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Home » Literature » Pendidikan » The Theory and Definition of School-based Curriculum (KTSP)

Jhanuar Pratama Minggu, Juni 19, 2016 Literature, Pendidikan

The Theory and Definition of School-based Curriculum (KTSP)

Finney in Richards and Renandya (2002: 70) defines curriculum as a specification of the content and the
ordering of what is to be taught. It refers to all aspects of the planning, implementation and evaluation of an
educational program, particularly the why, how and how well together with the what of the teaching-learning
process. A.V. Kelly (1989) in Richards and Renandya (2002: 70) states that curriculum is the overall rationale
for the educational programme of an institution which includes the intentions of the planners, the procedures
adopted for the implementation of those intentions, the actual experiences of the pupils resulting from the
teachers’ direct attempt to carry out their or the planner’s imtentions, and the learning that occurs as a
product within the organization in which the curricuum is applied. Richards and Rogers (2000) adds that a
curriculum must consist of approach, design, and procedures. Approach provides the basic theory of
language and language learning; design gives us the objective, syllabus, learning activities, role of teacher,
learner, and materials; while procedures reflects classroom techniques, practices, and behaviour when the
method is used.
Since 2006 to 2013, Kurikulum Tingkat Satuan Pendidikan (KTSP) or School-based curriculum has been
issued by Indonesia National Education Department. Based on Permen No 22/ 2006, BSNP develops the
content stadard which covers the scope of each subject matter and competency levels to achieve the
standard of graduate competence in certain educational levels. The content stadard includes the basic
framework, the curriculum structure, competency standard (SK) and basic competency (KD) of each subject
matter in each semester of each educatioal level.
Based on the guidelines of KTSP issued by BSNP on 2006, KTSP is developed based on the following
principles: 1) focusing on the learners’ and learners’ circumstances’ potentials, development, needs, and
interest in which learners have central position to develop their competence in order to be faithful, intelligent,
intellectual, creative, independent, and responsible indivivuals. It implies that the learning activities must be
learner-centered; 2) diverse and integrated in which the curriculum takes the diversity of learners’ characters,
local condition, and educational levels into account. Learners are encouraged to appreciate religion, cultural,
economic and social status, and gender differences. The curriculum covers required subject matters, local
contents, and interpersonal skills which are conducted in integrated way in meaningful interconnection and
sustainability among the three elements; 3) Awareness towards science, technology, and art development in
which the content of the curriculum gives learners learning experience to keep up with and make use of the
science, technology, and art development; 4) Relevant to learners’ life needs in which the development of
curriculum involves the stakeholders to guarantee the education’s relevance towards the life of society,
business world, and world of work. Thus, it should accomodate interpersonal, intellectual, social, academic,
and vocational skills; 5) Lifelong learning in which the curriculum must be oriented to the learners’
development, acculturation, empowerment process that last for the whole life. Therefore, the curriculum must
reflect the interconnection among the elements of formal, non-formal, and informal education by considering
the always-progressing life demand.
KTSP sees English as a means of communication both oral and written. To communicate means to
comprehend and to transform information, to understand and express mind and feeling, and to improve one’s
repertoire of knowledge, technology, and culture. Such communication competence means discourse
competence, that is, the ability to comprehend or to produce written and oral texts through the four language
skills namely listening, speaking, reading, and writing. These four skills are used to perceive and create
discourse in social life. Thus, English subject is directed to improve those skills in order to produce the
graduates who are capable of communicating and making discourse in English at certain literacy levels.
The literacy levels according to Wells (1987) in the standard of content of English issued by KTSP in 2006
cover performative, functional, informational, and epistemic levels. In performative level, learners are
expected to be able to read, write, listen, and speak in the target language. In functional level, learners are
expected to be able to use the target language to fulfill their daily needs such as to read newspaper, manuals,
or direction. In informational level, learners are expected to be able to access information using the target
language. In epistemic level, learners are expected to be able to convey knowledge in the target language.
The target of English learning in Junior High School (SMP/MTs) is that learners are able to achieve functional
level, in which they communicate both oral and written to solve daily life problems. Meanwhile, Senior High
School (SMA/MA) students are expected to achieve informational level, because they are prepared for taking
higher education. Epistemic level is considered too demanding for Senior High School students because in
Indonesia, English functions as a foreign language.
The objecive of English subject in Senior High Schools is to provide learners with the following abilities: 1) to
develop their communicative competence both oral and written to achieve informational literacy level, 2) to
possess awareness towards the nature and importance of English in enhancing the nation’s competitiveness
within a global community, and 3) to improve learners’ understanding towards the interconnection between
language and culture.
The scope of English subject in Senior High School covers: 1) discourse competence, that is, the ability to
comprehend and produce oral and written texts through the four skills of language comprising listening,
speaking, reading, and writing in integrated way to achieve informational literacy level; 2) the competence to
comprehend and produce various short functional texts, monologues, and essays representing the text types
of procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition,
spoof, explanation, discussion, review, and piblic speaking. The grading and order of the learning materials
are represented in the use of vocabulary, grammar, and rethorical steps; and 3) the supporting competence
covering linguistic competence (using grammar, vocabulary, pronunciation, and punctuation), sociocultural
competence (using expressions and functions appropriately in various communication contexts), strategic
competence (overcoming problems which occur during the communication process using various ways to
sustain comunication, and discourse forming competence (using instruments to form a discourse).
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