Curriculum Design: Implementations and Challenges (Case Study of the English Language Center in Indonesia) Restu Mufanti 1 , Elok Putri Nimasari 2 , Rohfin Andria Gestanti 3 , Happy Susanto 4 Faculty of Teacher Training and Education, Universitas Muhammadiyah Ponorogo, Indonesia 1 Faculty of Engineering, Universitas Muhammadiyah Ponorogo 2 Faculty of Social and Political Science, Universitas Muhammadiyah Ponorogo 3 Faculty of Postgraduate, Universitas Muhammadiyah Ponorogo 4 { 1 restu.mufanti@umpo.ac.id} Abstract. As the crucial foundation of teaching learning process, curriculum should be well-designed by the curriculum developers. English curriculum in this language center has been developed years by years to find out an appropriate framework in order to provision students with certain abilities on English and the government pedagogical requirements. This study aims to seek the answers from purposive participants toward the three research questions; does the implemented curriculum meet the students’ needs?, how are the curriculum of English certification programs designed?, what challenges do the curriculum developers face with in designing the curriculum?. A focus group discussion was used as the research approach to get in depth-data from participants. It was conducted for 12 hours. The research results illustrate that the designed-curriculum has met the students’ need, internal institution policy and the development of other International tests. Likewise, the curriculum was designed by conducting need analysis, though the team encountered many challenges in designing it, for instance assessment and scoring. Keywords: curriculum design, implementation, challenges. 1 INTRODUCTION In recent decades, curriculum developers and government should make collaboration since the changes in social, economy, culture, industry, and technology have growth dramatically that demand the adaptable learners. The growth rate of technology as a means of communication in this century had brightened up the field of education, particularly the higher education [1]. A good curriculum ought to facilitate the students’ need as well as the markets’ need. As the formal organizations, university is in a central position that should improve the quality of the curriculum and its implementation. This is emphasized by UNESCO [2] that university has a significant role to design, evaluate, and improve the quality of curriculum. Curriculum is a system of planned actions for instruction and instruction is the system for putting the plans into action [3]. Curriculum is associated with learning experiences in the school in which teachers’ action will influence the students’ cognitive development. Permendikbud number 71 year 2013[4] states that curriculum aims to prepare Indonesia citizens to be competences in any aspects: religious, productive, creative, innovative, affective, and having contribution to the environment, social life and the global development. ELLIC 2019, April 27, Semarang, Indonesia Copyright © 2019 EAI DOI 10.4108/eai.27-4-2019.2285342