| Courser in English | Curriculum Studies in English |
| Program | Pendidikan Bahasa Inggris |
| SKS | 2 SKS |
| RPS | 5 Data |
RPS (Rencanan Perkuliahan Semester)
This course is intended to equip students with a wide range knowledge about curriculum and syllabus design for English subject. The description of the steps in curriculum design is intensively discussed in order that they can be applied in a wide range of particular circumstances according to the school contexts. The history of English curriculum in Indonesia is also reviewed to be used as basis for designing syllabus and lesson plan.
Learning OutcomesCPMK 1: Overview the major steps in curriculum design critically and with responsibility (S9, KU1, KK4, PP2, PP15)
CPMK 2: Analyze environment factors to find the situational factors that will strongly affect the course (S9, KU2, KK4, KK7, PP5)
CPMK 3: Elaborate the needs analysis as a part of the curriculum design to discover what needs to be learned and what the learners want to learn critically and logically (sub CPMK 2) (S9, KU5, KK7, PP3, PP5)
CPMK 4: Analyze the goals, content and sequence of the materials in the curriculum design process to make a list of the items to teach in accordance with which they will be taught (S9, KU2, KU5, KK4, PP3, PP5)
CPMK 5: Design the format and presentation as a part of the curriculum design process in order that they choose the teaching and learning techniques and design the lesson plans systematically and innovatively (sub CPMK 3) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5).
CPMK 6: Decide what to test and how to test the contents clearly and systematically (sub CPMK4 (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5)
CPMK 7: Evaluate the curriculum design in order to decide if the course is successful and where it needs to be improved. (S9, KK4, KK7, PP3, PP15)
CPMK 8: Review critically the history of English curriculum in Indonesia in order to decide which curriculum is mostly appropriate to the envornment analysis and need analysis (S9, KU1, KK4, PP2, PP15)
References1. Anita Lie. 2007. Education Policy and EFL Curriculum in Indonesia: Between The Commitment To Competence And The Quest For Higher Test Scores. TEFLIN Journal, 8(1)
2. Nation, ISP & Macalister, John. 2010. Language Curriculum Design. New York: Routlegde
3. Richards, J.C. Curriculum Development in Language Teaching. The United States of America: Cambridge University Press.
4. Richards, J.C. Curriculum Approaches Curriculum Approaches in Language Teaching: Forward, Central, and backward.
Details ...
This course is intended to equip students with a wide range knowledge about curriculum and syllabus design for English subject. The description of the steps in curriculum design is intensively discussed in order that they can be applied in a wide range of particular circumstances according to the school contexts. The history of English curriculum in Indonesia is also reviewed to be used as basis for designing syllabus and lesson plan.
Learning OutcomesCPMK 1: Overview the major steps in curriculum design critically and with responsibility (S9, KU1, KK4, PP2, PP15)
CPMK 2: Analyze environment factors to find the situational factors that will strongly affect the course (S9, KU2, KK4, KK7, PP5)
CPMK 3: Elaborate the needs analysis as a part of the curriculum design to discover what needs to be learned and what the learners want to learn critically and logically (sub CPMK 2) (S9, KU5, KK7, PP3, PP5)
CPMK 4: Analyze the goals, content and sequence of the materials in the curriculum design process to make a list of the items to teach in accordance with which they will be taught (S9, KU2, KU5, KK4, PP3, PP5)
CPMK 5: Design the format and presentation as a part of the curriculum design process in order that they choose the teaching and learning techniques and design the lesson plans systematically and innovatively (sub CPMK 3) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5).
CPMK 6: Decide what to test and how to test the contents clearly and systematically (sub CPMK4 (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5)
CPMK 7: Evaluate the curriculum design in order to decide if the course is successful and where it needs to be improved. (S9, KK4, KK7, PP3, PP15)
CPMK 8: Review critically the history of English curriculum in Indonesia in order to decide which curriculum is mostly appropriate to the envornment analysis and need analysis (S9, KU1, KK4, PP2, PP15)
References1. Anita Lie. 2007. Education Policy and EFL Curriculum in Indonesia: Between The Commitment To Competence And The Quest For Higher Test Scores. TEFLIN Journal, 8(1)
2. Nation, ISP & Macalister, John. 2010. Language Curriculum Design. New York: Routlegde
3. Richards, J.C. Curriculum Development in Language Teaching. The United States of America: Cambridge University Press.
4. Richards, J.C. Curriculum Approaches Curriculum Approaches in Language Teaching: Forward, Central, and backward.
Details ...
| This course is intended to equip students with a wide range knowledge about curriculum and syllabus design for English subject. The description of the steps in curriculum design is intensively discussed in order that they can be applied in a wide range of particular circumstances according to the school contexts. The history of English curriculum in Indonesia is also reviewed to be used as basis for designing syllabus and lesson plan |
Learning Outcomes
| At the end of the teaching and learning process, the students are able to: | |
| CPMK1 | Overview the major steps in curriculum design critically and with responsibility (S9, KU1, KK4, PP2, PP15) |
| CPMK2 | Analyze environment factors to find the situational factors that will strongly affect the course (S9, KU2, KK4, KK7, PP5) |
| CPMK3 | Elaborate the needs analysis as a part of the curriculum design to discover what needs to be learned and what the learners want to learn critically and logically (sub CPMK 2) (S9, KU5, KK7, PP3, PP5) |
| CPMK4 | Analyze the goals, content and sequence of the materials in the curriculum design process to make a list of the items to teach in accordance with which they will be taught (S9, KU2, KU5, KK4, PP3, PP5) |
| CPMK5 | Design the format and presentation as a part of the curriculum design process in order that they choose the teaching and learning techniques and design the lesson plans systematically and innovatively (sub CPMK 3) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5). |
| CPMK6 | Decide what to test and how to test the contents clearly and systematically (sub CPMK4 (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5) |
| CPMK7 | Evaluate the curriculum design in order to decide if the course is successful and where it needs to be improved. (S9, KK4, KK7, PP3, PP15) |
| CPMK8 | Review critically the history of English curriculum in Indonesia in order to decide which curriculum is mostly appropriate to the envornment analysis and need analysis (S9, KU1, KK4, PP2, PP15) |
References
| 1. Anita Lie. 2007. Education Policy and EFL Curriculum in Indonesia: Between The Commitment To Competence And The Quest For Higher Test Scores. TEFLIN Journal, 8(1) 2. Nation, ISP & Macalister, John. 2010. Language Curriculum Design. New York: Routlegde 3. Richards, J.C. Curriculum Development in Language Teaching. The United States of America: Cambridge University Press. 4. Richards, J.C. Curriculum Approaches Curriculum Approaches in Language Teaching: Forward, Central, and backward |
Details ...
