This research proposal investigates the impact of curriculum design on English proficiency development in education programs at Universitas Jakasampurna Bekasi, emphasizing the importance of tailored curricula that accommodate diverse learner needs. It addresses the relationship between curriculum structure, instructional strategies, and student outcomes while exploring challenges related to traditional educational practices in non-native contexts. The study aims to provide actionable insights for improving English education by focusing on effective curriculum elements that foster language acquisition and engagement.

1. RESEARCH PROPOSAL INTRODUCTION
RESEARCH IN ENGLISH LANGUAGE TEACHING (ELT)
ASSIGNMENT
THE IMPACT OF CURRICULUM DESIGN ON ENGLISH PROFICIENCY
DEVELOPMENT IN ENGLISH EDUCATION PROGRAMS. IN UNIVERSITAS
JAKASAMPURNA BEKASi
NAMA : HOTMAIDA NAPITUPULU
NIM : 1882250033
STUDY PROGRAM
ENGLISH EDUCATION DEPARTMENT
PANCASAKTI BEKASI UNIVERSITY
CHAPTER 1

2. INTRODUCTION
A. Background of Study
In the rapidly globalizing world, English has emerged as the lingua franca,
underscoring its significance in education systems worldwide. English education
programs play a crucial role in equipping students with the linguistic skills necessary
to thrive academically, professionally, and socially. However, the effectiveness of
these programs often hinges on the quality of their curriculum design, which serves as
the framework for developing English proficiency. Curriculum design encompasses
the selection, organization, and implementation of learning materials and instructional
strategies, all tailored to meet the needs of diverse learners (Richards, 2017). Its
impact on language acquisition cannot be overstated, as it shapes the teaching-
learning process and directly influences students' ability to achieve language mastery.
Curriculum design in English education programs is particularly complex because it
must balance the development of four key skills: listening, speaking, reading, and
writing. These skills are interdependent, requiring a holistic approach to teaching that
integrates communicative competence with cognitive, cultural, and contextual
understanding (Nation, 2017). Research has shown that well-structured curricula that
incorporate authentic materials, interactive activities, and real-world applications
significantly enhance students' language proficiency (Ellis, 2018). Conversely, poorly
designed curricula, which lack coherence or fail to address students' needs, often
result in disengagement, limited skill development, and poor academic outcomes.
One of the primary challenges in curriculum design is ensuring alignment between the
curriculum's goals and students' proficiency levels. English education programs
typically serve learners with diverse linguistic backgrounds, varying levels of
exposure to English, and distinct learning preferences. In non-native English-speaking
countries, such as Indonesia, this challenge is compounded by societal factors,
including the dominance of the native language in daily communication, limited

3. access to English outside the classroom, and traditional teaching methods that
emphasize rote learning over critical thinking and practical application (Zacharias,
2016). These factors necessitate the development of dynamic, adaptive curricula that
cater to students' specific needs while fostering engagement and motivation.
Curriculum design also plays a pivotal role in shaping students' attitudes toward
learning English. A well-crafted curriculum not only provides linguistic knowledge but
also cultivates a positive learning environment that encourages active participation and
collaboration. Research by Dörnyei (2021) highlights the importance of motivational
design in language curricula, emphasizing that engaging materials, varied instructional
methods, and supportive classroom dynamics contribute significantly to students'
willingness to learn. This is particularly relevant in English education programs, where
student engagement serves as both a prerequisite for and an outcome of effective
language instruction.
Despite its critical importance, curriculum design in English education programs often
faces significant limitations. Many curricula lack flexibility, failing to accommodate
students' evolving needs or the rapid advancements in educational technology.
Traditional curricula, which prioritize grammar and vocabulary over communicative
skills, may not adequately prepare students for real-world language use, resulting in a
gap between academic achievement and practical proficiency (Harmer, 2017).
Additionally, the absence of robust assessment frameworks within the curriculum often
hinders the ability to measure students' progress accurately, leaving gaps in their
language development unaddressed.
This study examines the impact of curriculum design on English proficiency
development in English education programs, with a particular focus on identifying the
key elements of effective curricula. By exploring the relationship between curriculum
structure, instructional strategies, and student outcomes, this research aims to provide
insights into how English education programs can be optimized to enhance language
learning. It also seeks to address the challenges associated with curriculum

