BAB 1

PENDAHULUAN
1.1. Latar Belakang Masalah
The curriculum is one element that contributes to realizing the process of developing the
quality of potential students. Curriculum development needs to be done because of the
various challenges faced, both internal and external challenges. Internal challenges include
management standards, cost standards, infrastructure standards, educator standards,
teaching staff, content standards, process standards, assessment standards, and graduate
competency standards. While the external challenges faced by the world of education include
the challenges of the future, competencies needed in the future, public perceptions, and the
development of knowledge.
The curriculum is not just a set of subject lists because subjects are only a source of learning
material to achieve competence. Graduates' competencies are set for one education unit,
education level, and education program.
Evaluation and assessment of learning outcomes is intended to find out and improve the
achievement of competencies. Assessment of learning outcomes is a tool to find out the
shortcomings of each student or group of students.
The curriculum as one of the substance of education needs to be decentralized especially in
the development of syllabus and its implementation which is adjusted to the demands of
students' needs, school conditions, and the condition of schools or regions. Thus, schools or
regions have sufficient authority to design and determine teaching materials, learning
activities, and assessment of learning outcomes.
Therefore, the basis of the author's making a paper that will discuss about "The basis for
curriculum and syllabus designing" is the basis of a process of relating educational goals
to the selection and organization of curriculum and syllabus
In order to answer the key questions in hornet in the fact-finding stage, investigations are
necessary in each of the four are asspecified in diagram :

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1.2 Rumusan Masalah

1. Apa yang dimaksud dengan Silabus dan Kurikulum ?

2. Apa landasan dalam membuat Silabus dan kurikulum ?
3. Apa tujuan dalam membuat Silabus dan Kurikulum ?
4. Bagaimana landasan Kurikulum dan Silabus

Tujuan Penulisan

1. Mengetahui pengertian Kurikulum dan Silabus

2. Mengetahui landasan Kurikulum dan Silabus
3. Mengetahui tujuan Kurikulum dan Silabus
4. Mengetahui landasan Kurikulum dan Silabus

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 BAB 2
PEMBAHASAN

2.1 TUJUAN PENDIDIKAN

2.1.1 Internasional
Menurut UNESCO:
In an effort to improve the quality of one nation through improving the quality of
education, the following 4 pillars of education launched by the United Nations, Learning to
Know, Learning to Do, Learning to Be, Learning to Live Together, are a combination of IQ,
EQ, and SQ
Dalam Hubungan Dengan Hierarki Tujuan Pendidikan
National Goals; is the general objective of national education which contains the
formulation of general qualifications which are expected to be owned by every citizen after
following and completing certain national education programs (Suwarno, 1992: 52). The
objectives of Indonesia's national education are:UUD 1945 Versi Amandemen

Pasal 31 ayat 3 : Pemerintah menyelenggarakan satu sistem pendidikan nasional

yang meningkatkan iman-takwa dan akhlak mulia dalam rangka mencerdaskan kehidupan
bangsa, diatur dalam Undang-Undang
Pasal 31 ayat 5 : Pemerintah memajukan IPTEK dengan menjunjung tinggi nilai agama
dan persatuan bangsa demi kemajuan peradaban dan kesejahteraan manusia.

a. Undang-Undang No 20, Tahun 2003, Pasal 3

Pendidikan nasional berfungsi mengembangkan kemampuan, membentuk watak &
peradaban bangsa yang bermartabat untuk mencerdaskan kehidupan bagsa. Tujuannya
demi berkembangnya potensi peserta didik (menjadi manusia beriman, bertakwa pada
Tuhan, berakhlak mulia, sehat, berilmu, cakap, kreatif, demokratis & bertanggung jawab).

b. Tujuan institusional adalah tujuan yang hendak dicapai oleh lembaga pendidikan atau
satuan pendidikan tertentu. Tiap lembaga pendidikan memiliki tujuannya masing-masing
yang berbeda satu sama dengan yang lainnya dan yang sesuai dengan karakteristik lembaga
tersebut (Suardi, 2010:7).
c. Tujuan kurikulum adalah tujuan yang hendak dicapai oleh program studi, bidang studi,
dan mata pelajaran tertentu yang disusun berdasarkan tujuan institusional. Perumusan
tujuan kurikulum berpedoman pada kategorisasi tujuan pendidikan atau taksonomi tujuan,
yang dikaitkan dengan bidang studi bersangkutan (Suardi, 2010:7).

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d. Tujuan Instruksional ini dibedakan menjadi dua, yaitu tujuan instruksional umum dan
tujuan instruksional khusus. Tujuan instruksional umum berisi kualifikasi yang merupakan
pernyataan hasil belajar yang diharapkan dimiliki oleh terdidik setelah mengikuti pelajaran
dalam pokok bahasan tertentu. Tujuan instruksional khusus merupakan penjabaran lebih
lanjut dari tujuan instruksional umum, dinyatakan dalam rumusan sekhusus-khususnya,
sehingga tujuan tersebut mudah dinilai dan tidak menimbulkan salah tafsir (Suwarno,
1992:53).

