do different perspective:
need is not a thing that exist and make the encountered ready-made on the
street. It is a thing that
constructed center conceptual network and the product of a number of epistemology cal choises
(which are not innocent themselves, of course).”
Need often describe in
term of language needs, that is, as a language needed to survive in an English dominant society.[1]
B. The Users of Need Analysis
The
need analysis can do for several of different users. For example, when do need
analysis to help revise secondary English curriculum in the country, the last
user includes:
- Curriculum official at service
education that possible want to use that information to evaluate syllabus,
curriculum, and the material.
- The teacher who will teach from the
new curriculum,
3.
The student who will be
taught from curriculum,
- The writer who is preparing the new
learning book,
- Testing personnel, who are involved
in developing end-of-school assessments
- Staff of tertiary institutions, who
are interested in knowing what the expected level will be of the students
existing the schools and what problem they face.
C. The Target Population
Target population in a
need analysis refers to the people about whom information
will be collected. In language program these will be language learners and potential language learners. For
example in conducting the a need analysis to determine
the focus of an English program in public secondary school in an EFL context, the target population might
be:
1.
Ministry of education official
2.
Teachers
3.
Students
4.
Academics
5.
Employers
6.
Vocational training specialist
7.
Parents
8.
Influential individual and
pressure groups
9.
Academic specialist
10. Community agencie
D. The Procedure for Conducting Need Analysis
Procedure
for collecting information during a need analysis can be selected from among the following:
1. Questionnaire
The advantage from the Questionnaire are:
a)
One the most common instrument
used
b)
They are relatively easy to
prepare
c)
They can be use with the large
number of subjects
d)
They obtain information that is
relatively easy to tabulate and analyze
e)
They can also be used to elicit
information about many different kinds of issues such as language used,
communication difficulties, preferred learning styles, preferred classroom
activities, attitudes, and beliefs.
The disadvantages of questionnaire are:
a)
Sometimes the information
obtained may be not appropriate and will need a follow up to gain more
understanding of what respondents intends
b)
It must become familiar with
the principle of a good questionnaire to ensure that the information obtained
is reliable
c)
We must piloting the
questionnaire to indentify ambiguities and other problems before the
questionnaire is administrated.
2. Self-Rating
These consist of scale
that the students or others use to rate their knowledge and abilities. It might be include as part of a questionnaire.
The disadvantage from
these instruments is that it provides only impressionistic
and the information that is not very precise.
3. Interviews
Interview allow for more
information than is possible with a questionnaire. Though it only possible for a small group. It may often be
useful at the preliminary stage of
designing a questionnaire, since it will help the designer get a sense of what topics and issues can be focused
on the questionnaire. It can be conducted face
to face or in a telephone.
4. Meetings
A meeting allows
collecting a large number of information in a fairly short time. Information
obtained in this way might be impressionistic and subjective and reflect the
ideas of more outspoken members of group.
5. Observation
In addition observation is a specialized skill. Knowing
how to observe, what to look for,
And how to make use of the information obtained generally required specialized
training.
6. Collecting Learner Language
Samples
Language sample might be
collected through the following means:
a)
Written or oral task
b)
Simulation of role plays:
students are given simulation to carry out and their performance is observed or
recorded
c)
Achievement test: students are
tested for their abilities in different domains of language use
d)
Performance test: students are
tested on job related or task related behavior, such as “how well job interview
can be carried out in english”
7. Task Analysis
This refers to analysis
of the kinds of task the learners have to carry out in English in a future occupational or educational setting and
assessment of the linguistic
characteristics and demand of the task.
8. Case Studies
With the case study a
single student or a selected group of a student’s is followed through a relevant work or educational experience
in order to determine the
characteristic of that situation. Although it is generally not
possible to generalize from a case
study, it provides a very rich source of information that may complement information obtained from
other sources.
In any situation where
the need analysis is needed, a large amount of relevant
information is generally available in various sources. These include:
a)
Books
b)
Journal articles
c)
Reports and surveys
DISCUSSION OF GOAL AND OBJECTIVES
1. Definition goals and objectives
Goals are high level statments
that provide overall contexs for what the project is trying to achieve, and
should align to bussines goal.
- Principles of curriculum developing Materials
Curriculum development based on the following principles:
1. Principle goal-oriented
Curriculum development aimed at achieving certain goals,
which starts from the national education goals. Curriculum objectives are the
elaboration and efforts to achieve the objectives of certain units and levels
of education.
2. Principle of relevance
Development of curriculum which includes objectives, content
and delivery systems should be relevant to the needs and circumstances of
society, the development of science and technology.
3. Principles of efficiency and effectiveness
Curriculum development should consider in terms of efficient
utilization of funds, time, energy and resources available in order to achieve
optimal results.
