THE IMPLEMENTATION OF CURRICULUM POLICIES BASED ON TYLER MODEL AT SITUATIONAL ENGLISH COURSE

Abstrak

Curriculum policy plays an important role in determining how learning objectives, instructional activities, and evaluation are implemented in educational institutions. Tyler’s (1949) curriculum model provides a systematic framework for curriculum development through four main components: educational objectives, learning experiences, organization of learning experiences, and evaluation. This study aims to analyze the implementation of curriculum policy at Situational English Course Medan using Tyler’s curriculum model as the analytical framework. This research employed a qualitative approach. The data were collected through semi-structured interviews with two participants who are directly involved in the learning process, namely the course manager and an English teacher. The collected data were transcribed and analyzed through data reduction, categorization, and interpretation based on Tyler’s four curriculum components. The findings indicate that the curriculum implementation at Situational English Course Medan focuses on developing students’ communicative competence in real-life contexts. The learning objectives emphasize practical English communication such as self-introductions, discussions, and presentation skills. Learning experiences are implemented through interactive classroom activities including role plays, speaking practices, and group discussions. The learning materials are organized progressively from basic communication skills to more advanced speaking activities. In terms of evaluation, students’ performance is assessed through speaking tasks, classroom participation, and presentation activities. These findings suggest that Tyler’s curriculum model provides a practical framework for organizing English language learning programs in non-formal education settings that emphasize communicative competence.