Curriculum Studies in English, Curriculum : 2015


Courser in EnglishCurriculum Studies in English
ProgramPendidikan Bahasa Inggris
SKS2 SKS
RPS18 Data

RPS (Rencanan Perkuliahan Semester)

Course Descriptions

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 ...
Course Descriptions

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 ...
Course Descriptions

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 ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The Indonesian history of English curriculum is reviewed to be used as a basis for designing syllabus and lesson plan.

Learning Outcomes

Upon completing this course, students are expected to: 1. Identify the underlying theories of language curriculum development 2. Review the history of English curriculum in Indonesian schools 3. Design English syllabus 4. Design Lesson Plan

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 Design. RELC Journal 44(1) 5-33 5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The Indonesian history of English curriculum is reviewed to be used as a basis for designing syllabus and lesson plan.

Learning Outcomes

Upon completing this course, students are expected to: 1. Identify the underlying theories of language curriculum development 2. Review the history of English curriculum in Indonesian schools 3. Design English syllabus 4. Design Lesson Plan

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 Design. RELC Journal 44(1) 5-33 5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The Indonesian history of English curriculum is reviewed to be used as a basis for designing syllabus and lesson plan.

Learning Outcomes

Upon completing this course, students are expected to: 1. Identify the underlying theories of language curriculum development 2. Review the history of English curriculum in Indonesian schools 3. Design English syllabus 4. Design Lesson Plan

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 Design. RELC Journal 44(1) 5-33 5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The Indonesian history of English curriculum is reviewed to be used as a basis for designing syllabus and lesson plan.

Learning Outcomes

Upon completing this course, students are expected to: 1. Identify the underlying theories of language curriculum development 2. Review the history of English curriculum in Indonesian schools 3. Design English syllabus 4. Design Lesson Plan

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 Design. RELC Journal 44(1) 5-33 5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The histoty of English curriculum is reviewed  to be used as basis for designing syllabus and lesson plan.

Learning Outcomes

 

Upon completing this course, students are expected to:

1. Identify the underlying theories of language curriculum development

2. Review the history of English curriculum in Indonesian schools

3. Design English Syllabus

4. Design Lesson Plan

 

 

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 Design. RELC Journal 44(1) 5-33
  5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.

 


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The histoty of English curriculum is reviewed  to be used as basis for designing syllabus and lesson plan.

Learning Outcomes

 

Upon completing this course, students are expected to:

1. Identify the underlying theories of language curriculum development

2. Review the history of English curriculum in Indonesian schools

3. Design English Syllabus

4. Design Lesson Plan

 

 

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 Design. RELC Journal 44(1) 5-33
  5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.

 


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The histoty of English curriculum is reviewed  to be used as basis for designing syllabus and lesson plan.

Learning Outcomes

 

Upon completing this course, students are expected to:

1. Identify the underlying theories of language curriculum development

2. Review the history of English curriculum in Indonesian schools

3. Design English Syllabus

4. Design Lesson Plan

 

 

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 Design. RELC Journal 44(1) 5-33
  5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.

 


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The histoty of English curriculum is reviewed  to be used as basis for designing syllabus and lesson plan.

Learning Outcomes

 

Upon completing this course, students are expected to:

1. Identify the underlying theories of language curriculum development

2. Review the history of English curriculum in Indonesian schools

3. Design English Syllabus

4. Design Lesson Plan

 

 

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 Design. RELC Journal 44(1) 5-33
  5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.

 


Details ...
Course Descriptions

This course is intended to equip students with a wide range knowledge about curriculum and syllabus design. The histoty of English curriculum is reviewed  to be used as basis for designing syllabus and lesson plan.

Learning Outcomes

Upon completing this course, students are expected to:

  1. Identify the underlying theories of language curriculum development
  2. Review the history of English curriculum in Indonesian schools
  3. Design English syllabus
  4. Design Lesson Plan

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 Design. RELC Journal 44(1) 5-33
  5. Krahnke, K. 1987. Approaches to Syllabus Design for Foreign Language Teaching. Englewood Cliffs: New Jersey.


Details ...