CRITICAL BOOK REVIEW

Curriculum and material development

LECTURER

Rafika Dewi Nasution ,S.Pd,M.Hum

Arranged By:

Sri Wahyuningsih

2183321028

ENGLISH EDUCATION 18 C

STATE UNIVERSITY OF MEDAN

FACULTYOF LANGUAGE AND ART

ENGLISH EDUCATION DEPARTMENT

2019
 EXCECUTIVE SUMMARY

The development of the world of education and the current era of information
technology, increasingly increases the role of English in learning, given the many learning
resources in English compared to other sources. The more flattening the world with
information and communication technology causes the association can no longer be limited
by state boundaries, and this further increases the need for mastery of English as a global
language.

The challenge of information and technology (IT) as well as communication (ICT) has brought
about some innovative ang changing not only in the educational context but also social
cultural issues . These will force educational institution to adjust and to redesign some courses
including those which are dealing with curriculum , syllabus , textbooks , language testing ,
teaching methodology , classroom interaction and management and classroom research . this
book , as one of the realization of the challenge in the core course for teaching and learning
subject matters is intended to fulfill the requirements of the global needs towards the
competences of 21st century especially on the curriculum and material design .

In the context of teaching english as a foreign language (TEFL) historically , indonesia has gone
through many era of curriculum development approach , such as structural- based ,
situational-based , functional / notional-based , thematic-based , competency-based,
educational level-based , and now in progress is curriculum 2013 . those typical curriculum
approaches have been developing together with the particular content subject , strategies ,
and types of assesment which are them suggesting the vary content of textbooks . these
books is therefore trying to respond to the needs and challenge of teaching English as a
foreign language in one hand and to provide a teacher candidate with a very good
understanding on theory and practice in curriculum and material development .
 PREFACE

First of all, thanks to God because of the help of God , writer finished a working paper.
The purpose in this paper is to fulfill the assignment that given by Mam. Rafika Dewi
Nasution,S.Pd , M.Hum as lecturer curriculum and material development major.

In arranging this paper, the writer truly get lots challenges and obstructions but with
help of many individuals, those obstructions could passed.

Writer also realized there are still many mistakes in process of writing this paper. Then
the writer hope the criticism and suggestions from the readers can help the writer in
perfecting the next paper.

Last but not the least hopefully, this critical book review can helps the readers to gain
more knowledge about curriculum and material development major.

Medan , September 28th 2019

Sri Wahyuningsih
 CHAPTER I
INTRODUCTION

a. Rationalize the importance of CBR

The critical book review is one of the tasks of the Indonesian KKNI 4, O. Students are asked
to make a summary of one of the books read, from this activity we can find out the
advantages and disadvantages of a book. from criticizing this we can get accurate
information from the books we read. this is one of the KKNI's efforts to train students to be
superior in all things, one of which is by assessing a book.

b. The purpose of writing CBR

1. Review the contents of a book

2. Search for and find out information in the book
3. Train yourself to think critically in finding information provided by each chapter of the
book.
4. Criticize the contents of the book, is it right with the curriculum used.

c. benefits of CBR

1.Search for and find out information in the book about curriculum and material development
.
2. Train yourself to think critically in finding information provided by each parts of the book .

Identity of Book
Book I

1. Title : curriculum and material development

2. Edition : 1 (one)
3. Author : Dr. Rahmad Husein,M.Ed and Dr. Meisuri, M.A
4. Publisher : AL - Hayat
5. City : Medan
6. Year : 2017
7. ISBN : 978-602-51026-5-3

Book II

1. Title : Dasar Pengembangan Kurikulum Sekolah

2. Edition : 1 (one)
 3. Author : widodo winarso
4. Publisher :
5. City : cirebon
6. Year : 2015
7. ISBN :-

BOOK I
BOOK II
 CHAPTER II

BOOK’S SUMMARY

CHAPTER 1

INTRODUCTION TO CURRICULUM AND MATERIAL DEVELOPMENT

This chapter introduces the nature of the course Curriculum and Material Development which
is the cornerstone of teaching and learning.

What is curriculum?

Alberta's provincial Kindergarten to Grade 12 curriculum, or "programs of study" , is defined

as "what" students are expected to know, understand, and be able to do in each subject and
grade. While Alberta Education determines "what" students need to learn in provincial
curriculum, teachers use their professional judgement to determine "how" students achieve
the learning outcomes in the provincial curriculum.

Future provincial curriculum that is currently under development will include some common
elements :

 Subject Introductions describe the spirit and nature of each subject and explains why
the subject is learned .
 Scope and Sequences outline what students will learn (scope)and when they will learn
it (sequence).
 Essential Understandings or big ideas, are broad statements that frame what students
will learn.
 Guilding Questions help create engaging and challenging learning oppurtunities for
students.
 Subject Learning Outcomes are "what" students are expected to know, understand,
and be able to do in each subject and grade. They include subject content and skills
and are built on a foundation of literacy and numeracy.

CHAPTER 2

THE CHARACTER OF CURRICULUM

2.1.Introduction

Definitions of curriculum abound. For example:

"A series of planned instruction that is coordinated and articulated in a manner designed to
result in the achievement by students of specific knowledge and skills and the application of
this knowledge." Pennsylvania State Board of Education Definition of Curriculum
"Curriculum means the planned interaction of pupils with instructional content, materials,
resources, and processes for evaluating the attainment of educational objectives." Indiana
Department of Education Definition of Curriculum

Most focus primarily on the question, What should be taught? Marsh and Willis (2007) point
out the “what” of curriculum is only a part of the definition challenge. The process by which
the “what” of the curriculum is determined must be addressed as well. How will the
curriculum be developed? Who will participate? How will it be implemented? How will it be
revised and changed? A third area asks, How will the curriculum be experienced by students?
This question, much more amorphous in nature, does not lend itself to a tightly packaged
answer. Rather its answer is bound to be unpredictable and deeply individual.

