CHAPTER I
INTRODUCTION
INTRODUCTION
A.
Background
of Paper
Quality
education in school is delivered through a thoughtful curriculum that is based
onLearning outcomes and mediated through skillful, well-prepared teachers.
Curriculum is derived from
the Latin word curriculum meaning “the course or circuit that a race is to
follow (It) is to be followed implies the path or track to be followed or the
course of study undertaken.
Act of the republic of Indonesia
number 20 Year 2003 on National education system ( Sistem Pendidikan Nasional)
Curriculum means a set of plans and regulations about the aims, content and
material of lessons and the method employed as the guidelines for the
implementation of learning activities to achieve given education objectives.
B.
Purpose of Paper
This paper submitted to fulfill of the task of Curriculum And Material Development. This
paper presents Indonesia Curriculum 1984, History curriculum, curriculum 1984,
position English subject, how the implement the English subject based in
elementary school, junior high school, senior high school and university.
English teacher in 1984, English subject in the class.
CHAPTER II
A. Curriculum History
In Indonesia
Curriculum has a long history in
indonesia. Since indonesia freedom till today.
Curriculum development in language teaching has begun
in 1960, though issues of syllabus design emerged as a major factor in language
teaching much earlier. It starts with the syllabus design which involved by one
aspect of curriculum but it is not similar with it. Furthermore, in the history
of Indonesia education, national education curriculum has experienced many
changes, namely in the years 1947, 1952, 1964, 1975, 1984, 1994, 2004, 2006 and
the latest is 2006. Our curriculum designed based on the Pancasila and the 1945
constitution.
B.
Curriculum 1984
Curriculum is instrument to realize the
purpose from education. Curriculum is orentation to director in education
system in indonesia.
Curriculum
1984 is a completing from curriculum before,1975. Curriculum 1975 had not more
agreeable with development indonesia people.
The curriculum 1984 was designed for orienting the instructional and effective.
So, this curriculum should use communicative approach and ask the teachers who
teach English follow a training. Curriculum change
because three factors there are :
1.
Indonesia politic
2.
Social development.
3.
Academic system.
And based on TAP MPR NO 11/MPR/1983. It
said that History of national struggle lesson is obligatory for all level
education in indonesia.
MPR determination is the highest
determination in indonesia more than president determination.
The characteristic 1984 curriculum is
approach lesson that give opportunityto student for more attractive in the
class.
The wisdom in composer 1984 curriculum
there are 16 lesson : Religion, Education moral pancasila, History of national
struggle, Indonesia langguage, Global geograph, National Geograph, Economy,
Chemistry, Art, Penjaskes, Mathematic, The Global and national history,
physics, English lesson, Biology.
The
modification program course change from IPA, IPS, and Bahasa be Program A and
Program B.
Program
A is the contents lesson in the class and Program B is the course lesson can
help student for immeditely communication with other people in social
environment.
By the year
1984, the curriculum 1975 is considered no longer compatible with the needs of
the community and the demands of science and technology. In general, the basic
curriculum 1975 change to the curriculum 1984 are as follows.
a.
There is a clash
between the field of study curriculum materials with the ability of the
students.
b.
There is a gap
between the program and the implementation of the curriculum in schools.
c.
Too much
curriculum content to be taught.
d.
Procurement of
new courses ( such as in high school) to meet the needs of employment.
Curriculum 1984
has characteristics as follows.
a.
Oriented to the
instructional goals. Based on the view that the students learn in school is
very limited, and then learning in the classroom must be functional and
effective. Therefore, before choosing or set of teaching materials, which must
first be defined is what the goals should be achieved by students.
b.
The approach of
teaching is based on students with student’s active learning system (
carabelajarsiswaaktif). CBSA is a teaching approach that provides the
opportunity for students to actively engage the physical, mental, intellectual,
emotional, and with hope the students get the maximum learning experience, both
in cognitive, affective, and psychomotor.
c.
The lesson
material is packed using spiral approach. Spiral is the approach used in the
packaging of teaching materials. The higher the class and school levels, the
more knowledgeable in the materials and lesson provided.
d.
Provide concept
of science before exercise. Concepts must be based on the understanding, then
after the training given to understand. To support the understanding, tools
used students understand the concept.
e.
The material is
given based on the level of maturity or readliness of student.
f.
Using the skills
of the process. Skills in the process of learning are the approach that
emphasizes how to acquire knowledge and communicate results. This approach
should be done with effective to achieve the goal lessons.
C.
The Implementation
English Subject
School-Based English in context
a.
School-Based
English language curriculum in elementary school.
To develop
communicative competence in limited spoken language accompanying action in
school context generating awareness about the nature and important to improve
of nation’s competitiveness in global society.
b.
School-Based
English in context In junior high school
a.
To develop communicative competence in spoken
and written language to reach functional literacy.
b.
To generate
awareness about the nature and importance of English improve nation’s
competitiveness in global society.
c.
To develop
students understanding about the relationships between language and culture.
c.
School-Based
English in contextIn senior high school
a.
To develop
communicative competence in spoken and written language to reach functional
literacy.
b.
To generate awareness
about the nature and importance of English to improve nation’s competitiveness
in global society.
c.
To develop
students understanding about the relationship between language and culture.
d.
School-Based
English in context In vocational high school
a. Acquiring knowledge and basic skills of English
language to support competence acquisition of program related skills.
b. Implementing the knowledge and skills acquisition of
English language to communicative both orally or written an intermediate level.
Implementation English subject in
junior high school.
No
|
Mata
Pelajaran
|
Kelas
|
||
I
|
II
|
III
|
||
1
|
Pendidikan
agama
|
2
|
3
|
4
|
2
|
Pendidikan
moral pancasila
|
2
|
2
|
4
|
3
|
Pendidikansejarahperjuanganbangsa
|
2
|
3
|
6
|
4
|
Pendidikanolahraga
|
2
|
2
|
3
|
5
|
Pendidikankesenian
|
2
|
3
|
3
|
6
|
Bahasaindonesia
|
2
|
2
|
5
|
7
|
Bahasadaerah
|
2
|
3
|
4
|
8
|
Bahasainggeris
|
2
|
2
|
4
|
9
|
IPS
|
2
|
3
|
4
|
10
|
Matematika
|
2
|
2
|
3
|
11
|
IPA
|
2
|
3
|
3
|
12
|
Keterampilan
|
2
|
2
|
5
|
Jumlahpelajaran
per minggu
|
24
|
30
|
48
|
English Subject
in Curriculum 1984-1994
No
|
TEFL Component
|
Curriculum 1984-1994
|
1
|
Objective of
TEFL
|
Reading
ability
|
2
|
Contents of
TEFL
|
Reading and grammar
|
3
|
Methods of
TEFL
|
Competence
approach
|
4
|
TEFL
Evaluation
|
Reading and grammar
|
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