Escolar Documentos
Profissional Documentos
Cultura Documentos
A. Identitas
Nama Dosen : Rizka Safriyani, M.Pd
Golongan : III-B
Alamat Kantor : Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah IAIN Sunan
Ampel Surabaya Jl. A. Yani 117 Surabaya
Alamat Rumah : Kencanasari Timur xx/19 Surabaya
Tempat Konsultasi : Ruang Jurusan Pendidikan Bahasa Inggris
Jam Konsultasi : Di luar jam kuliah dengan waktu yang disepakati
Nama Matakuliah : Curriculum and Material Development
Program Studi : Pendidikan Bahasa Inggris
Bobot/Semester : 2 sks/ V
Kelas/Waktu : C (07.30-09.10)
Kelompok Matakuliah : MKK (ELT)
Hari Perkuliahan : Rabu
Mata kuliah ini membekali mahasiswa dengan pemahaman apa itu kurikulum, terutama
kurikulum Bahasa inggris yang ada di Indonesia. Mahasiswa juga diarahkan untuk membuat
syllabus Bahasa Inggris dan pendukung-pendukung administrasi pengajaran seperti RPP, PROTA
dan PROMES. Mereka juga akan mengembangkan rencana pembelajaran dan memilih serta
mendesain pembelajaran dengan aktifitas-aktifitas komunikatif.
E. KEGIATAN PERKULIAHAN
Kegiatan perkuliahan berupa presentasi, diskusi dan praktek mengajar sesuai RPP yang dibuat.
Meeting Date Content
1. 21 Sept Course Overview
2. 28 Sept Overview of Curriculum Development in Language Teaching
3. 5 Okt Four categories of language teaching activities
Overview of curriculum components
The relationship among teaching and curriculum activities
4. 12 Okt Need Analysis: Theory
5. 19 Okt Need Analysis: Practice
6. 26 Okt Goals & Objectives
7. 2 Nov Syllabus Design : Types of Syllabus Design
8. 9 Nov UTS
9. 16 Nov Lesson Planning : Models of Lesson Plan
10. 23 Nov Teaching Materials and Equipment
11. 30 Nov The Curriculum Development in Indonesia: KTSP
12. 7 Des PROTA/Program Tahunan, PROMES/Program Semester, RPE/Rencana Minggu Efektif
13. 14 Des English Sylabus Design in Indonesia
14. 21 Des Planning English Lesson (RPP) in Indonesia
15. 28 Des Rethinking Curriculum: Analisa Kebijakan Kurikulum Bahasa di Indonesia
16. 11 Des UAS
4. Assessment:
Class Attendance : 5%
Active Participation : 10%
Assignment : 15%
Midterm Test : 30%
Final Test : 40%
______________________________
Total : 100%
5. Assessment Tools:
Assignment : Reading and making a mind map.
Midterm Test : Practice of student’s needs analysis.
Final Test : Designing English Syllabus & Lesson Plan.
References:
Brown, J.D. 1995. The Element of Language Curriculum: A Systematic Approach to Program
Development. Boston: Heinle & Heinle
Brown, H.D. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson
Graves, K. 2000. Designing Language Courses: A Guide for Teachers. Canada: Heinle & Heinle
Richard, J.C. 2001.Curriculum Development in Language Teaching. Cambridge: Cambridge University
Press
-------, 1990. The Language Matrix. Cambridge: Cambridge University Press
Woodward, T. 2001.Planning Lessons and Courses.Cambridge: Cambridge University Press
Website:
Badan Standar Nasional Pendidikan (BNPS)
Pusat kurikulum
SATUAN ACARA PERKULIAHAN ( SAP )
I. Course Description
This course aims to provide students with a general understanding of the major approaches, theories,
and issues of language curriculum and materials evaluation. Topics to be covered include (1) the
definition and evolution of second language curriculum, (2) needs and situation analysis, (3) different
syllabus designs, (4) curriculum theorizing, (5) curriculum implementation, (6) materials adaptation,
selection, & evaluation, (7) hidden curriculum & morality, (8) curriculum inquiry (research approaches),
& (9) curriculum evaluation. These concepts will be taught by a discussion-based & task-based teaching
method; we will discuss the above abstract topics by connecting them to our own experiences,
conducting research projects of our interests, and examining different English language
syllabus/curriculum/course designs and various kinds of English teaching materials. By so doing, this
course aims to equip students with the ability to critically analyze, design and evaluate a language
program/course and/or teaching materials.