2.1.2 English For Specific Purposes (ESP)

English For Specific Purposes (ESP) atau Bahasa Inggris untuk tujuan khusus adalah suatu
pendekatan baru dalam pengajaran dan penggunaan Bahasa Inggris untuk bidang dan kajian
khusus yang sesuai dengan kebutuhan bidang ilmu dan profesi pengguna Bahasa Inggris
tersebut. Bidang ilmu dan profesi tersebut misalnya Bahasa Inggris untuk ilmu hukum,
kedokteran, teknik mesin, ekonomi, atau maritim dan lain sebagainnya. Robinson
selanjutnya mengatakan “It (here ESP) is generally used to refer to the teaching and learning
of a foreign language for a clearly itilitarian purpose of which there is no doubt.”

Dengan demikian, pengajaran Bahasa Inggris untuk Tujuan Khusus (English For Specific
Purposes–ESP) mempunyai pendekatan dan asumsi yang berbeda dengan General English
(GE) misalnya. Tujuan ESP adalah agar mahasiswa mampu menguasai Bahasa Inggris pada
bidang yang mereka pelajari. Misalnya mahasiswa kimia, maka mereka harus memahami
Bahasa Inggris untuk kimia, atau jika mereka mahasiswa teknik, mereka harus mengetahui
Bahasa Inggris untuk teknik, atau jika mereka bekerja di perhotelan, maka mereka harus
menguasai Bahasa Inggris perhotelan, jika mereka mahasiswa maritim, maka mereka harus
menguasai Bahasa Inggris maritim.

ESP umumnya digunakan pada pengajaran bahasa asing untuk kegunaan tertentu pada
bidang ilmu dan profesi tertentu. Tujuan ini umumnya dipahami sebagai manfaat dalam peran
Bahasa Inggirs itu sebaga alat komuniksi baik lisan maupun tulisan. Maka dari itu, ESP
sebaiknya dilihat sebagai pendekatan, konsep dan metode yang memang berbeda dengan
Bahasa Inggris umum (General English).ESP adalah suatu pendekatan pengjaran Bahasa
Inggris yang mempunyai pendekatan, persepsi, desain, materi, evaluasi dan tujuan yang
berbeda. Materi ESPmengacu pada kebutuhan mahasiswa (students’ needs) dan pengguna
lulusan itu sendiri. Hal senada juga dikatakan oleh Mc Donough tentang definisi dan
konsepESP. Dia berpepndapat “ESP courses are those where the syllabus and materials

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are determined in all essentials by prior analysis of the communication needs of the
learners.”[2]

Pendapat Donough mengindikasikan bahwa materi dan silabus serta tujuanESP harus
dirancang dan dikembangkan berdasarkan kebutuhan mahasiswa dan pengguna lulusan
karena mahasiswa baik ketika mereka kuliah maupun ketika mereka akan bekerja materi ajar
atau bahan ajar harus sesuai dengan kebutuhannya. Jadi pendekatan ESP adalah
pendekatan dari bawah ke atas (button up approach ).

Dengan uraian di atas, hal ini dapat disimpulkan bahwa ESP adalah bukan suatu produk
baru, tetapi sebuah pendekatan dalam pembelajaran Bahasa Inggris yang berbeda dengan
Bahasa Inggris umum. ESP merujuk pada pembelajaran Bahasa Inggris yang berorientasi
kebutuhan khusus pembelajar sesuai dengan bidang ilmu dan pekerjaan. Materi ESP
berbasis dan dikembangkan berdasarkan analisis kebutuhan.

Karakteristik English for Specific Purpose (ESP)

Sebagai suatu pendekatan baru dalam pembelajaran Bahasa Inggris, ESPmemiliki ciri dan
karaketeristik yang berbeda dengan pembelajaran Bahasa Inggris umum (General English).
Karakeristik ini tentu juga berbeda secara jelas dan signifikan dengan pembelajaran Bahasa
Inggris yang lain seperti seperti English as Second Language (ESL) atau English as a Foreign
Language (EFL).

Beberapa ahli ESP memberikan karakteristik dan ciri-ciri utama ESP dalam pembelajaran
Bahasa Inggris yang beragam dan bervariasi. (Strevens,1988) dalamKristen Gatehouse, Key
Issues in English for Specific Purposes (ESP) Curriculum Development mengatakan bahwa
ada empat karakteristik utama ESP sebagai pendekatan dalam pembelajaran Bahasa Inggris
yaitu :
a) ESP dirancang untuk memenuhi kebutuhan pembelajar,
b) substansi dan isi ESP dikaitkan dengan tema dan topik pada bidang ilmu tertentu, jenis
pekerjaan atau aktivitas tertentu,
c) berpusat pada bentuk kebahasaan yang sesuai dengan aktivitas dan bidang ilmu atau
pekerjaan seperti sintaksis, leksikal, wacana, semantik, dan sebagainya, dan
d) ESP berbeda dengan General English

