8/14/2019 Curriculum 04

1/3

Teaching English Vocabulary Based on 2004 Competence Based Curriculum

English is a tool to communicate verbally or nonverbally. To communicate heremeans understanding and expressing the information, mind, feeling and developing the

science, technology and culture by using the language. In education context, English has

a function as a tool to communicate in accessing the information and in daily context, asa tool to build interpersonal relation, exchanging information and enjoy the language

aesthetic (Depdiknas, 2003: 6).

English lesson has the purposes: (1) Developing the abilities to communicate inEnglish either verbally or nonverbally. The abilities include listening, speaking, reading

and writing; (2) Growing the realization about essence and the importance of English as

one of foreign languages for being the main tool of studying; (3) Developing and

understanding of correlation between language and culture, and also broadening thestudents horizon. So, the students have cross culture knowledge and are involved in the

culture of language itself.

Based on Depdiknas (2003: 7), the scopes of English lesson include: (1) The

language skills that are listening, speaking, reading and writing; (2) Sub-competencywhich includes language act competence, linguistic, socio culture, strategy and view

competence; (3) The development of positive behavior of English as a communicationtool. The teaching of English is directed to the competence achievement seen on the

students ability to do the communication steps. The purpose of teaching based on

Competence-Based Curriculum is the achievement of competence itself.

English vocabulary is as one of the components in linguistic competence that isincluded in sub-competency of English lesson. English vocabulary plays an important

role in acquiring the language skills that are listening, speaking, reading and writing. It

links the four language skills altogether. Based on 2004 Competence Based Curriculum,the students start giving the English vocabularies and then having the definitions or

meanings of those words in English too. The purpose is to encourage the students gainextensive number of vocabularies. By having good mastery of vocabulary, it will be agreat help or asset for them to master the four language skills.

Depdiknas. 2003.Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris

SMA dan MA. Jakarta: Departemen Pendidikan Nasional

The Concept of 2004 Curriculum

The word curriculum is taken from Greek, that is curir whose meaning is courier.

The word curere means the place for courier. Therefore, the word curriculum can be

defined as the distance that must be reached by a courier. In education, curriculum refersto the whole subjects that must be learned by the students in order to get a certificate

(Sudjana, 2002: 2). Clark and Starr (1994: 204) state that curriculum is a schools attempt

to take what society thinks to be important and turn into what students learn. Becausewhat society thinks will change, then school curriculum should be changed to meet the

societys expectation.

The 2004 Curriculum is expected to put more emphasis on the needs of job market

and to prepare students for specific tasks. In relation to teaching English, it is hoped that

8/14/2019 Curriculum 04

2/3

the students will have good English competencies in order to involve themselves in the

globalization era. Riyandari (2004: 1) says that English competency is one of the basic

competencies, which should be acquired by a school graduate in order to enterinternational market and survive in the global competition.

Furthermore, the 2004 Curriculum asserts that English is a global language and

functions as language for many fields of sciences, technology and art which is used toreach the aims of economy, trade, relationship among countries, socio-culture and

education, and career development as well (Depdiknas, 2003: 42). Based on the Basic

Course Outline of 1994 and 2004 Curricula, there are three standard competencies thatstudents must have in teaching and learning process (Dikmenum, Ditjen, Didasmen, 303).

For the competency of the first year students, they are demanded to use the appropriate

language variety fluently and accurately in interactional discourse either in written or oral

communication. There are also some disourses that are taught to reach the competence.They are: narrative, procedure, spoof/recount, report and news item form.

Next, for the language competency of the second year students, they are required to

use language variety fluently and accurately in interactional discourse in written or oral

communication. There are also some discourse that they must have, namely descriptive,narrative, anecdote, analytic exposition and hortatory exposition that refer to the

interpersonal meaning variation. Meanwhile, for the third year students, they aredemanded to use appropriate language variety fluently and accurately in interactional

discourse in written and oral communication with the discourse, which is more

complicated than the discourse at the first or second year. They are: narrative,

explanation, discussion, commentary and review with emphasis on the complexity ofinterpersonal meaning and the textual meaning variation.

The curriculum itself consists of a set of plans about competency, which is made to

reach the goal of education by dealing with the situation and the ability of the region andschool. There are two structures in the curriculum for senior high school. They are: (1)

specialization study program and (2) non-specialization study program. Specialization

study program is applied in tenth grade, and non-specialization study program begins inthe eleventh grade, and for this there are three programs available; Science Program,

Social Program, and Language Program (Mulyasa, 2003: 80).

Following the diversity and decentralized education principle, the curriculumdevelopment uses unity in policy and diversity in implementations. To achieve the

objectives of education, there must be standard of competence that must be achieved by

the students at every stage. Meanwhile, the diversity in implementation involves planning

and implementation of learning process, evaluation and management in accommodatingthe differences that are dealing with the readiness, academic potential, interest,

environment, culture, local resources or schools based on their own characteristics

(Depdiknas, 2003: 7).In more detail, the development of 2004 Curriculum considers some aspects below:

1. The faith, norms and morals that must be discovered, comprehended and applied by

the students.2. The reinforcement about national integrity that is reached through educational system

that gives information about the diversity of Indonesian people.

3. The balance of any forms of students learning experience that involves ethics, logic,

aesthetics and kin aesthetics.

8/14/2019 Curriculum 04

3/3

4. Classroom setting that deceives all students to gain knowledge, skill and attitude.

5. The ability to think and learn with access, select and evaluate knowledge to handle

unstable and uncertain situation.6. Life skill that makes the students to have skill, adaptive, cooperative and competitive

attitude in facing challenge and daily life demand effectively.

The Concept of Teaching English in 2004 Curriculum

Teaching and learning process is an educative interaction between the students and

their environment. Teachers are free to choose the strategies, methods or techniques

according to the characteristics of subject contents, students and conditions (Mulyasa,

2003: 183). There are many methods that can be chosen to be used by the teachers likedirect method, audio-lingual method, cognitive method, total physical response and

communicative method.

The teachers holds a role as an organizer; he/she has to decide, prepare a teaching

program that will be done and procedure the activities that are applied usingCompetence-Based Curriculum. Sofyan (2003: 11) states that as an organizer, there are

some steps that must be done in preparing and organizing teaching and learning process:1. General Instructional Objectives

2. Specific Instructional Objectives

3. Teaching Materials

4. Teaching-Learning Activities5. Evaluation

In preparing and organizing teaching and learning activities to teach productiveskills (speaking and writing), the teacher has to consider these two phases:

1. Presentation

2. Practice3. Production Words

Before coming into presentation phase, the teacher has to do lead in in every skillthat will be taught. Lead in here is done to make the students ready to study.

To teach receptive skill, the teacher is required to use lead in, and some steps as

follows:

1. Direct comprehension task (teacher asks and students answer directly)2. Listen and read for task (students listen to the cassette and read a story)

3. Direct text related task (students do the tasks which are related to the reading text)