4. implementation, offering practical recommendations for educators, policymakers, and
curriculum developers.
The interplay between curriculum design and language acquisition has been widely recognized
as a critical factor in the success of English education programs. Effective curriculum design
serves as a roadmap for instructors, providing structure to the teaching process and ensuring that
all aspects of language proficiency—listening, speaking, reading, and writing—are
systematically addressed (Richards, 2011). By establishing clear learning objectives, selecting
appropriate instructional materials, and incorporating diverse teaching strategies, curriculum
design can significantly enhance students' ability to acquire and use the English language.
The communicative approach has emerged as a cornerstone of modern curriculum
design in English education. Unlike traditional grammar-focused methods, this
approach emphasizes meaningful communication and real-world language use. It
integrates tasks and activities that encourage students to use language actively in
authentic contexts, thereby fostering deeper engagement and better language retention
(Ellis, 2013). Research by Savignon (2017) highlights the effectiveness of
communicative language teaching (CLT), showing that students exposed to this
approach demonstrate improved proficiency across all language skills compared to
those taught using traditional methods. For example, curriculum designs that prioritize
interactive elements such as group discussions, role-plays, and project-based learning
have been shown to enhance both fluency and accuracy in language use. These
activities provide students with opportunities to practice language in a supportive
environment, where errors are treated as part of the learning process. This aligns with
Krashen’s Input Hypothesis (2022), which posits that exposure to comprehensible input
slightly above the learner's current proficiency level is essential for language
acquisition.
Curriculum design must also be learner-centered, taking into account the diverse needs,
backgrounds, and proficiency levels of students. In English education programs,
students often come from varying linguistic and cultural contexts, which influence their
approach to language learning. A one-size-fits-all curriculum may fail to address these

5. differences, resulting in disengagement or inadequate skill development (Tomlinson,
2017). Tailoring curricula to the needs of learners involves conducting thorough needs
assessments, which help educators identify specific goals and challenges that students
face. For instance, Hutchinson and Waters (2017) advocate for an English for Specific
Purposes (ESP) approach, where curricula are designed to meet the specific language
requirements of learners based on their academic, professional, or personal goals. In
higher education settings, integrating ESP into the curriculum has been particularly
effective in preparing students for specialized fields such as business, engineering, and
healthcare, where English proficiency is a critical skill.
Assessment is a fundamental component of curriculum design, serving as a tool to
measure students' progress and identify areas for improvement. Effective curricula
incorporate both formative and summative assessments to ensure a comprehensive
evaluation of students' language skills. Formative assessments, such as quizzes, peer
reviews, and self-assessments, provide ongoing feedback that helps students refine their
skills and stay motivated. Summative assessments, including exams and projects,
evaluate overall achievement and readiness for advanced levels of learning (Brown,
2014).However, there is often a disconnect between curriculum goals and assessment
practices. Studies have shown that traditional assessment methods, such as standardized
tests, may not accurately reflect students' communicative competence or practical
language abilities (Bachman & Palmer, 2016). To bridge this gap, curriculum designers
are increasingly adopting alternative assessment approaches, such as performance-based
assessments and portfolio evaluations, which provide a more holistic view of students'
proficiency and progress.
The integration of technology into English education curricula has revolutionized the
teaching and learning process. Digital tools, such as learning management systems
(LMS), online collaboration platforms, and language learning apps, offer new avenues
for interaction and engagement. These tools enable students to access diverse learning
resources, practice language skills independently, and collaborate with peers beyond the
confines of the classroom (Chapelle, 2021). Blended learning, which combines face-to-

6. face instruction with online activities, has been particularly effective in enhancing
language proficiency. Research by Graham (2016) indicates that blended learning
environments provide students with greater flexibility, allowing them to learn at their
own pace while benefiting from the guidance of instructors. Moreover, the use of
multimedia elements, such as videos, podcasts, and interactive games, caters to different
learning styles, making language learning more accessible and enjoyable for students.
Cultural and contextual factors play a significant role in shaping curriculum design and
its effectiveness. In non-native English-speaking countries like Indonesia, traditional
education systems often prioritize teacher-centered instruction, where students are
passive recipients of knowledge. This approach may conflict with the principles of
communicative language teaching, which requires active student participation and
collaboration. Research by Littlewood (2017) highlights the need for culturally sensitive
curricula that balance global language learning standards with local educational
practices. Additionally, societal attitudes toward English can influence students'
motivation and engagement. In some contexts, English is perceived as a symbol of
modernization and global connectivity, which may drive students to pursue language
proficiency enthusiastically. However, in others, resistance to English as a foreign
influence may hinder learners’ willingness to embrace the language (Phillipson, 2022).
Curriculum designers must navigate these complexities to create programs that resonate
with students’ cultural identities while fostering a positive attitude toward English
learning.
In light of the critical role that curriculum design plays in shaping students’ English
proficiency and the pressing challenges faced by English education programs in non-
native contexts, this research emerges as a response to the growing demand for
effective, student-centered, and contextually relevant language learning frameworks.
The gaps identified in current curricula, the need for active and communicative learning
approaches, and the underutilization of technology highlight the urgency of rethinking
how English education is delivered.

