PART ONE

1) The Meaning Of Curriculum

The concept of curriculum can be perceived as a connective link between
teacher and student, organized in such a way to achieve goals previously set by the
teacher, the learning organization or by the curriculum specialists.
The above definition, of course, does not cover all the meanings of
curriculum, especialy when we think of them in a variety of contexts and situations
where different goals and objectives need to be persued.
Then, in some situations the curriculum is used to correctly diagnose learning
problems and restore connections between the teacher and the learner, while in other
situations it can be conceived as a framework that provides external settings for the
learning process.
However, the definitions above do not translate all the aspects involving
curriculum and its interaction with the teaching and learning community.
I advocate the definition of curriculum that suports a complex network of
physical, social and intellectual conditions that shape and reinforce the behavior of
individuals, and takes in consideration the individual's perceptions and interpretations
of the environment in order to reinforce the learning objectives and to facilitate the
evaluation procedures.
Considering this point of view, the process of decision-making in updating the
curriculum will be supported by a platform of shared values, images and beliefs, that
will be crutial in the organization process of the intended and planned learning.
The expressed, implied, and emergent dimensions of curriculum need to work
together in order to provide the curriculum specialists with the unstated and
unplanned activities, unintended learning occured in class, learner's perceptions of
certain conditions, positive and negative effects on the learner, gaps between learners,
uniqueness of individual learners, and so many other clues, in order to incorporate
changes in the curriculum that will reduce failures.
 This continuing adjusting process is needed if we remember that alterations in
a learning environment are experimental in nature.

2) Curriculum is Very Important for the teachers and learners

As the investment in preschool programs increases, early childhood programs
and teachers are being held accountable for meeting quality standards and
demonstrating positive outcomes for children. Teachers are responsible for fully
implementing a comprehensive curriculum, using ongoing assessment to inform their
decisions, and ensuring the development and learning of all children. At the same
time, resources are limited, and the guidance and support teachers receive to
understand and implement their curriculum and assessment systems are rarely
sufficient.
Curriculum developers have a responsibility to provide support to programs in
effectively using their resources. Traditionally, we at Teaching Strategies have
developed and published training manuals on our curriculum and assessment systems
and offered conferences and on-site training to support teachers and programs.
Workshops certainly have a place, but they are not sufficient. We are now
strengthening our efforts to build capacity within programs to provide the day-to-day,
individualized support teachers need to enhance their practices and meet the
challenges they face today.
Teachers have many different levels of experience and understanding, but
they are all expected to implement a curriculum and assessment system. I know from
my own experience as an education coordinator in Head Start and child care
programs that the teachers I worked with benefited from very different kinds of
support. Some needed help in setting up or reorganizing their rooms, planning a daily
schedule, managing routines, and using interest areas as settings for learning. Their
needs were immediate, and their survival as teachers was at stake. More experienced
teachers often had the basics in place and were interested in specific support, such as
how to manage small-group activities focusing on literacy or math, and how to
introduce and implement a meaningful study. Advanced teachers who were refining
their skills needed a different type of support and encouragement to inspire and
validate their practices.
As coaches, our work with teachers must begin with building relationships,
just as our work with children and families begins. The teachers with whom we work
need to know that we respect them and care deeply about their ability to teach well.
When teachers trust us, they are more likely to welcome us into their classrooms,
reveal their struggles and challenges, and risk trying new approaches. An
individualized, strength-based approach is just as important in coaching teachers.
Because teachers are at very different stages in their understanding and
implementation of a curriculum, the support and guidance we offer should first
acknowledge each teacher’s strong practices and then address skills and knowledge
that need strengthening. Setting realistic expectations and scaffolding learning
conveys confidence in a teacher’s ability to develop and learn.
As a preschool teacher, I improved my practice and gained skills by working
with knowledgeable and experienced teachers and seeing how they related to the
children, created exciting classrooms, and inspired children to become active learners.
I grew as an education coordinator in Head Start by working with supervisors who
believed in me, recognized and valued my ideas, and encouraged me to try new
approaches. I enjoyed presenting workshops for teachers, but their practice improved
largely because of coaching in their classrooms. Observing their challenges firsthand
enabled me to focus my support on their individual strengths, needs, and interests.
Coaches are often teachers who take on this role with very little guidance or
training on how to coach and mentor other teachers. They need resources and
professional development opportunities targeted to their role. To meet this need, we
have just published a very exciting resource called The Coach’s Guide to The
Creative Curriculum for Preschool: A Step-by-Step Resource for Individualizing
Professional Development. It is a critical piece of our goal to build capacity within
programs to provide the ongoing, in-classroom, individualized support that will truly
help each teacher understand the curriculum and implement it well.

