Revisiting Curriculum in English Language Teaching: Conceptual Distinctions, Dynamics, and Indonesian Perspectives

Abstract

This paper provides an understanding of the concept of curriculum in English Language Teaching (ELT) by distinguishing it from syllabus and learning materials within the Indonesian context. The method employed a qualitative and descriptive analytical approach to synthesize key theories and national policies, explaining the curriculum as a product, process, and praxis. The findings showed the curriculum is positioned as a macro policy framework for educational philosophy, intended learning outcomes, content selection, methodology, and assessment. The syllabus translates the curriculum into structured learning sequences and teachable units. Meanwhile, the learning materials are put into practice in the classroom. Therefore, this study highlights the hierarchical and foundational relationships among these three terms by emphasizing their collaborative role to support communicative competence, intercultural awareness, and 21st-century skills. In short, the study provides a conceptualization for promoting autonomy, contextual relevance, and innovation in Indonesia’s ELT practice.