curriculum in School Time to Time...pptx

Issue and Language subject

1. CURRICULUM OF ELT TIME TO TIME NAME : DUWI HANDAYANI NIM : 2402200028 SUBJECT : Issue in Language Teaching LANGUAGE EDUCATION DOCTORAL PROGRAM LANGUAGES AND ARTS FACULTY

2. introduction A curriculum can be defined as a plan for action or a written document that includes strategies desired goals or ends. -Ralph Tyler &Hilda Taba-

3. Table of contents Pre-Independence Era (Before 1945) Early Independence Era (1945-1960s) 1970s-1980s: Grammar-Translation Method 1990s-2000s: Communicative Language Teaching (CLT) 2004 Curriculum: Competency-Based Education 2013 Curriculum: Content and Language Integrated Learning (CLIL) Merdeka Curriculum 7. Current Curriculum (2018-present): 21st-Century Skills

4. Pre-Independence Era (Before 1945) During the Dutch colonial era, English was not widely taught in Indonesian schools. However, some private schools and missionary institutions offered English language instruction.

5. - Textbook: "English Grammar and Conversation" by R. W. Bull - Content: Focus on grammar rules, vocabulary, and basic conversation skills - Example Lesson: "Lesson 1: Introductions" - Students learn basic greetings and introductions in English. EXAMPLE OF Material Teaching

6. Early Independence Era (1945-1960s) After Indonesia gained independence, the government introduced English as a compulsory subject in secondary schools. The English curriculum focused on grammar, reading, and writing skills, with an emphasis on British English.

7. - Textbook: "English for Indonesians" by Sutan Takdir Alisjahbana - Content: Focus on grammar, reading, and writing skills, with an emphasis on British English - Example Lesson: "Lesson 5: Reading Comprehension" - Students read and answer questions about a passage on Indonesian culture EXAMPLE OF Material Teaching

8. 1970s-1980s: Grammar-Translation Method The English curriculum in the 1970s and 1980s emphasized the grammar-translation method, which focused on translating Indonesian texts into English. This approach prioritized grammar rules and vocabulary over communication skills.

9. - Textbook: "English Grammar and Translation" by J. C. Nesfield - Content: Focus on grammar rules, translation, and vocabulary - Example Lesson: "Lesson 10: Conditional Sentences" - Students learn about conditional sentences and practice translating them into Indonesian. EXAMPLE OF Material Teaching

10. 1990s-2000s: Communicative Language Teaching (CLT) In the 1990s and 2000s, the English curriculum shifted towards Communicative Language Teaching (CLT), which emphasized developing students' communication skills in English. This approach focused on practical language use, fluency, and pronunciation.

11. - Textbook: "English Communication" by Jack C. Richards - Content: Focus on developing communication skills, fluency, and pronunciation - Example Lesson: "Lesson 3: Ordering Food" - Students practice ordering food in a restaurant using English. EXAMPLE OF Material Teaching

12. 2004 Curriculum: Competency-Based Education The 2004 curriculum introduced a competency-based approach, which focused on developing students' language skills in reading, writing, listening, and speaking. This curriculum also emphasized the importance of English language proficiency for academic and professional purposes.

13. - Textbook: "English for Senior High School" by the Ministry of National Education - Content: Focus on developing language skills in reading, writing, listening, and speaking - Example Lesson: "Lesson 6: Reading a News Article" - Students read and answer questions about a news article on a current event EXAMPLE OF Material Teaching

14. 2013 Curriculum: Content and Language Integrated Learning (CLIL) The 2013 curriculum introduced Content and Language Integrated Learning (CLIL), which integrated English language instruction with subject-matter content. This approach aimed to develop students' language skills in context, rather than isolating language instruction.