Robinson selanjutnya mengatakan bahwa ada tiga ciri utama ESP yang membedakannya
dengan General English atau English a Foreign Language (EFL)atau English as a Mother
Tongue (EMT). Ketiga karakteristik tersebut adalah :

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1) ESP adalah pembelajaran yang berorientasi tujuan (goal oriented). Dalam konteks ini,
pembelajar belajar Bahasa Inggris bukan karena alasan ingin tahu bahasa itu sebagai
bahasa dan budaya yang terkandung di dalamnya, tetapi pembelajar belajar ESP karena
memiliki tujuan khusus, tertentu dan spesifik dalam bdang akademik dan profesi yang
satu dengan yang lainnya.
2) Substansi ESP dirancang dan dikembangkan berdasarkan konsep analisis kebutuhan
(need analysis). Konsep analisis kebutuhan bertujuan untuk mengkhususkan dan
mengkaitkan serta mendekatkan apa yang dibutuhakan pembelajar baik dalam bidang
akademik maupun profesi.
3) ESP lebih ditujukan pada pembelajar dewasa dari pada anak atau remaja. Hal ini logis
karena ESP umumnya diajarkan pada tingkatan akademik menengah dan tinggi dan
profesional atau tempat kerja.[4]

Agak berbeda dengan (Strevens,1988) dan Robinson, Evens dan Maggie mengajukan
karakteristik ESP dengan menggunakan dua istilah utama yaitu : a) karakteristik yang absolut
dan b) karakteristik variabelistik.

Karakteritik absolut merupakan karakteristik yang hakiki dan merupakan tipikal dari ESP.
Mereka lebih lanjut mengatakan bahwa krakteristik absolut dari ESP adalah:

ESP is designed to meet needs of the learners; ESP makes use of the underlying
methodology and activities of the disciplines it serves; ESP is centered on the language
(grammar, lexis, register), skills, discourse, and genre appropriate to these activities.

Dari kutipan di atas, dapat ditarik kesimpulan bahwa ada tiga hal yang berkaitan dengan
ESP. Pertama, ESP harus disain dan dirancang untuk memenuhi kebutuhan pembelajar.
Berkaitan dengan pemenuhan kebutuhan pembelajar, mereka menambahkan bahwa
hakikat ESP memenuhi kebutuhan pembelajar berarti fokus pada kebutuhan pembelajar,
berlangsung efektif, sesuai dengan kebutuhan pembelajar, dan memungkinkan pembelajar
belajar dengan sukses sesuai dengan rentang waktu yang dirancang. Berkaitan dengan
analisis kebutuhan agar substansi ESP benar-benar sesuai dan memenuhi kebutuhan
pembelajar, (Hoadley-Maidment,1980) dalam McDonough (1984) mengemukakan ada tiga
sumber informasi utama dalam melakukan analisis kebutuhan yaitu a) pengajar, b)
pembelajar, dan c) stakeholder ).[6]

Kedua, ESP merealisasikan metodologi dan aktivitas sesuai dengan bidang ilmu yang
ditargetkan atau dipelajari dan diajarkan. Ini artinya bahwa metode dan aktivitas yang

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dilakasanakan dalam pembelajaran di kelas harus sesuai dengan bidang ilmu, pekerjaan,
dan profesi yang mencerminkan variasi dan beragamnya esensi dari ESP itu sendiri.

Ketiga, sebagai suatu pendekatan baru, fokus ESP adalah penggunaan kebahasaan yang
tipikal (grammar, lexis, register), keterampilan, wacana, genreyang sesuai dengan aktivitas.
Dalam hal ini cakupan kebahasaan dalam ESP baik dalam tataran, grammar, leksikal dan
register dalam hal tertentu berbeda dengan Bahasa Inggris Umum (General English).

Di samping itu, ciri fundamental lain dari ESP masih menurut Evens dan Maggie adalah
keterampilan berbahasa, wacana dan genre. Dalam pembelajaranESP, konsideran
mengenai keterampilan berbahasa yang diajarkan menjadi isu penting yang harus
dipertimbangkan. Dalam konteks akademik dan profesi atau pekerjaan, fokus keterampilan
cenderung berbeda antara bidang akademik dan profesi yang satu dengan yang lain. Ada
bidang akademik atau profesi yang memfokuskan dan mengutamakan keterampilan
berbicara di satu sisi, tetapi ada juga bidang akademik atau profesi yang dominan dengan
keterampilan menulis.

