University tadulako princples of Curriculum (1).pdf

ini adalah principles

1. PRINCIPLES OF CURRICULUM
IN ENGLISH LANGUAGE
LEARNING
UNIVERSITY TADULAKO CURRICULUM DESIGN
group 2
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

2. UNIVERSITY TADULAKO CURRICULUM DESIGN
MEMBERS
Wanda Alamsyah
Wini Satya Nanda
Fadia As Zahra
Rara Safitri
Nur Aini
01

3. 02
UNIVERSITY TADULAKO CURRICULUM DESIGN
01.
02.
03.
Curriculum Development in Language Teaching
The Nature of Curriculum
Curriculum as Process
Needs Analysis and Goal Formation
Syllabus Design and Methodology04.
Evaluation and Reflective Practice05.
(Richards, 2017, 2nd Edition)

4. 03
UNIVERSITAS TADULAKO CURRICULUM DESIGN
Supporting Articles
Nation, I. S. P., & Macalister, J. (2010). Language
Curriculum Design. New York: Routledge.
Ellis, R. (2003). Task-based Language Learning
and Teaching. Oxford: Oxford University Press.
Biggs, J., & Tang, C. (2011). Teaching for Quality
Learning at University (4th ed.). Maidenhead:
Open University Press.
Stufflebeam, D. L., & Shinkfield, A. J. (2007).
Evaluation Theory, Models, and Applications.
San Francisco: Jossey-Bass.
West, R. (1994). Needs Analysis in Language
Teaching. Language Teaching, 27(1), 1–19.
Cambridge: Cambridge University Press.

5. 04
UNIVERSITAS TADULAKO CURRICULUM DESIGN
Comparison
of Experts
Richards vs. Nation
Richards vs. Ellis
Richards vs. Biggs & Tang
Richards vs. Stufflebeam
Richards vs. West

6. 05
UNIVERSITAS TADULAKO CURRICULUM DESIGN
Conclusion
The principles of curriculum in English Language Teaching, as articulated by
Richards (2017), reveal that curriculum should be understood as a dynamic and
cyclical process, not merely as a static plan. By integrating needs analysis, syllabus
design, methodology, and evaluation, Richards provides a comprehensive
framework that situates teachers as both practitioners and curriculum developers.
When compared to other scholars, Richards’ second edition demonstrates greater
breadth, while others such as Ellis, Nation, Biggs, Stufflebeam, and West offer more
depth in specific dimensions. Collectively, these perspectives reinforce the idea
that curriculum in ELT must be *learner-centered, context-sensitive, process-
oriented, and continuously evaluated*.

7. THANK YOU!