15. - - Textbook: "English for Science and Technology" by the Ministry of Education and Culture - Content: Integrates English language instruction with science and technology content - Example Lesson: "Lesson 4: Describing a Scientific Process" - Students learn to describe a scientific process in English and create a diagram to illustrate it. EXAMPLE OF Material Teaching

16. Current Curriculum 2018 : 21st-Century Skills The current English curriculum in Indonesia emphasizes the development of 21st-century skills, such as critical thinking, creativity, collaboration, and communication. This curriculum also prioritizes technology-enhanced language learning and authentic language use

17. - Textbook: "English for the 21st Century" by the Ministry of Education and Culture - Content: Focus on developing 21st-century skills, such as critical thinking, creativity, collaboration, and communication - Example Lesson: "Lesson 2: Designing a Sustainable City" - Students work in groups to design a sustainable city and present their ideas in English EXAMPLE OF Material Teaching

18. Competency-Based Education . Content and Language Integrated Learning (CLIL) 21st-Century Skills Technology-Enhanced Language Learning and Authentic Language Use Key Features of the Current Curriculum Focuses on developing students' language skills in reading, writing, listening, and speaking. Integrates English language instruction with subject-matter content Emphasizes critical thinking, creativity, collaboration, and communication Incorporates digital tools and online resources to support language learning. Prioritizes real-life language use and practical communication skills

19. Merdeka Curriculum (2020-present) The Merdeka Curriculum is an educational policy implemented in Indonesia, aiming to enhance the flexibility and quality of education. Introduced in response to the learning loss caused by the COVID-19 pandemic, this curriculum focuses on providing students with the freedom to learn and explore according to their interests and needs.

20. Student-centered learning : Encourages students to take an active role in their learning process, promoting critical thinking, creativity, and problem-solving skills.- Flexible learning programs : Allows teachers to design learning programs tailored to their students' needs and interests. - Integration with technology : Incorporates technology to support learning, making it more engaging and effective. Key Features

21. - Lack of technological infrastructure: Some schools face difficulties in implementing the Merdeka Curriculum due to limited access to technology and internet connectivity . - Teacher training: Teachers require training to effectively implement the new curriculum and integrate technology into their teaching practices. Implementation Challenges

22. - Improved educational quality: The Merdeka Curriculum aims to enhance the quality of education in Indonesia, preparing students for the challenges of the 21st century . - Increased student autonomy : By providing students with the freedom to learn and explore, the Merdeka Curriculum promotes student autonomy, creativity, and critical thinking skills. Goals and Benefits

23. - Differentiated Instruction: Teachers adjust their lessons to meet the needs of different students, offering choices in learning contents, modes, and outcomes . - Social-Emotional Learning (SEL): Teaching students about emotions, relationships, and social skills to help them become confident and well-behaved individuals . - 21st-Century Skills: Fostering critical thinking, creativity, communication, collaboration, and digital literacy skills to prepare students for success in the modern world Key Principles of ELT in Merdeka Curriculum

24. Project-based learning: Students work on a real-world issue (environmental conservation) and develop problem-solving skills .- Critical thinking: Students analyze information, evaluate sources, and develop well-supported arguments . - Creativity: Students express their ideas and opinions through writing and discussion . - Collaboration : Students work in pairs to complete the worksheet activity. - Digital literacy: Students use online resources to research and gather information. M aterial incorporates the Merdeka Curriculum's emphasis on

25. - Dimension 1: Spiritual Attitude - focuses on developing students' spiritual values and attitudes . - Dimension 2: Social Attitude - emphasizes building students' social skills and attitudes, such as communication, empathy, and cooperation. - Dimension 3 : Personality Attitude - aims to develop students' personality traits, including self-awareness, self-confidence, and self-discipline . - Dimension 4: Skills and Knowledge - focuses on developing students' cognitive skills and knowledge in various subjects . - Dimension 5: Physical and Mental Health - emphasizes the importance of physical and mental well-being for students' overall development. - Dimension 6: Creativity and Innovation - encourages students to think creatively, innovate, and develop problem-solving skills Merdeka Curriculum's P5 (Project-based Learning)

26. DEEP LEARNING CURRICULUM has been gaining significant attention lately, especially in Indonesia. The government has been focusing on implementing deep learning in education, emphasizing three crucial aspects: mindful learning, personalized learning, and competency-based learning.