2.2.Definition curriculum

Curriculum means the planned interaction of pupils with instructional content, materials,
resources, and processes for evaluating the attainment of educational objectives.

CHAPTER 3

THE HISTORY OF ENGLISH CURRICULUM

A. ABOUT THIS CHAPTER

In this Chapter 3 “the history of english curriculum” explores the origins of different
approaches that have been used over the decades to plan and implement curricula. For
instance, some of the principles that can be used for determining the scope and sequence of
curricula were in fact established by influential commites that met at the end of the
nineteenth century. Newer curriculum reform effort ussually are uninformed about lessons
that can be drawn from older ones.

B. RELEVANCE

The discussion on this chapter will closely relate to development in the long history of english
curriculum and syllabus development in indonesia, as to the following trends

1. Structural –based curriculum

2. Situational-based curriculum
3. Functional and notional-based curriculum
4. Thematic-based curriculum
5. Competency-based curriculum
6. School-based curriculum or kurikulum tingkat satuan pendidikan
7. Curriculum 2013

3.1 curriculum history, schooling and the history of the present

History becomes effective to the degree that it introduces discontinuity into our very being
as it divides our emotions, dramatizes our instincts, multiple our body and sets it agains itself.

3.2 converting ordinances providential giving and the school curriculum

The curriculum of the nineteenth-century european school was to systemically develop civic
virtue in the actions of the individual. The scientific method, dewey argued, brought into
everyday life a means of reflection and action that would protect society from the abuse of
power and prevent the evil of the wrong development.

3.3 school subject and making society by making the child

At this point i explore school subject as made possible within th egrid of historical practices
discussed previously. School subject are seen and acted on as determinate categories.

3.4 history of schooling and the study of curriculum

This discussion of curriculum as the history of the present focused on different social and
cultural practices that came together at the turn of the twentieth century to make intelligible
various strands of american progressivism.

CHAPTER 4

RATIONALE AND ELEMENT OF CURRICULUM CHANGE

4.1 Why Curiculum Changes.

This chapter examines collective curriculum developmnet,identifying the major

individuals and groups who ordinarily participate,considering how they participate,and
discussing why and how change occurs in curiculum in use in school.

1.Become familiar with the various individuals and groups who can be involved in
curiculum development and wyh they come become involved.

2.Consider how curiculum development includeplaning,implementing,evaluating,

and revising the curiculum.

3.Understand what is involved in planning and producing curriculum for spesificsites

as well as forgeneral use.

4.Understand the reasons why school become involved in curriculum change .

5.Critically appraise somemodels of curriculum change.

4.2 Some Optional Approaches

Depending on the school or school district in which you teach,there are several
options,available that will help you to make the best use this chapter.

Option A
 1.If you teach in a school or school district in which curiculum develoment projects
have only occasionally been initiated in recent years,reflect upon and list the
following.

 Who was nvolved in each project?

 What was the scale of the activity?
 Have the curicula been implemented in school?

2.Compare your list with details given section5.3 and 5.4

3.Consider how the specifics of your schooldistrict influenced the extent to which

Changes tocuricula actually occured.What specifically facilititated or limited change?

4.Read the discussion and change models and consider how it does not aplly to your
school or school district.

4.3 How Curiculum Changes?

To ensure student succes ,we need our curicullum to be relevant,meaningful and

enganging for all students.

A.Curriculum Design & Process

To assist teachers in their planning,our work to update curriculum will include changes
to design ,content and the processes use to develoop curiculum.This includes a common
design for how curriculum will look with a focus on competencies,literacy and numeracy
grounded in subject content(learning outcomes)

B.Supporting Teachers in the Clasroom

We also want to better support teachers in the clasroom.In the near future,we will
provide teachers with a powerful digital tool called the curiculum development and
management apllication(CDMA) that will let theme interact with curiculum in ways they have
never beenable to befre.

C.First Nations,Metis and Inuit Content

Our future curriculum will help us honour commitments made to our first
Nations,Metis,Metis and Inuit comunities.

These commitments include:

 Addressing the Calls to Action from the Truth and Reconcilitation Commision that
pertain education
 Supporting Education for Reconcilitation tomeet the mandate of the experience of
Reconcilitation for thelegacy of the indian Resident School System.

D.Franchopone Cultures and perspectives

 Still for curriculum development to result in real change,that change must take place
individual clasrooms thus,in subsequentchapters,we continiue to investigate curriculum
development but shift our focus toward the specific considering the role of the school
personnel-particullaryteacher-in planning curricula and intranslating wrriten curricula into
classrom practise.Also,we examine anothe charateristics of intentional curiculum
development:curiculum evalution.

4.4 Some Important Terms

A.Curriculum Devolps

Generally,curriculumdevelopers arre persons charged with the responbilities of

planning,designing and producing a curriculum.Itheir final poroject,the developers any povide
specific guidelines for implementing the written curriculum(with or without having first tried
it out in schools)and evaluating the effects on students and teachers.The range of activities
of curriculum they are producing,the ime available,and the level of funding.

B.Curriculum change

Curriculim change is a generic term that subtems a whole family of concepts such as
inovation,development and adaption.

C Innovation

The terminnovation may mean either a new object ,idea,or practice or the process
by which a new object ,idea,or pracrtice comes to be adopted by an individual group or
organization.

D.Diffusion and Disseminination

Diffusion and dissemination are two term critical to understaanding how innovations
seread.They maintain that change agents need to be aware of a school systems attitudes and
administrative structure and should disseminative innoations only where they are well suited
to prevailing norms.