Kemudian ciri fundamental tersebut, ESP juga memiliki variabel yang juga menunjukkan
esensi lain dari ESP bila dibandingkan dengan GE atau ESL dan EFL.. Variabel-variabel
tersebut misalnya a) ESP sebaiknya menggunakan situasi pembelajaran khusus dan
metode mengajar yang berbeda dengan Bahasa Inggris umum , b) ESP kelihatannya lebih
sesuai dan cocok bagi pembelajar dewasa baik pada akademik tinggkat tinggi maupun
profesi atau tempat kerja profesional, namun ESP mungkin juga dapat digunakan bagi
pembelajar tingkat menengah, c) biasanya ESP dirancang dan didesain untuk mahasiswa
dengan level tingkat menengah dan tinggi, namun demikian sebagian pembelajaran ESP
juga memungkinkan untuk pembelajar tingkat pemula.

2.2 SYLLABUS
Syllabus is the main product of curriculum development as a written plan in an education unit
that must have relevance to other curriculum development products, namely the learning
process. Syllabus can be said to be an ideal curriculum (ideal / potential curriculum), while the
learning process is an actual curriculum (actual / real curriculum).
The syllabus is basically a macro program that must be further elaborated into more detailed
learning programs, namely the implementation of learning plans (RPP). Syllabus is a program
that is implemented for a long period of time (one semester), becoming a reference in
developing RPP which is a program for a shorter period of time.

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Syllabus is a learning plan for a particular subject and / or group / theme that includes
competency standards, basic competencies, subject matter / learning, learning activities,
indicators, assessment, time allocation, and sources / materials / learning tools. Syllabus is the
elaboration of standard competencies and basic competencies into subject matter / learning,
learning activities, and indicators of achievement of competencies for assessment.

The foundation of the development of syllabus is the Government Regulation of the Republic
of Indonesia Number 19 of 2005 concerning National Education Standards Article 17
Paragraph (2) and Article 20 which read as follows.

Pasal 17
Sekolah dan komite sekolah, atau madrasah dan komite madrasah, mengembangkan
Kurikulum Tingkat Satuan Pendidikan dan silabusnya berdasarkan kerangka
dasar kurikulum dan standar kompetensi lulusan, di bawah supervisi dinas kabupaten/kota
yang bertanggung jawab di bidang pendidikan untuk SD, SMP, SMA, dan SMK, dan
departemen yang menangani urusan pemerintahan di bidang agama untuk MI, MTs, MA,
dan MAK.

Pasal 20
Perencanaan proses pembelajaran meliputi silabus dan rencana pelaksanaan pembelajaran
yang memuat sekurang-kurangnya tujuan pembelajaran, materi ajar, metode pengajaran,
sumber belajar, dan penilaian hasil belajar.

2.3 CURICULLUM
The definition of the curriculum, there are many opinions expressed by experts, including:

UU No. 20 Tahun 2003 – Kurikulum merupakan seperangkat rencana & sebuah pengaturan
berkaitan dengan tujuan, isi, bahan ajar & cara yang digunakan sebagai pedoman dalam
penyelenggaraan kegiatan pembelajaran untuk mencapai sebuah tujuan pendidikan
nasional.

Dr. H. Nana Sudjana Tahun (2005) – Kurikulum merupakan niat & harapan yang dituangkan
kedalam bentuk rencana maupun program pendidikan yang dilaksanakan oleh para pendidik
di sekolah. Kurikulum sebagai niat & rencana, sedangkan pelaksaannya adalah proses
belajar mengajar. Yang terlibat didalam proses tersebut yaitu pendidik dan peserta didik.

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 Drs. Cece Wijaya, dkk – Mengartikan kurikulum dalam arti yang luas yakni meliputi
keseluruhan program dan kehidupan didalam sekolah.

Prof.Dr. Henry Guntur Tarigan – Kurikulum ialah suatu formulasi pedagogis yang termasuk
paling utama dan terpenting dalam konteks proses belajar mengajar.

Harsono (2005) – Mengungkapkan bahwa kurikulum ialah suatu gagasan pendidikan yang
diekpresikan melalui praktik. Pengertian kurikulum saat ini semakin berkembang, sehingga
yang dimaksud dengan kurikulum itu tidak hanya sebagai gagasan pendidikan, namun
seluruh program pembelajaran yang terencana dari institusi pendidikan nasional.

2.3.1 Landasan Pengembangan Kurikulum

The curriculum which is the design of education makes it an important position in the world
of education. So in the preparation of the curriculum can not be done without a solid
foundation. With this foundation produce educational programs directed in carrying out
educational goals.

The right and strong foundation in developing the curriculum is not only needed by curriculum
compilers at the central level (macro), but also must be understood and made the basis of
consideration by curriculum developers at the operational level (education unit), namely
teachers, principals, supervisors of education ( supervisor) school board or education
committee and other related parties (stacke holder).

The foundation in curriculum development is as follows:

a. Landasan Filosofis

This foundation in curriculum development includes the foundation of philosophy, identifying

and implementing it. With the philosophy of the methodology of directional education
practices, reciprocally the educational practices of the endiri become material for
philosophical considerations of education. So that the philosophical foundation becomes an
important foundation in curriculum development. The philosophy of education is the basis
and direction of education, while its implementation is through the educational process.

b. Landasan Psikologis

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 This foundation in developing the curriculum covers the behavior and mental functions of
humans as objects of scientific education and identifying them. In curriculum development
there are at least 2 (two) branches of psychology, namely psychological development and
psychological learning. There are 9 (nine) psychological aspects that are developed with
intermediaries of various subjects in the curriculum.