27. East Asia Southeast Asia South Asia Common Trends English curriculum in various Asian countries

28. Malaysia: Focuses on communicative language teaching, with an emphasis on developing speaking, listening, reading, and writing skills. Thailand: Prioritizes English language education, with a focus on developing speaking and listening skills. India: Emphasizes English language proficiency, with a focus on reading, writing, listening, and speaking skills. Pakistan: Focuses on communicative language teaching, with an emphasis on developing speaking, listening, reading, and writing skills. China: Emphasizes English language proficiency, with a focus on reading, writing, listening, and speaking skills. Japan: Focuses on communicative language teaching, with an emphasis on practical English skills. South Korea: Prioritizes English language education, with a focus on developing speaking and listening skills. East Asia Southeast Asia South Asia Common Trends English as a Medium of Instruction (EMI): Many Asian countries are adopting EMI in schools and universities. Communicative Language Teaching (CLT): CLT is widely adopted in Asian countries, focusing on developing practical English skills. Technology-Enhanced Language Learning (TELL): Many Asian countries are incorporating digital tools and online resources to support English language learning

29. Some Asian countries face challenges in providing adequate resources, including qualified teachers and technology infrastructure. Cultural and Linguistic Diversity: Asia's linguistic and cultural diversity can create challenges in developing and implementing English language curricula. Assessment and Evaluation: Standardized assessments and evaluations can be challenging in Asian contexts, where educational systems and priorities may vary Challenges

30. English curriculum in various EUROPEAN countries

31. Common European Framework of Reference for Languages (CEFR): Provides a standardized framework for language learning and teaching across Europe. European Language Portfolio (ELP): Encourages learners to reflect on their language learning and track their progress UK (England, Wales, Scotland, and Northern Ireland) : Emphasizes English language and literature, with a focus on developing reading, writing, speaking, and listening skills. Ireland: Focuses on communicative language teaching, with an emphasis on developing practical English skills. France : Emphasizes English language and culture, with a focus on developing reading, writing, speaking, and listening skills. Germany : Focuses on communicative language teaching, with an emphasis on developing practical English skills. Spain : Emphasizes English language and culture, with a focus on developing reading, writing, speaking, and listening skills. . Country-Specific Curricula Common Frameworks

32. Key Features of European Curricuculum 1. Early Language Learning : Many European countries introduce English language learning at a young age, often in primary school. 2. Content and Language Integrated Learning (CLIL ): CLIL is widely adopted in European countries, integrating English language instruction with subject-matter content. 3. Emphasis on Communication : European English curricula often prioritize communicative language teaching, focusing on developing practical English skills. 4. Use of Technology : Many European countries incorporate digital tools and online resources to support English language learning.

33. Diverse Language Backgrounds: European countries have diverse language backgrounds, which can create challenges in developing and implementing English language curricula. Standardization: Standardizing English language curricula across Europe can be challenging due to differences in educational systems and priorities. Challenges Teacher Training: Providing adequate teacher training and support is crucial for effective English language instruction in European countries

34. Conclusion 01 Curriculum in Indonesia- The Indonesian curriculum has undergone frequent changes, which has resulted in the country lagging behind in education ¹.- The current curriculum focuses on core subjects like mathematics, science, and language Conclusion 02 Curriculum in Asia- Asian countries like Japan, South Korea, and Singapore have structured and result-oriented education systems. The curriculum is often centralized, with a focus on academic achievement and competition European countries have a more balanced approach to education, focusing on both academic and life skills ².- The curriculum is often flexible, with an emphasis on problem-solving, discussion, and student-centered learning.- Many European countries offer free or affordable education from basic to higher levels..

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