4.5 The Curriculum Continium

One way of depiciting the process of curriculum development that icroporates many
of ideas and terms we have discussed as a continium,as shown in figure 5.1.Figure 4.3 is a
based on the premise that development of the innovation curriculum is undertaken by team
external to the school that eventually adopts and institualinizes it.

4.6 Concept Of Curriculum2013

Standard Competency
 1.Uderstanndin the rational elements in 2013 curriculum

2.Understandding abut SKL,KI,and Kd with implementation stategy in 2013

curriculum.

3.Describe the authentic value of the concept in prosses and result of study

Indicator

1.Explainning the rational development 2013 curriculum in future development.

2.Describing relation between SKL,KI,and,KD

3.Expalaining the concept of scientific approach

4.Explainning the concept of teahching stategy(PBL,PJBL,DL)

5.Explainning the authentic value in process and result od study

Learning Activity

Purpose: discussion the rational and elements of curriculum SKI,KI,and ,KD,the

implimentation trategy kurikulum 2013 with approachment,learning medals,and
assement in curriculum2013

A.Rtional of development in curriculum 2013

Curriculum development is needed,because it share the chalangge such as

international or external.

1.Internal challange

(a)Full fill eight national standarf of education,that include the processor

standard,ecpense f standard,facilities of standard,assements of standard.\

(b)Development of indonesian society can see by of productivity age human

resources age will added if it has standsard competences and skill as financial
capital to big development howefer,if there is no competences and still it will
be burden indevelpoment.

2.External Challange

The external challange deal to the future,the competence needed in future,soeciety

perception,knowladge development and pendadogy,also all negatie phenomenom.

3.Completed of thinking way

Education should consist of futue needed,and it will had if we haave changed the
thinking way in learning prosses such.

4.Affirmation of system curriculum

 Arranging curriculum 2013 start fromstandar competency of graduate based on
student,nasional education obective,and requiers.

5.Deepningg and expansion of material.

Based on result of analysisi PISA 2009 ,find out from level sixof ability in the
PISA,almost all the all of indonesia student only ti level three,while the other coutry
can get level four,five,and six.

B.Curriculum Charateristics 2013

Educational Footprint - The 2013 curriculum is designed with the following

characteristics:

1. Develop a balance between developing spiritual and social attitudes, curiosity, creativity,
collaboration with intellectual and psychomotor abilities;

2. School is part of the community that provides planned learning experiences where students
apply what is learned in school to the community and utilize the community as a source of
learning;

3. Developing attitudes, knowledge, and skills and applying them in various thoughts in
schools and communities;

4. Give enough time to develop various attitudes, knowledge, and skills;

5. Competencies provided in the form of core competencies which are further specified in the
basic competencies of the subjects;

6. The core competencies of the class become an element of organizing basic competencies,
in which all basic competencies and learning processes are developed to achieve the
competencies specified in the core competencies;

7. Basic competence is developed on the principle of accumulative, mutually reinforcing

(enriched) and enriched (enriched) between subjects and levels of education (horizontal and
vertical organizations).

E. Curriculum Change Element 2013

1. Types of changes The main changes to the 2013 curriculum are in: a) the competence of
graduates, b) materials, c) processes, and d) assessment.

a. Changes to Graduate competencies are: holistic construction, supported by all

materials or maple, vertically and horizontally integrated.

b. Changes in learning materials are developed on a competency basis so as to meet

the aspects of conformity and adequacy, then accommodate local, national, and
international contents such as TIMMS, PISA, PIRLS.
 c. Changes to the learning process include: 1) attitude (Krathwohl): receiving, running,
appreciating, living and practicing. 2) skills (Dyers): observing, asking, trying,
reasoning, and create and 3) knowledge (Bloom&Anderson): knowing, understanding,
applying, analyzing, evaluating, and creating.

d. Changes to the assessment include: a) test-based and nontes (portofolio), assessing

the process and output using authentic assessment, the report card contains
quantitative assessment of knowledge and qualitative descriptions of attitude and
skills of adequacy.

2. Changes to Competence

Behavioral competence includes spiritual attitudes (KI-1) and social attitudes (KI-2)

1. Spiritual attitudes (KI-1) to reach people who believe and piety to God Almighty.
2. Social attitudes (KI-2) to achieve humans beings who have noble character,
healthy, independent, democratic, responsible.
3. Knowledge competence (KI-3) to reach the knowledge human being.
4. Skill competency (KI-4) for achieving skilled and creative people.

Graduates Competency Stabdards, core competencies and basic competencies.

1. Graduate Competency Standards (SKL)

Graduate Competency Standards are the criteria on the quality of graduate skills that
include attitudes, knowledge, and skills.
2. Core Competence (KI)
Through core competences, the vertical integration of various basic competencies in
different classes can be maintained. The core competency formula uses the following
notation:
1. Inti-1 Competence (KI-1) for the core competencies of spiritual attitudes.
2. Core Competence (KI-2) for the core competencies of social attitudes
3. Core Competence-3 (KI-3) for core knowledge competencies; and
4. Core Competence-4 (KI-4) for core competence skills

3. Basic Competence (KD)

Basic competencies are divided into four groups according to the grouping of core
competencies as follows :
1. Group 1: the basic competence group of spiritual attitudes in order to describe KI-
1
2. Group 2: group of basic competence of social attitudes in order to describe KI-2
3. Group 3: skill base skills group in order to describe KI-3
4. Group 4: skill base skills group in order to describe KI-4
THE SCIENTIFIC APPROACH TO CURRICULUM 2013

A. Scientific Approach of a Scientific Approach

1. The Essence of a Scientific Approach
The learning process can be matched by a scientific process, therefore the 2013
Curriculum mandates the essence of a scientific approach or a scientific approach
in learning. Scientific approach or scientific approach is believed to be a golden
tool for the development and development of student’s attitudes, skills, and
knowledge. In approaches work processes that meet the scientific criteria,
scientists prefer to promote inductive reasoning rather than deductive reasoning
(deductive reasoning).