3) Feature of good curriculum

Although currently there are many good curricula available to teachers, some
teachers choose to use programs they have prepared themselves. Although it is
possible for teachers to design and create educational programs that truly biblical,
most people are not getting the training and resources needed. The hours that can be
used to build a relationship of teachers and students, or adapt existing curriculum to
meet the specific needs of students actually used to make what is already there. Some
churches use the curriculum ultimately low quality simply because managers do not
have time to review what was - or because they are lazy to try something different,
although they are not satisfied with what they have!
The first step in choosing a curriculum, of course, is to evaluate the needs of
the service. First you must specify where the doctrine of service, educational
philosophy, and goals and objectives for each age group. Are there any special needs
that need attention? What should be emphasized? How the curriculum is in
accordance with the purpose of the church?
When these factors have been built, a quality manager should sit together and
discuss the following criteria to select the curriculum:
1. Biblical content. Each lesson should be based on the word of God. Lessons
must present the problems of life according to age, in which biblical principles
applied. Evangelism should be emphasized. Verse memorization should take
precedence.
2. Draft. Lessons should be grouped into units according to the theme. 4 units
are usually used for 1 year. So according to age groups and classes, lessons
should be designed for a period of not more than 2 or 3 years. When a child is
learning from the same curriculum from childhood until sixth grade, he should
have studied most of the themes in the Bible for three or four times. Continuity is
 one of the reasons that children's services should, if possible, to systematically use
the same curriculum during these years than using production volume publishers.
3. Philosophy of education. All the concepts, methods, and materials must be in
accordance with the age level. Methods must vary from week to week and should
lead to the whole area of student development. Learning should lead to the child,
not the teacher. Lessons must communicate about something, active involvement
in learning. All materials and activities in each lesson should emphasize the theme
of the lesson. And schedule a session must be in accordance with the physical
needs and the attention span of age groups.
4. The appeal of teachers. Materials should be attractive and easy to use. Each
lesson should be prepared with a simple and involves a variety of teaching
resources, such as maps, posters, songs, and games. Teaching purposes must be
submitted with the obvious - what students should know, how should they feel
about what they have learned, and what actions they should do based on what
they learn. Additional activities should diberikanselama additional hour. (Some of
the educational services that school hours sessions of two weeks to make the
mistake of introducing new topics at tsb. Rather than re-emphasize what was
taught before.)
5. Attractive to students. All material should be interesting. Activities should be
interesting and fun. The picture of life presented in the lesson should reflect the
child's experience in general and various cultures.
6. Relationship with the church / house. The curriculum should include materials
to emphasize the learning objectives at home. Homework can be a supportive
relationship, parent-teacher.
Most publishers can provide the tools to review the lesson for the parents and
perhaps consulting services. Some publishers also offer training resources for
teachers, in the form of books, tapes, or seminars.
The curriculum should receive priority in funding. Remember, good quality is
a worthwhile investment.
4) Reasons curriculum changes every ten years
Curriculum changes are needed primarily when the curriculum is
current (current curriculum) was considered ineffective and no longer
relevant to the demands and the development era, and any changes will
contain certain risks and consequences.
Changes nationwide curriculum is often invited a number of questions
and debate, given the huge impact and contain a very large risk,
especially if the change was made abruptly and in a short time and
without a clear basis.
But in the context KTSP, changes in curriculum at the school level it
needs to be done continuously. In this case, the change must not be done
radically and thoroughly, but depends on the evaluation of data. Maybe
enough only one or a few aspects that need to be changed.
We understand, that since the first time that impressed KTSP applied
suddenly, the development activities in the school curriculum is likely
preceded by "compulsion" in order to comply with applicable
regulations, so that the models developed may not fully represent the
needs and real condition of the school. Therefore, to obtain an
appropriate curriculum models, of course, needed improvement -
improvement that continuously based on evaluation of data, until at last
found a model curriculum that is more suitable to the characteristics
and actual conditions of schools.
That would be something strange and awkward, if only since the
beginning of a school to impose KTSP front never done any changes.
Almost certainly such a school, did not show alias stagnant growth.
Therefore, in order to find the appropriate curriculum models in schools,
should be in school curriculum development team established the school
level in charge to manage the curriculum in schools. Indeed today, in
our schools have appointed special officers who deal with curriculum
 (usually held by wakasek curriculum). But in general they tend to busy
with tasks that are just routine and technical, such as making schedules,
perform general tests or activities that are more routine. Efforts to
design, implement, and evaluate and develop a more innovative
curriculum seems less attention.
Given the Curriculum Development Team in the school curriculum
management activities may be much more directional, so in turn
education in schools would be far more effective and efficient.