1. Aspect of Devotion
2. Aspect of Copyright
3. Taste Aspect
4. Aspect Karsa
5. Work Aspects (Creative)
6. Aspect of Work (Keprigelan)
7. Health Aspects
8. Social Aspects
9. Individual Aspects

c. Landasan Sosial Budaya

This foundation is about values, social order, and human behavior in society and identifies
them. With a socio-cultural foundation, it is hoped that the birth of human beings who are
qualified, understand and able to build a society. Therefore, the curriculum with all its
objectives, contents and even processes are adapted to the conditions, characteristics,
wealth and development of society.

d. Landasan Yuridis

The curriculum is basically a juridical product determined through the decision of the Minister
of National Education of the Republic of Indonesia. As an embodiment of the education policy
set by the legislature which should be based on the constitution / constitution. Thus the
juridical foundation of curriculum development in the NKRI is the 1945 Constitution (opening
of allusion IV and article 31), legislation such as: Law on education (Law No.20 of 2003),
Regional Autonomy Law, Decree of the Minister of Education, Letter Decisions from the
Director General of Higher Education, regional regulations and so on.

2.4 SURVEYING EXISTING PROGRAMS

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Most new programs are designed either to remedy the definencies in existing ones or to
expand and improve them. It is imperative, therefore to begin any new endeavor with a
through survey of existing conditions. In describing a program currently in operation, five
basics components of the program should be examined :
a. The exixting curriculum and syllabus
b. The material in use
c. The teacher population
d. The learners
e. The resources of the program.

Such an investigation is guided all along by the one fundametal question: ‘in what ways has
the program succeeded.... failed? Only by understanding the strengths and weakness of the
existing program can a better one be developed.

2.4.1 The Existing Syllabus

The syllabus, the first component to be examined, is the vehicle through which policy-makers
convey information to teachers, textbook writers, examination comittes, and learnes
concerning the program. No matter what is the tittle, of course, it is the content of the
document which concerns program designers, not what it might be called in a specific setting.
For what we are calling syllabus might have the tittle of curriculum plan of course outline or
any number of other names. Whatever it is called, it is a document which ideally describes:
1. What the learners are expected to know at the end of course, or the course objectives
in operational terms.
2. What is to be taught or learned during the course, n the form of an inventory of items.
3. When it is to be taught and at what rate of progress, relating the inventory of items to
the different levels and stages as well as to the time constraints of the course.
4. How is to be taught, suggesting procedures, techniques and materials.
5. How is to be evaluated, suggesting testing and evaluating mechanisms.

When a syllabus is available, it becomes a useful starting point in surveying the existing
situation. Often, however an initial inspection of the syllabus may reveal that the document
referred to as a syllabus fails to supply tthe necessary information. It may be too general,
lacking details essential for course planning at the local level, leaving both teachers and
courses designers without any direction. If this is the case, one may expect to find a lack of
cohesiveness in materials and examinations used within the system.
Alternatively, one may find an elaborately detailed syllabus, butt there may be a problem with
some or allof its components. The courses goals may, for example, be unrealistic, a situation

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often found in countries where english, formerly the official language, has been downgraded
to an LWC but the terminal goals have not been adjusted. Similarly, such a situation might
be typical of the goals of a one semester course for foreigners where the planners expect full
communicatively ability, but interms of available time this is a completely unrealistic goal.
Some section of the curriculum or syllabus sholud reflect teh philosopical and educational
approach that guided the policy makers. But such an approach maybe outdated or
unsuitablefor learners present need. Thus the inventory of item may not suit current thinking
in language pedagogy or it may not suit societal needs as discussed in the previuos chapter.
If this is discrepancy is discovered in examining the syllabus, the next step in the investigation
is much clearer, since the effect of the syllabus on selecting and developing materials and on
the teacher trainig is of utmost significance.
Certaintly, one might easily imagine a situation in which there is no existing syllabus. In many
ways, such a situation is preferable from the point of view of the course designers since then
syllabus specification becomes an integral part of the larger task of course design. On the
basist of information gathered in the fact finding stage, designers would produce a document
which answers all the questions specifed in this section.