2. Learning Steps with Scientific Approach

According to Permendikbud no. 81 A Year 2013 attachment IV on General
Guidelines of Learning stated that the learning process consists of five main
learning experiences, namely:
a. Observing
b. Questioning
c. Collecting information
d. Associating, and;
e. Communicating
a. Observation
Observing activities in learning is done by taking the following steps.
a. Specifies what object to observe
b. Create an observation guide according to the scope of the object to be
observed
c. Clearly specify what data needs to be observed, both primary and
secondary
d. Determine where to place the objects to be observed
e. Determine clearly how the observations will be done to collect data to run
easily and smoothly
f. Determine the way and record the observations results, such as using
notebooks, cameras, tape recorders, video recorders, and other
stationeries.

b. Questioning
Questioning may also not be disclosed, but may be in the minds of learners. To lure
learners to reveal it the teacher should give them a chance to express the question.
Activity inquiring by teachers in learning is also very important, so it should still be
done.
c. Collecting information/experimenting
Collecting information/experiments on learning activities include:
-concluding experiments
-read a source other than a textbook
-observe the object/event/activity, and
-interview with resource person

d. Associating/Processing information.
In the activity of associating/processing information there are activities of reasoning.
The term “reasoning” in the framework of the learning process with a scientific
approach adopted in a Curriculum 2013 to illustrate that teachers and learners are
active actors. Reasoning is a logical and systematic process of thinking over empirical
facts that can be observed to derive conclusions of knowledge.
How is the application in the learning process? Application development of learning
activities to improve the reasoning power of learners can be done in the following
ways.

e. Communicating
In communicating activities can be done collaborative learning. Collaborative learning
is a personal philosophy, more than a learning technique in school classes. The
collaboration of its essence is a well-designed and deliberate interaction philosophy
to facilitate collective efforts to achieve common goals.

f. Assessment Mechanism and Procedures

1. The assessment of learning outcomes at primary and secondary education levels
is carried out by educators, educational units, the Government and, or
independent institutions.
2. Assessment of learning outcomes is done in the form of authentic assessment,
self-assessment, project assessment, daily examination, semester midterm,
semester final exam, competency level examination, competency quality test,
school exam, and national exam.
3. Daily recital planning and project delivery by educators in accordance with the
syllabus and elaborated in the lesson plan (RPP)
4. School/madrasah exam activities are conducted with the following steps:
- Drafting the test grille
- Developing (writing, reviewing and revising) instruments
- Conduct exam
- Cultivate (tail and assess) and determine the graduation of learners
- Reporting and utilizing the assessment results
 5. The national examination shall be carried out in accordance with the steps
stipulated in Standards Operating Procedure
6. Daily test results are informed to the learner before the next daily test is held.
Learners who have not reached the KKM must follow remedial learning.
7. The results of assessment by educators and educational units are reported in the
form of values and descriptions of achievement of competence to parents and
government.

CHAPTER 5

CURICULUM EVALUATION

This chapter evaluates the physical construction-all of the components that make up the
curriculum ad syllabus as well, and the content of language covered in the curriculum of
different units of education and of all levels. The language categories, interpersonal,
transactional, short functional text, genres and other related linguistic features, such as
grammar, tenses, diction, etc. The most activities on this topic are working (either individually
or in groups) on the analysis, comparing and critically review between two different levels or
among many other curriculum used in some schools. Specifically working on KI , KD, Indicator,
and objective of any planned lessons.

CHAPTER 6

CURRICULUM APPROACH

A. ABOUT THIS CHAPTER

This chapter explores the origins of different approaches that have been used over the
decades to plan and implement curricula.

B. RELEVANCE

This topic ia significantly relevant with the challenge of technological and glocontentbal issues

C. WHAT YOU SHOULD DO

You are required to describe and critically analyse three examplary approaches to curriculum
planning, pointing out similarities and differences (CBR).

6.1. Structural Approach and Audio-Lingual Method

In the middle of the 1950s, Charles Charles Fries, modern ancestor of structural structural
linguistics ,the most efficient materials are “those that are based upon a Scientific descriptiob
of the language to be learned, carefully compared with a parallel description of the native
language of the learner”. On other hand, Michael West proposed his “ Realistic Method”
combining structural approach with situational approach.
6.2. Structural Syllabus and Functional-Notional Syllabus

Christopher Brumfit compares the traditional model with the functional-notional model asal
syllabus. The traditional model presented new item, in a relatively isolated form, and then
practice them increasibgly contextualized situations.

D.A. Wilkins maintains that “the advantage of the notional syllabus is that it takes the
communicative facts of language into account from the beginning without losing sight of
grammaical and situational factors.

6.3. Applicatiom of the Functional-Notional Approach

A syllabus, however good it is, can only specify what is to be offered to the students; it cannot
predict exactly how the students learn what is offered. Only the teacher will be able to
respond to the reactions of the students.

Any attempt to contextualise or situationalise the grammatical items will involve a variety of
language functions being used and a variety of notions being realised. You could thus
conceive of the syllabus as a grammatical ladder with a functional-notional spiral around it.

CHAPTER 7

THE FRAMEWORK OF MATERIAL DESIGN

ABOUT THIS CHAPTER

This chapter has discussed a number of important growth areas in materials since the
communicative revolution of the 1970’s. We looked first at the concept of multi-syllabus,
where a number of components are interwoven, touched on the Lexical syllabus, and
examined the current focus on task-based learning. We then commented on the increasing
interest in various areas of the psychology language learning and language use, both in the
characteristics of individuals and in underlying processes and strategies.

