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Rivers 1983: 77 said, “Language is essentially a vehicle for the communicating of ideas, emotions, and experiences.” Therefore, students should be encouraged to
interact in groups or in pairs.
4. Curriculum
Education was important for the people to maintain the society. It was related to deliberate, systematic, planned attempts to change learners’ behavior.
By concerning it, curriculum came and aimed that schools could guide their students by offering planned experience Wheeler, 1970: 11. The explanation
related to curriculum is divided into two parts, namely curriculum theory and practice, and curriculum process. Each part is described in detail in the
explanation below.
a. Curriculum Theory and Practice
According to Smith 2000, there were four ways of approaching curriculum theory and practice. Curriculum was seen as a body of knowledge to
be transmitted, but it was continued to be seen as the process and praxis model. Then it concerned on the outcome or the product of the curriculum.
1 Curriculum as a Body Knowledge
A body of knowledge meant the content which should be transmitted to the learners. Curriculum used to relate with syllabus which meant summary of the
subjects of lecturer series. If curriculum still equated to syllabus, it was limited and only focused on the content to be transmitted. However, curriculum is not
only related to the content, but it also related to other aspects of education. In
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summary, education here meant a body of knowledge to be delivered in effective way.
2 Curriculum as Product
As Wheeler 1970, 11 explained that education was aimed to change students’ behavior, Smith also stated that curriculum had objective which covered
plan, implementation and outcome or product. It was a plan which was implemented and result a product to be measured. The curriculum was series of
experiences which would be used by the students to achieve the objectives. The purpose of education was to change students’ behavior by providing some
experiences. However, the curriculum did not only deal with the outcome but also the process.
3 Curriculum as Process
It focused on the interaction of teacher, students and knowledge. It was about what they do during the class and what they prepare and evaluate the
learning. Curriculum was rather like recipe in cookery which enabled the effective translation of the principle into practice. As Smith quoted from
Stenhouse that curriculum was not a package of material or a syllabus but it was way to translate any educational principle, idea and theory into hypothesis testable
in practice Stenhouse, 1975: 142.
4 Curriculum as Praxis
Praxis meant informed or committed in action to the exploration of educators, values and practice. It was the development of the process model in
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which it was not simply a set of implemented plan but it was active process of planning, acting and evaluating related and integrated into the process.
b. Curriculum Process