2.4.2. The Material In Use

In surveying the existing materials, it is necessary to develop questions as an aid for

evaluating them. The following questions are suggested as a minimal sets.
1. By whom and where were the materials developed: by a team of material is developers
who are familiar with this particular educational system and student population, or were they
produced for the international market which at the best concerned with the broadest possible
definition of the target population. If the letter is the case regarding all or the most the existing
materials, this may be the cntral drawback in their design.
2. Compatibility should be evidenced for all the points specifed within the syllabus.
Similarly, the procedures, techniques, and presentation of items must be in harmony with the
specifications given in the syllabus. When such compatibility exists, the job of surveying the
existing situation is relatively easy since the conclusions drawn from an examination of the
syllabus would olso apply in the materials. However. If the materials are not compatible, they
may need to be evaluated separetely.
3. Materials often reflect the developers preffences for some language skills at the
expense of others. If this is compatible with the overall goals, for instance such general goals
might specify the fact that learners do not require any proficiency in the writting skill, then this
would be a suitable realization of the syllabus. If however, there is a lack of integration which

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is independent of the specified goals, then this might be a very serious draw back of the
materials.
4. Alternatives may be provided in terms of learnesr tasks, learning styles, presentation
tehniques, expected outcomes.

2.4.3 The Teachers

When discudding the teacher populations, itt is again to useful to distinguish between natural
language and foreign language setting, in naturalsetting, teachers usually are native
speakers of the language and can cope with various decisionmaking steps that deal with the
language use, on the other hand, in the foreign language setting, the teacher are typically
non-native speakers who may have never spent time in english speaking country and
therefore may find it much harder to make decision of a native like nature.
Teachers who received traditional training and who have only worked with rather
conservative materials may not be equipped proffesionally or emotionally to handle modern
teaching materials which leave a considerable amount of decision making to the teacher. A
period of sensitizing may be necessary for both teachers and student s before news ideas
can be introduced effectively. Often, course designers need to incorpoorate senseitizing
mechanism into a new materials. In order to do that, they need a reliable picture of the
teachers who will implement the program.

2.4.4 The Learners

The student population is the other significant factors in the classroom.in many new
communicative programs, student are expected to take an active part in the learning procces.
They are put into situation in which they must share respnsibilities. Make decisions, evaluate
their own progress, develop individual preferencess, and so on. These requitments may be
new and unfamiliar to the student themselves. In order to help them become responsible
learners, a perios of leraning how to learn is vital. Student may have to learn to do group
work, to become initiators of activities, etc. In the foreign language setting, student are apt to
be a homogeneous socio-economic background so the procces of sensitizing to the new
ways of learning is easier to acomplish. But in the natural language setting, it is more usual
for students to come for diverse cultural backgrounds. Thus, they join the language learning

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classroom with a variety of differennt assumptionts about learning and teaching. A factor
which can seriously after the succes of a new program.

2.4.5 The Reasources

Policy making can be realistic and effective only if it takes into account the limitation of
available reasorurces for implementations, both quantitatively. Such limitation on resources
can be translated into a number of key factors which need to be considered carefully as part
of the policy making procces :
1. Time available for the acquisition of the targer language is a key factor and can easily
be determined since any planning takes into account the available hours per week, which in
the school year, and even years for the course. The objectives and the ways in which they
can be achieved as always are dependent on the amount of time availbale and how it is
distributed.
2. Classroom setting is olso an importantfactors, reflecting 2 number of relevan features
of the taeching/ learning situation. Factors such as the number of student and teachers in the
classroom and wether the desks are fixed or easily rearrenged might be very important
considerations when planning group or individual activities. The actual physical environment
of the classroom (light, shape of the room, etc). Is olso significant and may effect the earning
procces positively or negatively. Some of these factors could be altered or made good use of
if the language teacher has his/her own clasroom but might be serious drowback if the
teacher has to move from calssroom to calssroom to give the language lesson.

2.5 When The Materials In Use Constitute The Curriculum And Syllabus

So fair in our discussion, the program designers’ task has been presented from an idealized
perspective a well-planned and carefully conceived program should be based on a thorough
analysis of social patterns of language use. Moreover, changes in existing programs should
take place only after a careful study of the instructional plans currently in effect. However, a
broadly-based survey of social language use patterns may be difficult to carry out, except in
some abbreviated from. Nevertheless, the program designers utilize wherever information
can be collected, always ready to make shifts and adjustments if new information becomes
available.

Often, when no curriculum of syllabus excises for a program in operation, the teachers have
put together instructional plans based entirely on commercial textbooks. In such cases, the
program designers can make use of these materials as sources of vital clues about the

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existing program. With an understanding of the recent history, shifts, and trends in the head
of language pedagogy, the program designers can gather a great many details about the
existing program and its underlying approach and goals, simply by carefully studying tables
of contents in existing textbooks, teacher’s notes, teacher’s handbook, and auxiliary
materials.

When the only documents to examine are commercial textbooks in use, the program
designers need to be concerned with the following:
1) Do the commercial textbooks in use contain statements about educational and
linguistic points of view? Often these appear in an introduction, preface, or in a teacher’s
guide. Do these policy statements coincide with the views held by the teachers using the
materials or, are the teachers, themselves, aware of such educational and linguistic
orientations?

2) How have the teachers using the textbooks adapted them to the time frame and other
constrains of the course? Some commercial text books have scope and sequence charts
which indicate the linguistic elements included and the points at which they are introduced in
the books.