RELEVANCE

This particular course is very important for teachers and other text-book designers in
planning, selecting and developing the most useful and interesting instructional materials and
media for different goals, levels, and purposes.

WHAT SHOULD YOU DO

Having done with the discussion, you are supposed to identify, compare and evaluate the
mostly reasonable and effective teaching-learning material, either in the used textbooks
people other supplemented handbooks available at schools.
A. Design of Materials and Methods
These are two procedures for evaluating and adapting general criteria for specific contexts:

a. Consider again the relevance Swan’s eight heading for the divisions of a syllabus in
your teaching situation: grammar, functions, notions, situations, pronunciation, skills,
vocabulary, topics.
b. When you have decided which headings you would include/exclude, a list of a few
items under each category, and sketch out some ideas for how you might relate them
to each other. For example, you might decide to select functions, grammar, skills, and
vocabulary. You might then include:
 Giving advice (functions)
 Modal verbs (grammar)
 Conversation (skill)
 Topic areas (education, health, vocabulary)
B. Teaching Materials Design

Real-world language in use does not operate in a vacuum, and this is the third implication of
the communicative approach. When we give advice we do so to someone, it is by someone
to do something, or to attend something. So in addition to talking about:

 Language function
 Language forms
 Topics
 Context or setting
 Roles of people involved
Two short and simple examples will serve to illustrate this:

a. Can I have a kilo of those red apples, and there lemons please?
b. Anything else?
c. That’s all, thanks.
d. $1.50 please

a. This is really good but a bit expensive!

b. Manchester restaurants are much cheaper.
c. Who’s paying?
Language function and languages form, then, do not operate in isolation but as part of a
network of interconnected factors, all of which need to be taken into account in materials
that use a communicative concept as their design principle.

Implications of the Communicative Approach for Teaching Purposes

We shall restrict ourselves here to trying to show those implications that have most helped
to form the kinds of teaching materials we work with and our attitudes to managing our
classrooms. As we go through this section, we suggest from time to time some points for you
to consider in relation to your own experience, both of language and of teaching. The seven
implications discussed are:

1. “Communicative” implies “semantic”, a concern with the meaning potential of

language.
2. There is a complex relationship between language form and language function.
3. Form and function operate as part of a wider network of factors
4. Appropriateness of language use has to be considered alongside accuracy. This has
implications for attitudes to error.
5. “Communicative” is relevant to all four language skills.
6. The concept of communication takes us beyond the level of the sentence
7. “Communicative” can refer both to the properties of language and to behavior.

CHAPTER 8

CURRENT APPROACH TO MATERIALS DESIGN

A. About This Chapter

The present chapter uses a selection of course produced over the last 10 to 15 years in other
words, as the main communicative debate began to down in other words, to examine the
design perspectives that they demonstrate . readers will again be invited to the contextualize
the discussion by commenting on the materials familiars to them . we shall concentrate
particularly on organization and coverage , and on views of learners and learning
underpinning current material , including the growing interest in learner strategies . towards
the end of the chapter we shall look briefly how some recent ideas in syllabus design have led
to rather novel views the nature of materials .

B. Relevance

This topic discusses some some approaches in designing textbooks as to accompany the
available curriculum , and syllabus in particular , that are used in different types of schools of
different levels as well , such as : Junior high levels 7-9 , senior high level 10-12 and vocational
levels 10-12 .

C. What you should do

The students are supposed to be able to apply certain approach of textbook design toward
the vision , mission and goal of teaching on the relevant topics , and by suiting the particular
format for working area (either individually or in groups) , and for different educational
categories and levels , such as : general and vocational educations level 7,8,9,10,11, and 12 .
8.1 current approaches to materials design

the previous chapter identified the most significant factors within the broad concept of the
communicative approach . we ignored in particular the shift in focus toward s the real world
use of language along the dimension of context , topic , and roles of the people involved .
alongside third there is often a stated requirement for authenticity – a term that loosely
implies as close as approximation as possible to the world outside the classroom , in the
selection both of language material and of the activities and methods used for practice in the
classroom . the issue of authenticity has been somewhat controversial ,and there is no space
here to go into the complexities of the argument : for readers who wish to do so , Clarke
(1989) offers an interesting discussion on the relationship between communicative theory,
teaching materials , and the concept of authenticity .

8.2 New Beginnings?

An obvious question , when discussing developments material design over the last ten to
fifteen years or so , is whether a new movement can be detected at least in the sense in which
proponents of communicative methodology took up a strong position on (even against) the
status of grammar as the basis for teaching . one writer who has taken an explicitly critical
view of some of the more extreme forms of the communicative approach’s swan . much of
his argument is directed against the ideas that syllabuses and material can be based on either
function or form , that meaning can be accounted for only on two levels , and that learners
do not know how to use the function of language unless they are taught to do so as if they
had no experience and common-sense . Normal students , he claims know what they want
to say more often than they know how to say it , since ‘unfortunately , grammar has not
become any easier to learn since the communicative revolution (1985;11,78) . and finally the
communicative approach , whatever its virtues , is not really ... a revolution . in retrospect , it
is likely to be seen as a little more than a interesting ripple on the surface of the twentieth
century language teaching (1985;87) .

Many of the key principles of the appeoach have abeen incorporated into materials , although
not necessarily directly . we shall see , for example ,how certain aspects have come into more
central focus , how others have been reinterpreated depending on teaching objectives , and
how more recent insights into the nature of language and language learning have come to
join them .

a. Some claims for current materials

In the last chapter , we saw that kind of statement made in relation to materials by their
wariters and publishers can serve as a helpful indicator of the principles on which those
materials are based .
Note , particularly the terminology used to describe the materials and compare it with our
list.