4. Principle of flexibility
A flexible curriculum easily adapted, modified, supplemented
or reduced based on the demands and the state of ecosystems and local
capabilities, so it is not static or rigid.
5. Principle sustainable
Curriculum
that is continuously drawn parts, aspects, materials, and study materials
arranged in sequence, not freely, but with each other to have a meaningful
functional relationship, according to education level, in units of the
structure and level of developmental education students.
6. Principle of integration
Curriculum designed and implemented based on the principles of
integration. Integrated planning starts from the problem or topic and the
consistency between its elements.
7. Principles of quality
Quality education means learning the implementation of a
quality, medium quality results-oriented education to quality education.[2]
- Type
of Teaching Materials
1. Overt,
explicit, or written curriculum
The
overt curriculum is usually confined to those written understandings and
directions formally designated and reviewed by administrators, curriculum
directors and teachers, often collectively.
2. Societal
curriculum
As defined by Cortes (1981). Cortes defines
this curriculum as: ... [the] massive, ongoing, informal curriculum of family,
peer groups, neighborhoods, churches organizations, occupations, mass, media
and other socializing forces that "educate" all of us throughout our
lives.
3. The
hidden or covert curriculum
Longstreet and Shane (1993) offer a
commonly accepted definition for this term.
. . . The "hidden curriculum,"
which refers to the kinds of learning’s children derives from the very nature
and organizational design of the public school, as well as from the behaviors
and attitudes of teachers and administrators.... "
4. The
null curriculum
That which we do not teach, thus is giving students the message that
these elements are not important in their educational experiences or in our
society.
5. Phantom curriculum
The messages prevalent in and through exposure to any type of media.
These components and messages play a major part in the enculturation of
students into the predominant meta-culture, or in acculturating students into
narrower or generational subcultures.
6. Concomitant
curriculum
What is taught, or emphasized at home, or those experiences that are
part of a family's experiences, or related experiences sanctioned by the
family. Rhetorical curriculum
7. Curriculum-in-use
The formal curriculum (written or overt) comprises those things in
textbooks, and content and concepts in the district curriculum guides. However,
those "formal" elements are frequently not taught. The curriculum-in-use
is the actual curriculum that is delivered and presented by each teacher.
8. Received
curriculum
Those things that students actually take out of classroom; those
concepts and content that are truly learned and remembered.
9. The internal curriculum
Processes, content, knowledge combined with the experiences and
realities of the learner to create new knowledge. While educators should be
aware of this curriculum, they have little control over the internal curriculum
since it is unique to each student.
10. The electronic curriculum
Those lessons learned through searching the Internet for information, or
through using e-forms of communication. (Wilson, 2004)[3]
CONCLUSION
A.
Need Analysis
As the teacher or even
institution should be aware of their impetus on successful teaching by
conducting this needs analysis through some procedures.such as:
1.
Questionnaire
2.
Self-Rating
3.
Interviews
4.
Meetings
5.
Observation
6.
Collecting Learner Language
Samples
7.
Task Analysis
8.
Case Studies
B.Goals And
Objectives
Goals are
long-term aims that you want to accomplish. Goals is Target of education to reach according to level and type
go to school or each education institute.
Objectives
has the word ‘object’ in it. Objects are concrete. They are something that you
can hold in your hand.
The Differences between
Goals and Objectives
Here
is an easy way to remember how they differ:
Goals has the word ‘go’ in it. Your goals should go
forward in a specific direction
Objectives
has the word ‘object’ in it. Objects are concrete. They are something that you
can hold in your hand.
C.MATERIALS
Principles of curriculum developing Materials
Curriculum development based on the following principles:
1.
Principle goal-oriented
2.
Principle of relevance
3.
Principles of efficiency and effectiveness
4.
Principle of flexibility
5.
Principle
sustainable
6.
Principle of integration
7. Principles of quality
- Type
of Teaching Materials
1.Overt, explicit, or
written curriculum
2.Societal curriculum
3. The hidden or covert
curriculum
4.The null curriculum
5.Phantom curriculum
6.Concomitant curriculum
7.Curriculum-in-use
8.Received curriculum
9.The internal curriculum
10.The electronic
curriculum
Oleh:
1.
Masnuahtul Khoiroh
2.
Yeni Rahmawaty
3.
Laili rahmawati
4.
Fitriana Ratna Puri
5.
Ahmad shofiyulloh
Lecturer:
Pryla Rahmawati M. Pd.
Pryla Rahmawati M. Pd.
Jack C Richard. Curriculum
Developement In Language Teaching. Cambridge University, page: 55
Oemar Hamalik, Kurikulum dan
Pembelajaran, (Jakarta: Bumi Aksarsa, 1995)hal 30-32
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