THE IMPLEMENTATION OF SCHOOL BASED CURRICULUM AND GENRE BASED APPROACH IN SMPN 2 BANDUNG INDONESIA
Submitted by inggyyulianipribadi on Fri, 29/10/2010 - 12:37
School Based Curriculum or KTSP (Kurikulum Tingkat Satuan Pendidikan) is a curriculum which gives the schools independency in designing, developing, and implementing the curriculum based on their own situation, condition and potential. There are principles that should be considered in developing curriculum based on KTSP (1) oriented in potential , development, needs and importance of students (2) varied and integrated (3) responsive to science, technology and art (4) relevant to life needs (5) general and continued (6) long life learning (7) balanced with national and local needs. (Muhaimin,Sutiah&Prabowo,2008:22-23)
In developing curriculum and syllabus, the school should refer to the guidance which is conducted by The Committee of Educational National Standard or BNSP ( Badan Nasional Standar Pendidikan) . BNSP develops Content Standard (Standar Isi) and Graduate Competence Standard (Standar Kompetensi Lulusan) which includes basis framework and curriculum structure as the principle in developing the curriculum.
The release of English curriculum is underpinned by systemic functional linguistics (SFL) and involves the genre-based approach (GBA) that is concerned with the relationship between language and its function in social settings. It indicates that Indonesian government's is aware to the necessity for the teaching of English which is functional and which can lead to students' ability in using the language in context.
According to the Content Standard, the ultimate goal of learning English is to make the students to be able to able to participate in discourse or to communicate idea, feelings, etc. in spoken and written English accurately, fluently, and in acceptable manners. In competence standard of English Subject for Junior High school, there are four competencies that students should achieve: listening, speaking, reading and writing.
Developing English syllabus at SMPN 2 Bandung Indonesia is based on the learning characteristics at this school and also its condition and need. SMPN 2 Bandung which is now a Piloting International Standard School (RintisanSekolahBerstandarInternasional- RSBI) has a good input of students, a good support from parents, a complete infrastructure, a good learning environment, etc.Teachers at SMPN 2 Bandung develop syllabus in school’s MGMP by adapting the syllabus that they made from the syllabus guidelines from BNSP based on the subject’s characteristics, students’ potentiality, school’s need and condition. The development of English syllabus is aimed to the development of competency to communicate in both spoken and written which integrated four skills: listening, speaking, reading and writing.
Teachers at SMPN 2 Bandung develop syllabus in school’s MGMP by adapting the syllabus that they made from the syllabus guidelines from BNSP based on the subject’s characteristics, students’ potentiality, school’s need and condition. The development of English syllabus is aimed to the development of competency to communicate in both spoken and written which integrated four skills: listening, speaking, reading and writing.
Teachers' creativity in developing learning material and method is demanded professionally. The learning activity is a student centered learning and the teacher as a facilitator. The time allocation in syllabus is based on the situation and condition of teaching – learning activity in the school. The development of Basic Competence into indicators depends on the learning materials, activity and teachers’ creativity.
The teaching of English is developed with the framework of Genre Based Approach and It seems to pose some challenges for the teachers. They should not only pay attention to linguistic aspects but also to strategic competence, socio cultural and discourse aspects. Given this challenge, The teachers who have been accustomed to conventional teaching which emphasizes on linguistics aspects need to switch to a new teaching paradigm.
However, this new paradigm sometimes lead to the confusion and problems, for example : In Indonesia, there are 30-48 students in a classrooms. As a result the situation may not be effective. The students can be bored, stuck and noisy if the teacher doesn’t creatively design the learning method, so the atmosphere cannot support the effectiveness of the learning process.
Actually, GBA has variant texts of genres that can be taught in interesting way. Students are expected to involve to create making- meaning situation in the kind of genres. But the thorny questions are arisen :
How to make all of the students get involve in meaning- making situation? How to find the suitable teaching materials that familiar with students daily life? Because language is fundamentally contextual and second language pedagogy should focus on teaching language as it really used by speakers and writers in meaning making situations and how to scaffold students in an interactive cycle of teaching and learning ?
The questions are answered by the meaningful activities which are created by the teachers, such as : Role Playing, Discussion, Debating, Writing Process, Singing and Poetry Reading,
Those activities are beneficial to enhance students' abilty in English. The implementation of the activities in SMPN 2 Bandung Indonesia can be seen from the pictures which are attached to this article.
@ Inggy Yuliani Pribady @
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