1. Carefully structured multi-syllabus approach systematic development of all 4 skill .

emphasis on pronunciation , study skills and vocabulary learning authentic and semi
authentic reading and listening practice language for immediate communication .
2. Through communicative practice of grammatical structure , conversations of all the 4
skills . somprehension coverage of the english tense system .
3. ‘plenty of practice in “core” grammatical structures and deals with language at deeper
level . covers all the 4 skills makes students think about the language they are using’
4. ‘proven multi-syllabus approach careful pacing allowance for different learning style
and teaching situations autentic reading and listening material motivating range of up-
to-date topics’
5. ‘focus on the real English students will encounter and needto use in today’s world
regular Grammar section focus on important grammatical areas at sentence level and
above wide cross-section of real texts promotes reading for pleasure , as well as
developing , functional reading skills word study encourages students to be selective
in their vocabulary building’
6. ‘combine through language work with real life skills give students the confidence and
ability to communicative succesfully in English’
7. Builds on and expands students’ existing knowledge , encourages learner
independence and develops fluency , accuracy , and confidence’ .
8. ‘give learners a new set of skills and strategies for mastering the language’ .

It is not difficult to identify some mainstream communicative themes in this section – real
english , authenticity , the sentence and above , communication . At the same time where
clearly are a number of further element here . we find more explicit statements about the
place of grammar practice, much reference to language skills , including ‘study skills’ specific
comment on vocabulary learning and pronuciation ; and mention of ‘style’ and strategies in
learning as well as learner independence.

b. Organization and coverage Multi- syllabus

Teaching materials following a traditional structural approach typically appear as an ordered

list of grammatical item – perhaps :

1. Simple present active

2. Present continuous
3. Simple past

And so on.there is here a single organizing principle that provides the material to be taught
and learned in each unit or section of the course . traditional materials may have a primary
organizing principle (structutes) and a secondary one (topics or situations) see the discussion
of syllabus in chapter 1 . we might say , teach the present perfect by asking our students about
things they have done or places they have visited ,regular activitie and habits are often used
to teach simple present . In chapter 2 we saw how the development of the communicative
approach not only consolidated a two-tier arrangement (function and structures) .

8.3 Design of Materials and Methods

At first sight this is a complex, if rich, view of materials design, because several (in this
case, eight) syllabus possibilities are in play. Not only do the details have to specified for each
individual organizing principle, but not the principle themselves then have to be linked in
systematic way that does not leave the learner faced with a number of separate lists of items.
One of these is concerned with a view of language in use, and includes categories function,
context and language skill. The other is a version of a more formal linguistic syllabus, which
comprises elements of grammar, pronunciation, and vocabulary. Obviously, these two
approaches are not mutually exclusive: pronunciation, and vocabulary for instance, can both
practiced in context of use, or alternatively can be rehearsed in isolation. Element of multi-
syllabus idea can be traced in some of the explicitly communicative writing of the 1970s.

The Lexical-syllabus

In the approach to material design, semantic and formal are broken down into a
number of components, each of which can generate of a set of syllabus item. Thus, topics
might include about class members, and their families, interests and hobbies. Pronunciation
(or phonology) can cover individual sounds, minimal pairs, sentence stress, weak forms,
intonation, and several other features. While some course book have taken the whole spread
of organizing principles, others have chosen to give particular emphasis to specific areas. One
area gas recently received considerable attention is that of vocabulary or lexis.

The teaching vocabulary is a very large topic, and we shall restrict our-selves here to
commenting briefly on its role in some current course book. We have probably noticed that
vocabulary approached in this way not always efficiently remembered and reused. It is typical
of many current, course book that they are concerned (a) to rationalize vocabulary as content,
in other word to establish a principled framework and a set of contexts within which
vocabulary development can take place, and (b) to base teaching on an understanding of the
psychological mechanisms whereby people learns and remember lexical item.

8.4 The task-based approach

J Wills (1996:23) offers a simple definition: tasks are always activities where the target
language is used by the learner for a communicative purpose, in order to achieve an outcome
(italics added). In other words, TBL is goal oriented =, leading to a solution or a product.

Despite this emphasis on communication and interaction, it is important to note that

the TBL approach is concerned accuracy as well as fluency. It achieves this most obviously
through TBL framework, which has three key phases:

1. The pre-task phase

2. The task style itself

3. Language focus

8.5 Learners and Learning

There are number of ways in which current course book design is concerned in general terms
with a perspective on the learner, as well as with the language material itself. These ways can
be grouped as follows:

1. Although the majority of the learners study in the environment of a whole class

2. Learners will naturally need to engage in the process of both comprehending and
producing language.

a. Learners

Researches in the philosophy of second language learning have investigated a number

of learner characteristics that have implications for the language classroom. Shekan (1989)
for example, suggest the following key learner variables.

 Personality: learners may quiet, or extrovert, for instance.

 Motivation: learners may have chosen to learn, they may be obliged to take a course
or examination.
 Attitude: Learner have attitude to learning, to the target language, and to classroom.
 Aptitude: some people seem more readily able than others to learn another language.
 Preferred: some learners are more comfortable in a spoken language situations,
others prefer written material.
 Intelligence.

8.6 Learning Processes and Strategies

Some readers will be familiar with terms learning and acquisition. Except the note
that, in the psychological literature, they conventionally distinguish more conscious and
logical processes from spontaneous natre of acquisition, particularly by children, we shall not
make of the distinction here and shall continue to refer to learning.
Let us look or how some current materials make use of this perspective. The sub-skills
of comprehension most frequently found are:
1. Reading/listening for the general idea.
2. Looking for specific items of information.
3. Predicting, or anticipating what coming next.
4. Making inferences or deductions when a fact cannot simply be identified.