7. By focusing on the intersection of curriculum design and English proficiency
development, this study aims to provide actionable insights and practical solutions for
improving English education programs. Through this research, the author seeks to
contribute to the broader efforts to equip learners with the language skills necessary for
academic success, professional advancement, and meaningful participation in a
globalized world. This motivation underpins the decision to conduct a study under the
title: "The Impact of Curriculum Design on English Proficiency Development in
English Education Programs. In Universitas Jakasampurna Bekasi"
B. Research Focus
The primary focus of this study is to investigate how curriculum design influences
English proficiency development among students in English education programs. This
research delves into several critical aspects of curriculum design, including the selection
of content, the integration of interactive and communicative teaching methods, and the
alignment of learning objectives with assessment practices. Specifically, it aims to
examine how these elements contribute to the development of core language skills and
overall linguistic competence.
Furthermore, the study explores the role of contextual factors, such as cultural and
institutional norms, in shaping curriculum design and its outcomes. In the Indonesian
context, for instance, the traditional emphasis on teacher-centered instruction and exam-
oriented learning poses unique challenges to implementing student-centered,
communicative curricula. This research investigates how these challenges can be
addressed through innovative curriculum design and pedagogical practices.
C. Research Questions
In conducting a study, research questions serve as the foundation for systematically
exploring the topic under investigation. They provide a clear direction and scope for the
study, ensuring that the objectives are focused and achievable. The formulation of

8. research questions is particularly important in addressing complex issues such as the
impact of curriculum design on English proficiency development.
This research aims to delve into the intricate relationship between curriculum design
and students’ English language proficiency in education programs. To achieve this, the
study is guided by well-defined questions that seek to uncover the underlying dynamics,
challenges, and opportunities within the context of English education. These questions
reflect the core concerns of educators, students, and curriculum developers while
offering a pathway to generate meaningful insights and practical solutions for
improving English learning outcomes.
The research questions outlined in this study aim to address critical aspects such as
the role of curriculum structure, the influence of teaching methods, and the integration
of technology in fostering English proficiency. They are designed to guide the inquiry
process comprehensively, contributing to a deeper understanding of how curriculum
design impacts language acquisition and educational success.
Based on the research focus and objectives, the following research questions are
formulated:
1. What are the critical components of curriculum design that contribute to English
proficiency development in English education programs?
2. How do instructional strategies embedded in the curriculum influence students'
acquisition of speaking, listening, reading, and writing skills?
3. What challenges do educators face in implementing effective curriculum design,
and how can these challenges be overcome?
4. To what extent do contextual factors, such as cultural norms and institutional
policies, impact the effectiveness of curriculum design in English education
programs?
D. Significance of The Study

9. Understanding the significance of a study is pivotal in appreciating its contribution to
knowledge and its potential to bring about meaningful change. In the field of education,
especially in language learning, research serves as a powerful tool to address pressing
challenges, enhance pedagogical practices, and inform curriculum development.
This study on the impact of curriculum design on English proficiency development in
English education programs holds particular importance in light of the growing global
demand for effective English language skills. By exploring how curriculum elements
influence
This study offers significant contributions to various stakeholders:
1. For Educators:
o Insights into effective curriculum design strategies that enhance student
engagement and learning outcomes.
o Practical guidance on implementing interactive and communicative
teaching methods.
2. For Curriculum Developers:
o Data-driven recommendations for designing curricula that align with
students' needs and contextual demands.
o Frameworks for integrating assessment and feedback mechanisms into
curriculum design.
3. For Policymakers:
o Evidence-based suggestions for developing policies that support
innovative curriculum practices.
4. For Students:
o Improved learning experiences through curricula that foster active
engagement and practical language use.
o Enhanced language proficiency, leading to greater academic and
professional opportunities.
5. For Society and Employers:

10.  Workforce Readiness: The study contributes to producing graduates
with robust English skills, essential for succeeding in diverse professional
and societal contexts.
 Cultural Integration: By fostering proficiency in English, the
curriculum equips students to participate more effectively in multicultural
and international settings.
 Economic Growth: A workforce fluent in English can contribute
significantly to global collaboration and economic competitiveness.

11. REFERENCES
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and
developing useful language tests. Oxford University Press.
Brown, H. D. (2014). Language assessment: Principles and classroom practices.
Pearson Longman.
Chapelle, C. A. (2021). Computer applications in second language acquisition:
Foundations for teaching, testing, and research. Cambridge University
Press.
Dörnyei, Z. (2021). Motivational strategies in the language classroom. Cambridge
University Press.
Ellis, R. (2023). Task-based language learning and teaching. Oxford University Press.
Graham, C. R. (2016). Blended learning systems: Definition, current trends, and future
directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended
learning (pp. 3–21). Pfeiffer Publishing.
Harmer, J. (2017). The practice of English language teaching (4th ed.). Pearson
Longman.
Hutchinson, T., & Waters, A. (2017). English for specific purposes: A learning-centred
approach. Cambridge University Press.
Krashen, S. (2022). Principles and practice in second language acquisition. Pergamon.