5) The kinds of curriculum that we've used is:

The curriculum contains a number of subjects separate (separated subject curriculum)
The curriculum contains a number of similar subjects on the connection between
(Correlated curriculum)
The curriculum consists of fusion of all / nearly all subjects (integrated curriculum)

6) KBK
Competency-Based Curriculum (KBK) or Curriculum 2004, is the
curriculum in education in Indonesia, which were adopted since 2004
although some schools have started using this curriculum since before
implementation. Material, this curriculum is no different from the
Curriculum 1994, the difference is only in the way students learn in the
classroom.
In the previous curriculum, students are conditioned to the quarter
system. While in this new curriculum, students are conditioned in a
semester system. In the past too, the students only learn the content of a
mere subject matter, ie, receive material from the teacher alone. In 2004
this curriculum, the students actively develop the skills required to
apply without leaving IpTek cooperation and solidarity, even among
students actually competing. So here, the teacher will only act as
 facilitators, but even so there is education education for all. In
classroom activities, students are no longer objects, but the subject. And
every student activity counts.

Understanding the Competency-Based Curriculum

We are the days where a new generation of students adapt to campus
environment. Period of a student exempted from the uniformity of
thinking. From kindergarten to high school students are indoctrinated
to have a uniform thinking. This can be seen from the uniformity of
clothing, from shoes, bags, until uniform. You remember, how you will
be punished when you use the wrong uniform. And can be used should
be uniform torn or taken by thieves clothesline.
Whether we realize it or not a lot of uniformity has been to reduce
creativity to think of children. Once in a training in a small institution
that I manage I instruct the participants to draw the scene. The result
exactly as I expected, all the participants to draw a mountain, there was
sun, there is the way to the top of the mountain, and trees and fields and
there are no clouds. Surprisingly, almost all images is almost the same.
It is the result of uniformity pendoktrinan drill from kindergarten
through high school.
Actually this is already recognized by several parties, so that the
curriculum was changed to competency-based curriculum.
Unfortunately the teachers still do not fully understand the meaning of
this competency-based curriculum. They still use the old patterns of
teaching. In a competency-based curriculum, there are no wrong
answers from each student for a child to give reasons for entering diakal
and accountable.
For example, if a teacher of Mathematics to question 1 +1 = x, we are told
to determine the value of x. For most students they will give the value of
 x is 2. But it should not directly blame the teacher if there are students
who answered that the value of x = 1 if the student can provide proof of
1 +1 = 1
If students can explain the answers based on theories that exist, then anything is
worth the student answers correctly.
But there are still many who do not understand the competency-based
curriculum, this excellent design is still not able to walk when the
curriculum has been implemented since 2006. It's hard to change
patterns that have been fossilized for decades.