8.7 The ‘Process’ Syllabus

 The most common labels attached to this kind of syllabus design proposal are process,
task based, and procedural we shall not discuss the internal distinctions here. The essence of
all of them is described by Breen: One major sources for the recent interest in alternative
methodologies has been an intensified theoretical and research focus upon the language
learning process and in particular, the contributions of the learner to that process.
Prabhu (1987), lists three categories of problem-solving tasks:
1. Information-gap activities: for example where each person in pair has only part of the
required information.
2. Reasoning-gap activities: for example making a decision or an inference based on
given information.
3. Opinion-gap activities: for example taking part in a discussion of an issue, or
completing story.
Materials from this point of view, then become sources for the development of tasks
and are only loosely, not fully, pre-constructed: Prabhu refers to this a simple, not a
sophisticated Syllabus.

CHAPTER 9

MATERIALS PRODUCTION THEORY AND PRACTICE

This chapter is focusing on the two parts of theories and practice on the (teaching and
learning) materials design. In the second section of this chapter, there are some belief that
will be put forward about language learning and teaching, suggesting citeria by which
materials might be evaluated. In the thrid and final section, I will examine materials from
projects in which I have been involved and evaluate them in the light of the criteria.

Learning a Language

Many people make a distinction between first language learning and second or foreign
language learning. Others distinguish clearly between "learning" a language and "acquiring"
a language. There is a further distinction between "learning to speak" , "learning to
understand spoken language" , "learning to read" and "learning to write", with some thinking
that these are similar processes, others that they are different but related processes and still
others thinking that they involve completely unrelated skill.

a. Theory

The Need to Communicate

There are three things about language learning that are fairly obvious and uncontroversial,
but which are not often enough stated together. First, just about everyone learns to
communicate fluenty in at least one language. Second, very few people learn to communicate
fluenty in a new language learned entirely in a formal language which is not their L1 do so by
spending a lot of time in situations where they have to use the language for some real
communicative purpose.
For real communication to take place, there are three conditions :

1. We must have something that we want to communicate.

2. We must have someone to communicate with

3. We must have some interest in the outcome of the communication.

The Need for Long-Term Goals

It is only in the longer term that some students will experience the need to communicate in
the target language and will have the chance to become fluent. In looking at needs, perhaps
we should look more closely at this longer term. If we are going to help our students succeed
in learning a language, we must prepare them for the opportunities which will come outside
the classroom. In other words, we must teach them how to learn. By 'teaching how to learn',
I do not mean to refer to learning in classroom settings, where considerable work has been
done on learning styles and their applicability to the language class, but rather to the ability
to take advantage of any opportunity to learn outside the classroom.

The Need for Authenticity

An authentic response depends on the existence of an authentic need. In the classroom

context, this need may only be an approximations and maybe artificially created. It can be
helped, in ESP materials, by close cooperation with the content teacher, so that the ESP
materials complement and support what is happening in the content class. At that at the very
last, an authentic response dictates the addressing of content rather then form, and
discussion for clarification or expansion rather than for the mere checking of understanding.

The Need for Student Centerdness

I do not mean by this date ready-made or teacher-prepared materials and the teacher have
no place. But materials writers might give more tought to the use they can make of student
inventiveness and energy, and the advantages of allowing student participation in resource
generation.

Concluding remarks

The principles and opinions give in in this chapter are based on personal experience and
reflect my own development as a teacher and material writes. The 'social validation' of my
values has ultimately been through presentations in journal articles and conference
presentations, but initially they have been discussed in the hothouse context of materials and
curriculum development teams and tested in actual use in the classroom.

CHAPTER 10

MATERIALS DEVELOPMENT : A CREATIVE PROCESS

A. About this chapter

As the creative and productive process, this chapter focuses on the application of theories
and development of topics, and language skill as to realize the competences proposed in the
curriculum and syllabus. Despite the analysis of syllabus and teaching materials, this part is
also suggesting students collaborately design an develop the teaching and learning materials
for a certain period of time on a certain areas of linguistics.

Introduction

Academic year 1989-1990 saw the implementation of the new secondary curriculum of the
departement of education, culture and sports (DECS). The main goal of this curriculum is to
develop in the Filipino high school students” academic excellence, positive values and
productivity skilss” then, is the story of the birthing of these textbooks. The story comes in
three main stages: designing, development, and implementation.

10.2. designing the instructional materials

Basic principles

Since we, the members of writing team, were all teaching full time. Major decisions in the
development of the curriculum materials were dictated by the goals of the new curriculum,
the basic assumption and principles are :

1. The goal of language instruction is the development of the learners ability to use
language as tool for conveying meaning rather than as a means to demonstrate
correct sentence forms or observance of grammar rules.
2. The objectives for each lesson address the students communicative needs in situasion
which require the use of language.
3. Since a normal communicative situasion is an interplay of listening, speaking, reading
and writing competencies, each lesson present an integrated appoarch to the teaching
of these competencies using a unifying topic them.
4. Based on language needs assessment surveys conducted in various school, English
performs a vital, specialized role in the teaching and learning of both science and
mathematics.
5. The SEDP English curriculum provides for teaching of literature as a major component
of the curriculum.

As students study representative works in Philippines literature, they develop

appreciation for local customs and traditions and the values they represent. As they clarify
their own values, they discover what its means to be Filipino.

10.3 developing the materials

We submitted each lesson we finished to our team leader for to go over. She went over
our work with a fine-tooth comb, made suggestions regarding techniques and strategies
and writing style and identified portions of the lessons that needed revisions. She saw to
it that flow of activities in every lesson was smooth and coherent.
The teachers manual

The teachers manual is intended to accompany the textbook. It is exclusively for the
teacher use, to guide them in operationalizing the lesson in the textbook. It also provides
the teachers with appropriate materials and suggestions for teaching English as specified
in the desired learning competencies(DLC) of the new secondary curriculum.

