Name : Muhammad Saleh

Id : 2088203005
Subject : English Curriculum

Richard (2010) divined curriculum as: Overall plan, Transformed into blueprint of
teaching and learning and Achieving outcomes (Overall plan or design for a course and
how the content for a course is transformed into blueprint for teaching and learning
which enables the desired learning outcomes to be achieved). Curriculum takes content
and shapes it into a plan for how to conduct effective teaching and learning. It is thus
more than a list of topics and lists of key facts and skills (the “input” ). It is a map of how
to achieve the “outputs” of desired student performance, in which appropriate learning
activities and assessments are suggested to make it more likely that students achieve
the desired results (Wiggins and McTighe, 2006: 6) lead to Forward, Central, and
Backward process.
In language teaching, Input refers to the linguistic content of a course. It seems
logical to assume that before we can teach a language, we need to decide what
linguistic content to teach. Once content has been selected it then needs to be organized
into teachable and learnable units as well as arranged in a rational sequence. The result
is a syllabus. Process refers to how teaching is carried out and constitutes the domain of
methodol-ogy in language teaching. Methodology encompasses the types of learning
activities, procedures and techniques that are employed by teachers when they teach
and the prin-ciples that underlie the design of the activities and exercises in their
textbooks and teaching resources. Output refers to learning outcomes, that is, what
learners are able to do as the result of a period of instruction. The three different
processes of cur-riculum development can thus be represented in simple form as follow :
Forward design starts with syllabus planning, moves to methodology, and is followed
by assessment of learning outcomes. Resolving issues of syllabus content and
sequencing are essential starting points with forward design, which has been the major
tradition in language curriculum development. Central design begins with classroom
processes and methodology. Issues of syllabus and learning outcomes are not specified
in detail in advance and are addressed as the curriculum is implemented. Backward
design starts from a specification of learning outcomes and decisions on methodology
and syllabus are developed from the learning outcomes.
In conclusion, any language teaching curriculum contains the elements of content,
process, and output. Historically these have received a different emphasis at different
times. Curriculum approaches differ in how they are prioritized and arrived at, and the
role that syllabuses, materials, teachers and learners play in the process of curriculum
development and enactment. The notion of forward, central and backward design
provides a useful metaphor for understanding the different assumptions underlying each
approach to curriculum design as well as for recognizing the different practices that
result from them.

(Self Assessment)
On this day the learning method used by the lecturer is a group discussion method, and
the lecturer occasionally asks for our responses to the questions. In today's lesson, the
material I can understand is the curriculum approach according to Richard (2010),
namely an overall plan made by educators that is adapted to the methods, techniques,
and strategies used by teachers in the learning process in order to achieve learning
outcomes. As for input, process, and output, I also understand all three. Input is the
same as the syllabus, namely the preparations made by educators before teaching, such
as determining methods, techniques, strategies, learning media, and so on. The
process is the teacher's actions in the classroom based on what they have prepared so
that if it goes well, the output or learning outcomes will be achieved. We also learn
about the Forward, Central and Backward curriculum. Forward means that the
curriculum can develop from input to process and output. For example teaching the
present tense (input), then the teacher determines the learning method in class and uses
it (process) so that students are able to master the present tense. To be honest, I'm still
confused about the Central curriculum. Backward curriculum means that we know the
learning objectives are not achieved, so the teacher might be able to use other learning
methods or media so that learning objectives can be achieved. I think the lecturer's
explanation is very good because she mixes English and Indonesian in explaining the
material so that I can understand almost everything she explains, and we still use
English in responding to the lecturer's questions so that it always trains us to use English
more often. Thank you Mom