II. Competences
C. LEARNING OBJECTIVES/COMPETENCE
Competences
Discern and articulate the need(s) driving the development or revision of a
course, workshop or learning event. 2. Select, use, and justify appropriate
strategies and methodologies for developing a course.
3. Develop or modify a
course or workshop.
4. Determine, select, and use adult learning activities and
experiences.
Tentative Schedule
Situation syllabus
Van Ek
Functional-notional syllabus
ESP Widdowson
Discussion: Critique 2
(參考黃光雄、楊龍立)
Ramanathan et al.
-Authenticity Breen
Ramanathan, V., Davies, C. E., & Schleppegrell, M. J. (2001). A naturalistic inquiry into the
cultures of the two divergent MA-TESOL programs: Implications for TESOL. TESOL
McKay, S. L. (2003). Toward an Appropriate EIL Pedagogy: Re-Examining Common ELT Assumptions.
White, R. (1993). The ELT curriculum: design, innovation, and implementation. Blackwell.
Yalden, J. (1987). The communicative syllabus: evolution, design and implantation. Prentice-Hall.
Breen, M. (1985). Authenticity in the language classroom. Applied Linguistics, 6 (1), 60-70.
Clarke, D. F. (1989). Materials adaptation: why leave it all to the teacher? ELT Journal, 43 (2), 133-141.
Sheldon, L. E. (1988). Evaluation ELT textbooks and materials. ELT Journal, 42 (4), 237-246.
Edge, J. & Wharton, S. Autonomy and development: living in the materials world (295-311)
Long & Crooke. (1992). Three approaches to task-based syllabus design. TESOL Quarterly,
Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
Widdowson, H. G. (1987). English for specific purposes: criteria for course design. In M. H. Long, & J. C.
Richards, (1987). Methodology in TESOL: A book of reading. Singapore: Harper & Row.
van Ek, J. (1987). The threshold level. In M. H. Long, & J. C. Richards, (1987). Methodology in TESOL: A
Course Requirements
3 Group Project (GP) (2-3 students) (Oral Presentation with brief summary & outline) 20%
5 Final Term Paper (TP) (12-15 pages) on one of the following topics: 30%
(1) Conduct a needs survey with a particular group
(2) Design a language program/workshop/course for a particular group of students
(3) Evaluate a language program or a teacher education program
(4) Other topics
Note that the topic of your term paper should earn the instructor’s permission and that
the final product should be a presentable paper at a national or international
conference.
Your attendance, participation, and contribution are highly valued by all of us. We’ll miss you if you miss
the class. Also, you are required to contribute to the weekly discussions by being a leader or participant.
The prerequisite is to actively read the assigned readings and bring your comments and questions to
class.
Leading Discussion
This class relies heavily on cooperative learning with proactive attitudes. In order to practice
professional leading and presentation skills, you are required to lead discussion on (a) types of syllabus
designs and (b) materials selection. The reading assigned to you will form a basis for the discussion. In
the discussion, you will briefly summarize the important points for the class and pose a few questions
for class discussion. A handout for your audience is required. As to discussion methods, you are
encouraged to be creative.
This final research project is a like a capstone for your learning. In particular, it aims to cultivate your
professional thinking and writing skills by tailoring to what intrigues you pedagogically. You are required
to write a term paper (12-15 pages) on one of the following topics:
(1) write two critiques (2 pages), which will help you search for a research topic.
(2) determine a topic and earn the instructor’s permission
(3) submit an outline of your term paper with relevant document (e.g., references, syllabi, etc.)(1
page)
(4) share with the class your topic, critiques, and term paper.
Writing format: American Psychological Association, 2002. Publication manual of the American
Psychological Association, 5th ed. Washington, DC: Author
Teaching Materials Evaluation
This is a group project that requires 2-3 students to critique two volumes/sets of teaching materials by
using your own evaluation checklist. Oral presentation with brief summary is required.
Academic Dignity
參考資料
Heinle.
Dubin, F. & Olshtain, E. (1997). Course design: developing programs and materials for language learning.
Cambridge:
Hunchinson, T. & Waters, A. (1987). English for specific purposes: a learning-centered approach.
Cambridge:
Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51 (1), 36-42.
Journals