FOREIGN LANGUAGE CURRICULUM DEVELOPMENT 4

CURRICULUM EVALUATION

Definition:

The estimation of the growth and progress of students towards objectives or values of the curriculum (Wright (1966) in Sukmadinata, 1999: 173).

Evaluation is a matter of judging the fitness of something for a particular purposes. Evaluation is, then, concerned with relative merit. There is no absolute good or bad – only degrees of fitness for the required purpose.

The Purpose:

To know the degree of fitness of a curriculum with the school environment, teachers, students, facilities available.

Models of Curriculum Evaluation

Based on Sukmadinata (1999: 185-189)

1. Research Evaluation Model
2. Objective Evaluation Model
3. Multivariation-mixed Model
4. Stake’s Model (Based on Mardapi (2001: 12))

Approach to Curriculum Evaluation

Brady (1992) in Mardapi (2001: 11) revealed that Approach to Curriculum Evaluation are:

1. Armchair Approach
2. Visceral Approach
3. Contentment Approach
4. Concensus Approach
5. Cosmetic Approach
6. Statistical Approach
7. Tentacle Approach

Steps in Curriculum Evaluation

Brinkerhoff, et al. (1983) in Mardapi (2001:11) said that Steps in Curriculum Evaluation are:

1. focusing the evaluation
2. planning the evaluation
3. collecting data
4. analyzing data
5. making report
6. managing
7. recommending.

FOREIGN LANGUAGE CURRICULUM DEVELOPMENT 3

Language Curriculum Development

Language Curriculum Development is concerned with principles, process and procedures for the planning, [delivery]/implementation, management, and assessment of language teaching and leaning.

Rationale : in order to plan for successful and effective educational language program

Principle of Language Curriculum Design

1. General Principle

a. Relevance

• external relevance – social needs/dynamics
• internal relevance – the coherence

b. Flexibility – to anticipate now and future, here and other places, students coming from different background and ability.

c. Continuity- language teaching learning experience are interrelated/sustained.

d. Practicality/Efficiency – can be implemented by using available facilities and minimal/low fee.

e. Effectiveness – good quantity and quality as the manifestation of government education policy.

2. Specific Principles

• Principle related to the educational goal. The goal is the center of all teaching- learning activities.
• Principle related to the educational content. The content should be suitable with the learners’ needs.
• Principle related to the choice of teaching-learning process. It considers the methods/techniques, sequencing, etc. that can make the students learn.
• Principle related to the choice of teaching media/aids.
• Principle related to the choice of evaluation, whether oral or written, essay or objective, etc

FOREIGN LANGUAGE CURRICULUM DEVELOPMENT 2

Designing Syllabus

Points of Departure in Syllabus Design:

1. Analysis of the language

• components/elements/ building blocks (sounds ……..discourses)
• rules
• skills + microskills
• functions
• notions
• aspects: pronunciation, intonation, accent.
• vocabulary.
• use: L1, L2 (SL), FL
• general English vs ESP

2. Information about the learner

• Kinds of learner: young/children versus adult learners
• Academic & experience background
• Motivation: intrinsic versus extrinsic instrumental versus integrative
• Demographic Background: geographical location, family, and socioeconomic background.
• Language Learning Strategies
• Language Learning Style: visual, auditory,experiential.
• Type of Learner: concrete, analytical,communicative.

3. Beliefs about Language Learning

• Behaviorism: language learning as habit formation (pattern practice, drills) (Pavlov & Skinner in 1960’s)
• Mentalism: language learning as acquiring/mastering rules (Chomsky 1964)
• Cognitivism: language learning as problem solving task (Ausubel 1978)

FOREIGN LANGUAGE CURRICULUM DEVELOPMENT 1

The lecture of Drs. Djoko Srijono, M. Hum (Lecturer at English Department, Muhammadiyah University of Surakarta)

Definition and Concept of Curriculum

Definition

Curriculum (from the Latin currere= to run) literally means “running course” or a series of courses (of study) or experiences. Curriculum is that which is taught in school (a set of subjects, a program of studies, a set of materials, a sequence of courses, a set of performance objectives, a course of study, etc)

Concept of Curriculum

1. as a substance: the 1975 curriculum, the 1985 curriculum,
2. as a substance: the 1994 curriculum, the 2004 curriculum
3. as a system: a part of other larger educational systems.
4. as a subject of study: expert, teacher, academician
5. As a substance: the 1994 curriculum, the 2004 curriculum, Competency-based Curriculum, School Level-based Curriculum
6. As a system: curriculum is a part of other larger systems
7. As a subject of study studied by academician, expert, and teachers
8. As a program of planned activities that should be followed by all students
9. As intended learning outcome, curriculum is not as a means (alat) but as an end (tujuan/akhir yang dicapai)
10. As a cultural reproduction, curriculum as reflection of social culture e.g. : patriotism, economic system, cultural convention, mores, folkways