7) KTSP
Education Unit Level Curriculum (KTSP) is an operational education
curriculum developed by and implemented in each unit of education in Indonesia.
KTSP legally mandated by Law Number 20 Year 2003 on National Education
System and Government Regulation of Republic of Indonesia Number 19 Year 2005
on National Education Standards. Formulation KTSP by the school started the school
year 2006/2007 with reference to the Content Standard (SI) and the Competency
Standards Graduates (graduation) for primary and secondary education as published
by the Minister of National Education Regulation respective No. 22 of 2006 and No.
23 of 2006 and KTSP Development Guide issued by BSNP.
In principle, KTSP an integral part of the SI, but its development up to the
schools to fit the needs of the school itself. KTSP consists of unit-level educational
objectives of education, curriculum structure and unit-level education, educational
calendar, and syllabus. Implementation refers KTSP Permendiknas Number 24 Year
2006 on the implementation of the SI and graduation.
Standard content is material scope and level of competency requirements set
forth in the graduate competencies, competency assessment materials subject
competencies, and learning syllabus that students must meet the level and type of
specific education. Content standards are guidelines for the development of unit-level
education curriculum which includes:
• The basic framework and structure of the curriculum,
• Load study,
• Unit-level education curriculum developed at the unit level of education, and
• Calendar of education.
SKL is used as a guide in determining the assessment of students' graduation
from the education unit. Competence for graduation include all subjects or groups of
subjects. Competency is the ability of graduate qualifications which include attitudes,
knowledge, and skills in accordance with national standards that have been agreed
upon.
Enabling KTSP, as stipulated in the regulations the Minister of National
Education No. 24 Year 2006 on the implementation of the SI and graduation,
determined by the principal after taking into consideration of the school committee.
In other words, the enactment KTSP fully assigned to the school, in the sense that
there is no intervention from the Office of Education or the Ministry of National
Education. Formulation KTSP involving teachers and other employees also involve
the school committee and if necessary, experts from local universities. With the
involvement of school committees in the preparation of the KTSP KTSP be prepared
in accordance with the aspirations of the people, situations and environmental
conditions and community needs.

8) Perbedaan antara KBK dan KTSP

Many groups, including the National Education Ministry officials and the
District Education Office / City made a statement that the curriculum in 2004 (or
KBK) not too far different from the curriculum drawn up by the 2006 National
Education Standards Agency (BSNP) and a new set implemented by the minister
through the minister Regulation No. 24 In 2006 dated June 2, 2006. I do not know,
whether the revelation they were meant to "entertain the teachers" so as not anxious
to face this curriculum change. Given the 2004 curriculum is still in its early stages
the larger trials since the 2004/2005 study year and not all schools are implementing
the full curriculum in 2004. But what power, has now raised a new curriculum,
Curriculum 2006. Thus came the statement that "entertaining" them.
This is ironic, because it shows a very superficial understanding of them on
the 2006 curriculum. I guess they just "repeating" a statement from BSNP, officials
Curriculum Center, Education Ministry officials who intend to reduce to Curriculum
2006 did not receive opposition from the spearhead of education: teachers and
schools, or disturbing fluctuations and the education community. If only they had
done in-depth comparison of both the curriculum, they will say that Curriculum 2006
Curriculum 2004 with significantly different, significantly. It must be recognized in
some respects there are similarities or resemblance between the two.