Do the teachers make any cultural adaptations with the textbooks?

- By changing proper names?

- By changing place names?

- By altering culture-bound topics for example, using local of national holidays, foods,
sports, etc. in place of or together with those in the textbooks?

- Do they see the textbook as severing the goals of their students in terms of
examinations to higher levels of education or higher levels in the language program?

- What adaptations do teachers make to fit local attitudes toward language learning?
For example, are conversations in the lessons used as dictations or as translation exercises?

2.6 The Separate Purposes Of A Curriculum And Syllabus

The course designers full responsibility is that of setting not only broad, general goals but
also specifying objectives which are made accessible to all those involved with the program.
The ask, of course traditionally carried out through written documents which are given any

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number of different names: guides, plans, outlines, etc. In our discussion, however, two titles
are used: curriculum and syllabus

1. A curriculum contains a broad description of general goals by indicating an overall

educational-cultural philosophy which applies across subject together with theoretical
orientation to language and language learning with respect to the subject matter at hand. A
curriculum is often reflective of national and political trends as well.

2. A syllabus is a more detailed and operational statement of teaching and learning

elements which translates the philosophy of the curriculum into a series of planned steps
leading towards more narrowly defined objectives at each level.

It scams helpful to define a curriculum and a syllabus as separate entities in order to call
attention to their particular functions, even though one document could contain sections
which express the separate purposes. An important reason for differentiating between the
two is to stress that a single curriculum can be the basis for developing a variety of specific
syllabuses which are concerned with locally defined audiences, particular needs, and
intermediate objectives.

2.6.1 The components of a curriculum

Since the curriculum is concerned with a general rationale for formulating policy decisions, it
combines educational-cultural goals with language goals. For example, an overall
educational approach could focus on one of the following major views: a behavioristic
orientation considers the human species to be a passive organism, reacting to external,
environmental stimuli; (b) a rational cognitive orientation considers the human species to be
the source and initiator of all acts; (c) a humanistic orientation is concerned with each

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individual's growth and development, while emphasizing affective factors as well. Culturally,
any one of these philosophies may suit a certain community better.
Generally, an educational orientation is compatible with linguistic and language-learning
theories. Thus, the behavioristic view is an educational-psychological philosophy which is
compatible with a structuralize view of language and a stimulus-response view about human
language learning. Diagram 3 shows these three components of an audio-lingual curriculum,
a view which prevailed in the 1950s and 1960s, as an example of how major views affect the
curriculum.
As the theoretical influences on the basis of a language curriculum shifted, the rational
cognitive orientation became strongly reflected in the views of human language proposed by
transformational- linguistics in the 1960s and was associated with the cognitive-code
approach to language learning. The humanistic orientation has been closely associated with
the communicative view of language. It is the latter that has been the most prominent since
the mid-1970s.
It is interesting to trace the genealogy of various well-known views on language teaching. For
example , both the gramnar-transiation approach, which was typically used in teaching Greek
and Latin and the generalized to modern language teaching, and the much more
contemporary. Silent Way approach developed by Gategno (1972, 1983) have distance
affinities with a rational-cognitive orientation in the way in which they both emphasize the
learning of language forms. They do not, however, share a similar view of language learning.
While, as an example, the grammar-translation teacher will provide student with lengthy
explanations of grammatical points, the Silent Way teacher will provide a model utterance
followed by silence which, according to the approach, induces the students to take the
initiative for cognitive activities
Another contemporary approach which links a rational-cognitive view with a communicative
orientation towards language use is the Natural Approach (Krashen and Te 1983). This
approach has much in common with other contemporary views which emphasize the
importance of listening and comprehension at the onset of learning among them Silent Way.
Indeed, the recent Natural Approach has aritecedents in a long history of natural methods
which have emphasized learning a language through using it rather than by recourse to
language analysis. In fact, in the sixteenth century, Michel de Montaigne wrote about his own
experiences growing up as a native speaker of Latin, a notion conceived of and carried out
by montages rather through strict control of his sons of language input (howatt 1984).
Various other current school of thought trace their lineages to a humanistic orientation,
notably Consoling- Learning (curtam 1972), as ell as the beliefs which have grown under the
direct influence of Paulo Freire, combining a humanistic view with a particular political view
of the world (Wallertein 1983). Frere developed an educational approach based on his

17
socialist philosophy in which adult learners are encouraged to analyze and challenge the
forces in society which keep them passive. The similarities between Frere’s approach and
Curran’s derive from the focus on the student’s activist involvement in the learning process.

2.6.2 types of syllabuses

In the past decade, a great deal of attention has been paid to the particular language
elements that are included in a syllabus and the organizational system according to which
they are presented. Discussion have typically considered the trade-offs,advantages,and
disadvantages of three our four major syllabus : the structural grammatical syllabus, the
semantic-national syllabus, the functional syllabus, and the situational syllabus.

