1. I think both social and values factors do influence of curriculum.

Social factors
influence every aspect of curriculum, the content covered, media and strategies used.
The learner comes with a whole context around them: what they like/don’t like, what
they can do, what they respect, what technology they have access to. It’s a huge factor
that can make or break a curriculum. For example, developing a curriculum for vehicle
maintenance technicians who can do anything with their hands, but don’t like long
expository text: We broke content into small chunks and focused on scenarios where
they get to solve problems. While the values factor is when the value of some country
do influence of curriculum. For example, in Indonesian curriculum, the value of the
country is ‘Pancasila’. ‘Pancasila’ contains the characteristics and as the guidance for
Indonesian people to live a life. It does influence the Indonesian curriculum in the
aspect of moral and ethics for formation of character of the nation’s children. It is like
the activity before and after the lesson start, such as praying, greeting, also the attitude.
I think there are no positive and negative factors if those can have handled in a good
hand. But when the social factors hardly influence the making of curriculum, the
decision will be difficult to obtain since there are so many social factors in society. For
example, the technologies, because the implementation of education in Indonesia has
not equally spread, it will make the crash between the area that has good education and
the area has not. But for the value factors, it is such a guidance to defend the national
identity.

2. I take the KTSP and 2013 curriculum as curriculum has been used in Indonesian
country. Certain educational objectives in this case are national education goals
developed in accordance with the characteristics, conditions and potential of the region,
educational units, and students. While 2013 curriculum use scientific approach in the
learning process. There are some steps in learning process of kurukulum 2013, those
are observing, questioning, exploring, associating, and communicating.

3. The 2013 curriculum is the thematic learning that makes one subject matter intergrated
with other subject matter. It is such a good try to have the contextual learning as near
as students’ daily life. This things hope to make students can implement what they have
learn in school in their daily life. As the foreign language learners, I do not agree with
that decision. As a language, it should be learnt as young as possible because there are
some expert that said as young as the learners learn and know about a language, as fast
 they recognize and understand it. other expert says that children will process language,
structurally and communicatively unconsciousness. When the elementary school where
the young learners learn rarely and do not exposed in English, when they move to junior
high that has some standard in English, they will have some crashed and harder to
understand English.

4. In 2013 curriculum, it is hoped that the learning process in the class should be student-
centered, contextual, and guidance by the textbook has to contain the process of
learning, the scoring, also the competence. For reach that kind of purposes, English as
the subject matter in junior high and senior high should have the good lesson for educate
the students to use the proper language structure, written and spoken, for some
purposes, especially for society needs. The English language has to includes some
ethics, like cooperative, respect, confident, creative, etc. all of those materials need to
delivered in the form of student center. The teacher only for the facilitator and
communicate in English. Then teacher need to motivate the students continuously so
the good habit (talk in English with good manners and structure) is formed. However,
the teachers’ duty is more clear, it is to show as the good functional English speaker so
the students can imitate their teacher in a good way.

5. The component of 2013 Curriculum are:

a. The Purpose/Aims: The purpose of kurikulum 13 is to increase the quality of process
and education result which leads to the formation of character and the noble character
of students fully and balance, appropriate with standard of competence in each level
education, To prepare the human resources in order have the live capability and as
citizen that belief, productive, innovative, creative, and effective, Able to produce the
Indonesian people that productive, creative, innovative, affective through the formation
and reinforcement of affective, psychomotor and knowledge aspect, and able to
contribute to the society life, nation, state, and world civilization.
b. The Content (material)
In 2013 Curriculum it includes core competence (kompetensi inti) that comprises of
spiritual, affective, knowledge and psychomotor for the content of curriculum.
c. The Method
Instructional strategies and methods will link to curriculum experiences, the core and
heart of the curriculum. The instructional strategies and methods will put into action
 the goals and use of the content in order to produce an outcome. In 2013 Curriculum
uses scientific approach, thematic unity (inter subject matter) and thematic (subject
matter).
d. Evaluation
To be effective, all curriculum must have an element of evaluation. Curriculum
evaluation refer to the formal determination of the quality, effectiveness or value of the
program, process and product of the curriculum. Evaluation consist of written, self-
evaluation, portfolio, formative, mid semester, summative, school examination and
final examination
Some procedures of curriculum development are:
 Determining Need Analysis, in this section, the curriculum planner has to know
the needs of society, students, also the environment
 Developing Aims or Objectives, the goals of any method or program design in
language teaching are ultimately related to bringing about improvement in
language proficiency.
 Determining an Appropriate Syllabus, Course Structure, Teaching Methods,
and Materials
 Evaluation, it is about gathering the data of all the process of implementing the
curriculum, such as the syllabus, lesson plan, and the evaluation of each students