Essence Differences SK And KD

It is often suggested by Education Ministry officials and the Department of
Education, the Curriculum 2004 and 2006 is the aspect of Competency Standards and
Competency bottom line. At first sight it is, when in fact it is not all true.
In the elementary curriculum / MI 2004 decree there is only one of each grade
level for almost all subjects. But in the curriculum there are two SK 2006 for each
grade for all subjects plus details on specific classes and lessons. Each decree which
was plotted for the semester 1 and 2. In the meantime, these restrictions are not on
Curriculum 2004.
KD-KD is in Curriculum 2004 there are still used in the formulation of the
same or similar to the formulation of curriculum KD 2006. There are several KD
Curriculum 2004 is discarded. There are several new KD in Curriculum 2006. So if
the material scope (scope) is a measure, it is not too much difference with the
Curriculum 2004 Curriculum 2006. However, the KD-KD in the curriculum was
reconstructed again in 2004, reorganized in such a way that becomes very different in
the order (sequence).
Although the scope of the same material between the curriculum, but because
the order of presentation of each class to be different, the two different curriculum.
For example, a class III KD in SD for Social Science subjects are moved to class II.
Some KD in Social Science subjects at the elementary school moved from class to
class VII, VIII, or vice versa. KD for PKN in junior class was moved to VIII and IX
of the class VII. KD on the contrary there is a derived class VIII to class VII.
Removal of KD as a reorganization of the curriculum 2004 KD this happens
in all subjects and all levels of schools in Curriculum 2006. This will be very
influential in the process of learning in the classroom, especially if the school wishes
to implement Curriculum 2006 in full in the year 2006/2007 this study.
Other changes is that the learning in class I, II and III SD / MI to be carried
out in a thematic, while for class IV, V and VI with the learning field of study.
Especially for science and social science in elementary school used an integrated
learning approach.
While science and social science in junior high which was originally SK and
KD was prepared using the sub-sector approach to the study, the curriculum in 2006
no longer uses the approach. This impact on the management of curriculum and
learning in the classroom.
Meanwhile, the SMA / SMK no changes like the ones in elementary school
and some in junior high. But that does not mean there are no changes in or
arrangement KD at high school curriculum / vocational. The number of SK in 2004
which was originally Curriculum 1 or more on each subject, the curriculum was
developed into a 2006 decree. SK-SK was largely taken the contents of the decree in
the Curriculum 2004.
But when examined, turned out to SK-SK in the 2006 high school curriculum
is identical, very similar to the KD-KD in the 2004 high school curriculum. Similarly,
KD-2006 KD in this curriculum is identical to the indicators of achievement on the
Curriculum 2004. In other words, there is "advancing the status of KD and
Indicators" in Curriculum 2004, which became SK and KD at the high school
curriculum in 2006.
If it happens many times a case like this, it is not fair if we were just saying
that in 2004 the same curriculum with the Curriculum 2006, or that there are not
changes much. If you want to see how much change in the curriculum, create a matrix
mapping SK and KD + indicators of the curriculum with the Curriculum 2006. It
must be groggy head, and eyes glazed.
9) The Content of Curriculum 2004
Along with the reform period bergulirnya and listening development today,
the curriculum seems 1994 is considered less able to accommodate the demands of
the global. For this reason it needs to be fundamentally improved. Competency-Based
Curriculum (KBK) who was born in 2004 to replace the 1994 curriculum,
competency-based curriculum that gives each character, based outlined pelajarn
competencies students must achieve. However, the lack of socialization KBK, hence
the confusion associated with the gauge student competency, namely the test. School
final exams and still be a national multiple choice questions. If the target
competencies to be achieved, it is more comprehensive evaluation, the proportion of
practices or about description should be able to measure how schools in Java and
outside Java has tried to implement KBK, but the results are not satisfactory, because
the teachers do not really know exactly what competencies are diingankan making
curriculum.
Competency-based curriculum is a curriculum design that was developed
based on a set of specific competencies. Referring to the sense, and also responds to
the presence of WAY PP No.25/2000, then one of the activities that need to be done
by the government, in this case the National Education Ministry is to establish
national standards for all subjects, which includes components; (1) competency
standards, (2) basic competence, (3) subject matter, and (4) indicators of
achievement.
 Standard of competence is defined as a determination of knowledge, skills,
attitudes, and the expected level of mastery achieved in studying a matapelajaran.
Scope of content standards of competency standards (content standards) and
performance standards (performance standard). Basic competencies, the competency
standards jabaran, is the knowledge, skills and attitudes that must be controlled
minimal and can be demonstrated by students in each competency standards. Material
subject or learning material, which is the subject of study materials that can be a field
of teaching, content, processes, keterampilam, and scientific context of a subject.
While indicators are intended achievement abilities more specific that can be used as
a measure to assess the completeness of learning.
Further development of curriculum in 2004, which features a competency-
based paradigm, will include the development of syllabus and assessment system.
Syllabus is the framework for planning and implementing learning programs, while
the assessment system includes billing type, shape instruments, and implementation.
types of bills are bills, such as tests or tasks that must be done by the learner. Related
instruments form the response should be done by students, such as the form of
multiple choice or problem description.
Curriculum development should be related to the 2004 standard demands
competence, organizational learning experiences, and activities to develop and master
the competencies effectively as possible. The process of competency-based
curriculum development also uses the assumption that students will learn to have a
beginning knowledge and skills needed to master certain competencies. Curriculum
development therefore need to consider 2004 the following principles:
1. Oriented to achieving results and impact (outcome oriented)
2. Based on Competency Standards and Basic Competency
3. Competency Based Tamatan / Graduates
4. Observe the principle of curriculum development berdfferensiasi
5. Develop aspects of learning as a whole and comprehensive (holistic), and
6. Applying the principle of exhaustiveness learning (mastery learning).
 A competency-based curriculum planning and management tool of
competencies and learning outcomes to be achieved students, assessment, teaching
and learning activities, and the empowerment of education resources in the
development of school curriculum. Competency-based curriculum oriented to: (1) the
results and impacts expected to appear on the students themselves through a series of
meaningful learning experiences, and (2) diversity can be manifested in accordance
with their needs (Puskur, 2002a).
Competence in the formulation of competency-based curriculum is a
statement of what is expected to be known, addressed, or do students in each
classroom and school levels and also describes the progress of students who achieved
a gradual and continuous to be competent.
A competency-based education program should contain three main elements,
namely: selection of appropriate competencies; specification evaluation indicators to
determine the success of the achievement of competence; development of learning
systems.
Competency-based curriculum have characteristics as follows:
1) Emphasis on student competency ketercapaian both individually and classical
2) Oriented learning outcomes (learning outcomes) and diversity
3) The submission of the study using the approaches and methods vary
4) Source of learning not only teachers, but also other learning resources that
meet the educational element.
5) Emphasis on the process of assessment and learning outcomes in an effort to
achieve a mastery or competence.
6) Structure of competence in competency-based curriculum in a subject
containing details of the competencies (skills) that the basic subjects and attitudes
that students are expected to have.