| This course is intended to equip students with a wide range knowledge about curriculum and syllabus design for English subject. The description of the steps in curriculum design is intensively discussed in order that they can be applied in a wide range of particular circumstances according to the school contexts. The history of English curriculum in Indonesia is also reviewed to be used as basis for designing syllabus and lesson plan |
Learning Outcomes
| At the end of the teaching and learning process, the students are able to: | |
| CPMK1 | Overview the major steps in curriculum design critically and with responsibility (S9, KU1, KK4, PP2, PP15) |
| CPMK2 | Analyze environment factors to find the situational factors that will strongly affect the course (S9, KU2, KK4, KK7, PP5) |
| CPMK3 | Elaborate the needs analysis as a part of the curriculum design to discover what needs to be learned and what the learners want to learn critically and logically (sub CPMK 2) (S9, KU5, KK7, PP3, PP5) |
| CPMK4 | Analyze the goals, content and sequence of the materials in the curriculum design process to make a list of the items to teach in accordance with which they will be taught (S9, KU2, KU5, KK4, PP3, PP5) |
| CPMK5 | Design the format and presentation as a part of the curriculum design process in order that they choose the teaching and learning techniques and design the lesson plans systematically and innovatively (sub CPMK 3) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5). |
| CPMK6 | Decide what to test and how to test the contents clearly and systematically (sub CPMK4 (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5) |
| CPMK7 | Evaluate the curriculum design in order to decide if the course is successful and where it needs to be improved. (S9, KK4, KK7, PP3, PP15) |
| CPMK8 | Review critically the history of English curriculum in Indonesia in order to decide which curriculum is mostly appropriate to the envornment analysis and need analysis (S9, KU1, KK4, PP2, PP15) |
References
| 1. Anita Lie. 2007. Education Policy and EFL Curriculum in Indonesia: Between The Commitment To Competence And The Quest For Higher Test Scores. TEFLIN Journal, 8(1) 2. Nation, ISP & Macalister, John. 2010. Language Curriculum Design. New York: Routlegde 3. Richards, J.C. Curriculum Development in Language Teaching. The United States of America: Cambridge University Press. 4. Richards, J.C. Curriculum Approaches Curriculum Approaches in Language Teaching: Forward, Central, and backward |
Details ...
| This course is intended to equip students with a wide range knowledge about curriculum and syllabus design for English subject. The description of the steps in curriculum design is intensively discussed in order that they can be applied in a wide range of particular circumstances according to the school contexts. The history of English curriculum in Indonesia is also reviewed to be used as basis for designing syllabus and lesson plan |
Learning Outcomes
| At the end of the teaching and learning process, the students are able to: | |
| CPMK1 | Overview the major steps in curriculum design critically and with responsibility (S9, KU1, KK4, PP2, PP15) |
| CPMK2 | Analyze environment factors to find the situational factors that will strongly affect the course (S9, KU2, KK4, KK7, PP5) |
| CPMK3 | Elaborate the needs analysis as a part of the curriculum design to discover what needs to be learned and what the learners want to learn critically and logically (sub CPMK 2) (S9, KU5, KK7, PP3, PP5) |
| CPMK4 | Analyze the goals, content and sequence of the materials in the curriculum design process to make a list of the items to teach in accordance with which they will be taught (S9, KU2, KU5, KK4, PP3, PP5) |
| CPMK5 | Design the format and presentation as a part of the curriculum design process in order that they choose the teaching and learning techniques and design the lesson plans systematically and innovatively (sub CPMK 3) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5). |
| CPMK6 | Decide what to test and how to test the contents clearly and systematically (sub CPMK4 (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5) |
| CPMK7 | Evaluate the curriculum design in order to decide if the course is successful and where it needs to be improved. (S9, KK4, KK7, PP3, PP15) |
| CPMK8 | Review critically the history of English curriculum in Indonesia in order to decide which curriculum is mostly appropriate to the envornment analysis and need analysis (S9, KU1, KK4, PP2, PP15) |
References
| 1. Anita Lie. 2007. Education Policy and EFL Curriculum in Indonesia: Between The Commitment To Competence And The Quest For Higher Test Scores. TEFLIN Journal, 8(1) 2. Nation, ISP & Macalister, John. 2010. Language Curriculum Design. New York: Routlegde 3. Richards, J.C. Curriculum Development in Language Teaching. The United States of America: Cambridge University Press. 4. Richards, J.C. Curriculum Approaches Curriculum Approaches in Language Teaching: Forward, Central, and backward |
Details ...