10.4 implementing the materials

We submitted our manuscript to DECS, happy that we were able to beat the deadline. The
book was tried out in selected public high school in all regions of the country, teachers
from these school were chosen for training on the use of the textbook. They in turn, would
be the trainers of teachers in their respective regions.

In the middle of june 1989, we the copies of the consolidated feedback and comments
from the field-from try out teachers and students. we used these guide us in revising the
materials. we worked on the textbook and the manual, revising them and getting them
ready for final edition.

10.5 designing a course

successful courses require careful planning and continual revision. consult with colleagues
who have taught the same or similar courses to learn from their strategies and their
general impressions of the students who typically take the course. if you are team
teaching you and your teaching partner should begin meeting at least six months in
advance to discuss course goals, teaching philosophies, course content, teaching
methods, and courses policies as well as specific responsibilities for each instruction.

define course goals

determining the goals for the course will clarify what you want the students tp learn and
accomplish. having these course goals in mind will then help you make decisions about
which content to include, which teaching methods to use and what kind of assigments
and exams are appropriate.

general chemistry : course goals

. teach chemistry topics that must be covered to help students preoare for other courses
and for standardized exams.

. teach study skills that students need to succed in university level science courses these
skill are distinct from those required to succed in hight school science.

. teach students problem solving and critical thinking skills.

. teach students the beauty of chemistry

Determine courses content

. select the main topics to be covered

. pare down and refine your initial list of topics

. determine the structure of teh course, arrange the topics in a logical order

. Develop teaching methods and tools

.Determines how you will evaluate students learning, plan assignments and exam.

.Select text and other materials

.Define course policies

.Develop the courses schedule

.Write the course syllabus

. Refine the courses design

 CHAPTER III

DISCUSSION

A. Comparison

the first book (curriculum and material development) consists of 10 chapters. as one of the
realization of the challenge in the core course for teaching and learning subject matters is
intended to fulfill the requirements of the global needs towards the competences of 21 st
century especially on the curriculum and material design . and this book dealing with
curriculum , syllabus , textbooks , language testing , teaching methodology , material ,
teaching strategies , types of assesment this book is primarily aimed to guide and to provide
a teacher candidate with a very goog understanding on theory and practice in curriculum and
material development . while the second book, entitled " DASAR PENGEMBANGAN
KURIKULUM SEKOLAH" consists of 9 chapters, this book focuses on curriculum development
in schools and the basis of curriculum development based on the philosophy of education and
the psychology of student learning. not only that this second book also explains in detail the
history of the curriculum that once existed in Indonesia. Although it is still theoretical, but it
is a great capital to provide understanding for academics working in the world of education,
especially learning. The book is intended for prospective educators (students) in managing
analytical and curriculum development courses.

B. The strengths

Book I

1. This book has complete material about curriculum , syllabus and learning processes
and strategies .
2. This book consists with a very good understanding on theory and practice in
curriculum and material development so can guide us as teacher candidate .
3. Vocabularies in this book is easy to understand so it is suitable for beginner, especially
students .

Book II

1. This book has complete material. This book focuses on curriculum development in schools
and the basis of curriculum development is based on the philosophy of education and the
psychology of student learning. not only that this second book also explains in detail the
history of the curriculum that once existed in Indonesia

2. The language used is easy to understand, not standard and not complicated

3. The study provides a comprehensive explanation of curriculum development at school.

 C. The weaknesses

Book I

1. The preparation of this book is systematic, but the pages listed in the table of contents are
not the same as the pages.

2. Discussion of the book is still theoretical

Book II

1.In this material, there is no difference between the KTSP 2006 curriculum and the 2013
curriculum, and there is no reason why the curriculum can change from time to time.
 CHAPTER IV
CLOSING
A. Conclusion

Curriculum as a learning plan. The curriculum is an educational program provided to teach

students. With the program students carry out various learning activities, so that changes and
developments in student behavior, in accordance with the objectives of education and
learning. In other words, the school provides an environment for students who provide
learning opportunities. That is why, a curriculum must be arranged in such a way that this
purpose can be achieved. The curriculum is not limited to a number of subjects, but includes
everything that can affect student development, such as: school buildings, learning tools,
equipment, libraries, pictures, school pages, and others; which in turn provides the possibility
of learning effectively. All opportunities and activities that will and need to be carried out by
students are planned in a curriculum. The curriculum is structured to realize the objectives of
national education by taking into account the stages of development of students and their
suitability to the environment, national development needs, the development of science and
technology and arts, according to the type and level of each educational unit. (Chapter IX, Ps.
37). Curriculum development is based on the following factors:

1. National philosophy and education objectives which serve as the basis for formulating
institutional goals which in turn become the basis for formulating the curriculum objectives
of an educational unit.
2. Social culture and religion that apply in our society.
3. The development of students, which refers to the characteristics of the development of
students.
4. The state of the environment, which in a broad sense includes the human environment
(interpersonal), the cultural environment including science and technology (cultural), and the
environment (bioecology), and the natural environment (geoecological).
5. Development needs, which include development needs in the economic sector, people's
welfare, law, defense and security, and so on.
6. The development of science and technology in accordance with the system of values and
humanity and national culture.
B. Suggestion

The presentation of this book should maintain its uniqueness which has been built up from
matters that are directly related to the internal and external personalities in the world of the
educational profession. or the needs of readers in particular. This book has many benefits,
especially for the continuity of our lives in the midst of prospective educators, it is hoped that
in the future this book will be updated with more constructive and detailed revisions in
accordance with the times and science and technology.