6. I think the characteristic of teaching model in 2013 curriculum is student center where
the teacher as the facilitator in the class. the one who active understanding and exploring
the materials are students. teacher has less role in the class. for this characteristic, I
think it makes students feel more independent and confidence in the class and it is hoped
that they will have that kind of characteristic in the society. But I think it is some
obstacle for those students that has low confident even low ability than their friends. I
think it makes them feel border and even worst when the teacher cannot handle this
kind of situation. Also I think the students will get lost in understanding the topic when
the teacher totally gives students freedom to think and do not make their role as good
as possible.

7. The difference between KTSP and 2013 curriculum is collected in the table below:
The difference KTSP 2013 Curriculum
 Goal The general goal of the to prepare Indonesian
School Based Curriculum people to have life skills as
is to give autonomy to the individuals and citizens
educational institutions who are faithful,
and support the schools to productive, creative,
make decision in innovative, and affective
curriculum development. and able to contribute to
the life of the world,
nation, state, and world
civilization.

Evaluation class assessments, basic Complete study, authentic,

ability tests, final continuous, based on
education unit assessments criteria reference,
and certification,
benchmarking, and
program assessments
Teaching approach There are some strategies In the 2013 curriculum
that suitable with KTSP, tend to use the scientific
those are direct, approach in learning
contextual, problem- process which has
based, and cooperative students’ center as its
learning. characteristic

8. Some concepts of learning theories related to curriculum developments are:

1. Behaviorism
Positive teaching and applied behaviour approaches receive continual research
attention. When the curriculum development asks the learners in technology’s
implementation. One of behaviourism has come recently with the use
tecgnology. While there is application in all classroom setting, behaviourist
theory is applicable to faith based classroom. When studying classroom
management, behaviourism takes preedence over making rules. There are three
 ways to view the use of behaviourosm theory in the classroom, as positive
reinforcement, negative reinforcement and punishment as a consequence.
2. Humanism
Humanism teaching theory has some new views on teaching approach such as
self-actualization, significant learning, emotion. The student-centered teaching
approach promotes the teacher to care for the student’s inner thought and treat
them equally, and encourages the students to discover their own learning
approaches and have an active learning motivation, all of these are helpful for
the students to learn.
3. Cognitivism
Cognitivism stresses on the process happens inside the human mind, acquisition
of the language, and internal mental structure. In this case, the role of teacher is
to understand the position of the students who have different experience that
will influence to the learning outcome, to determine the manners that mostly
used and which one is effective to organize the new information, to provide
feedback in order to make the new information will be more effective and
efficient.
4. Constructivism
The constructivist classroom would present curriculum from whole part with
the emphasis on the big concept. Students would be allowed the opportunity to
see the “big picture” before they start putting the puzzle together. Students in a
constructivist classroom work in group where there is freedom to ask question
outside of the existing curriculum. The curriculum itself relies heavily on
primary resources whereas in a traditional classroom the curricular activities
rely on text books. As a result, students are viewed as thinkers with emerging
viewpoints on the world and their role in that world.