The familiar suructural, grammatical or linguistic syllabus is centered around items such as
tenses,articles,singular/plural,Complementation adverbial form etc. The notional (or
semantic-notional) syllabus came into focus in the early seventies and placed the semantic
unit in the center of syllabus organization. Such a syllabus is organized around themes
relating to broud areas of meaning such as space,time,obligation, etc. (wilkins 1976). The
functional syllabus, which developed alongside the notional syllabus with various attempts to
combine the two focuses on the social functions of language as the central unit of
organization. Thus, a functional sytllabus is concerned with elments such
invitations,suggestions,apologize,refusals. (Wilkins 1976; AMcKay 1980). The fourth type
mentioned here, the situational one, although less widespread hand some of the others, has
probably been known in language learning or hundreds of years with the tourist phrase book
as a notable example. All four of the examples cited structures, notions, functions and sit-
upons illustrate different realizations of an organizational approach based on distrait units.
Recently,however,whithin the communicative approach o curriculum and syllabus design, the
idea of presenting an organizational concept which is not based on separate units but rather
than on a continuous process of communication and negotiation in the target language has
gained in popularity. In this approach, the communicative need of the learners are basis on
which various linguistic, thematic or functional elements are selected. The role of the teacher
is facilitate the learners participant in the communicative exchanges. Ideally, there should
also be scope for learners to take responsibility to analyze their own needs and accordingly
seek help from the teacher or the materials.
Course designers who carefully consider various approaches to syllabus design may arrive
at the conclusion that the number different ones are needed are best combined in an eclectic
manner in order to bring about positive result. Thus, it may be necessary to use a
structural/situational syllabus for the first years of a course of the study, moving to a functional

18
pain of organization, followed by a national/skill combination, leading finally to a fully
communicative design to dial phases of the course. Along with seeking out ways to combined
various syllabus type, course designers have other consideration. So far in our discussion,
the description of syllabus type has been largely based on one dimension – the language
content area. In the next chapter, in section 2.3, framework for building a syllabus around
three dimensions rather than only one will be presented.

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 BAB III
CLOSING
3.1 Summary

Dalam Hubungan Dengan Hierarki Tujuan Pendidikan

National Goals; is the general objective of national education which contains the
formulation of general qualifications which are expected to be owned by every citizen after
following and completing certain national education programs (Suwarno, 1992: 52). The
objectives of Indonesia's national education are:UUD 1945 Versi Amandemen
Adapu tujuan-tujuan pendidikan lainnya :
a. Undang-Undang No 20, Tahun 2003, Pasal 3
b. Tujuan institusional adalah tujuan yang hendak dicapai oleh lembaga
pendidikan atau satuan pendidikan tertentu. Tujuan Instruksional ini dibedakan
menjadi dua, yaitu tujuan instruksional umum dan tujuan instruksional khusus.

c. Tujuan kurikulum adalah tujuan yang hendak dicapai oleh program studi,
bidang studi, dan mata pelajaran tertentu yang disusun berdasarkan tujuan
institusional.

Syllabus is the main product of curriculum development as a written plan in an education

unit that must have relevance to other curriculum development products, namely the learning
process. Syllabus can be said to be an ideal curriculum (ideal / potential curriculum), while the
learning process is an actual curriculum (actual / real curriculum).
Curriculumm menurut UU No. 20 Tahun 2003 – Kurikulum merupakan seperangkat
rencana & sebuah pengaturan berkaitan dengan tujuan, isi, bahan ajar & cara yang
digunakan sebagai pedoman dalam penyelenggaraan kegiatan pembelajaran untuk
mencapai sebuah tujuan pendidikan nasional.
Surveying Existing Programs include :
1. The Existing Syllabus
2. The Material In Use
3. The Teachers
4. The Learners
5. The Reasources

When the only documents to examine are commercial textbooks in use, the program designers
need to be concerned with the following:
1. Do the commercial textbooks in use contain statements about educational and linguistic points of
view? Often these appear in an introduction, preface, or in a teacher’s guide.
2. How have the teachers using the textbooks adapted them to the time frame and other constrains of
the course? Some commercial text books have scope and sequence charts which indicate the linguistic
elements included and the points at which they are introduced in the books.

20
 The Separate Purposes Of A Curriculum And Syllabus
1. A curriculum contains a broad description of general goals by indicating an overall educational-
cultural philosophy
2. A syllabus is a more detailed and operational statement of teaching and learning elements

21
 DAFTAR PUSTAKA

1. https://dhyrahcahayacinta.wordpress.com/2013/04/20/makalah-desain-kurikulum/
2. https://egaginanjar79.wordpress.com/2015/05/23/english-for-specific-purpose-
materi-kuliah-esp/

3. http://silabusrppsdsmpsma.blogspot.com/2013/03/definisi-silabus-landasan-
pengembangan.html
4. https://www.slideshare.net/yulianita27/cumadev-ppt
5. Hamalik, oemar. Dasar-dasar pengembangan kurikulum. Bandung: PT. Remaja
Rosdakarya.2011, Hal . 258.

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