10) Five competences the teachers should have

 A lot of teachers who educate students and students in schools should have the
competence. competencies that must be possessed of them is:
1. Pedagogic competence
Pedagogic competence is the ability of learners' understanding of the depth and
organization of educational learning. Understanding of learners' understanding of
psychology including child development, while learning which includes the
ability to educate the learning design, implement learning, and assess learning
outcomes, and make continuous improvements. Meanwhile, the PP of Teachers,
that the teachers' pedagogic competence is the ability of teachers in the
management of learners learning at least include:
a. Insight or understanding, educational foundation.
b. Understanding of learners.
c. Development of curriculum / syllabus.
d. The design of learning.
e. Implementation of educational learning and dialogue.
f. Utilization of learning technologies.
g. Evaluation of learning outcomes.
h. Developing students to actualize the potential.
2. Personal Competence.
Teachers are often regarded as someone who has the ideal personality. Therefore,
individual teachers are often regarded as a model or models (which must be
digugu and imitated). As a model teacher must have the competencies related to
personal development (personal competencies), including: (1) the ability to relate
to the experience of religious belief in accordance with religion, (2) the ability to
honor and respect between faiths; ( 3) the ability to behave in accordance with the
norms, rules, and the prevailing value system in society; (4) develop
commendable qualities as a teacher for example, politeness and good karma and;
(5) to be democratic and open to reform and criticism.
3. Professional Competence.
Professional competence is the competence or ability-related adjustments
teaching duties. Competence is very important competencies. Therefore directly
related to the performance shown. Therefore, the level of teacher professionalism
can be seen from the following competencies: (1) the ability to master the
educational foundation, for example, understand the educational goals to be
achieved both national objectives, institutional, curricular and learning objectives;
(2) understanding in the field of psychology education, for example, the notion of
the student's stage of development, the notion of learning theories; (3) the ability
in the mastery of subject matter in accordance with the teaching field of study; (4)
ability to apply various methodologies and learning strategies; (5) the ability to
design and utilize various media and learning resources; (6) ability to carry out
evaluations of learning; (7) ability to develop learning programs; (8) ability to
implement support element, such as school administration, guidance and
information, and; (9) ability to conduct research and scientific thinking to
improve performance.
4. Community Social Competence.
Competence is related to the ability of teachers as members of society and as
social beings, including: (1) the ability to interact and communicate with
colleagues to improve professional skills; (2) the ability to recognize and
understand the functions of each institution and community; (3 ) the ability to
collaborate both individually and in groups.
5. Develop teaching programs
Function as guidelines for planning teaching activities in teaching and teacher
guides students in learning activities are arranged in a systematic and systemic.
Teaching planning principles that must be considered are:
a. Planning should be based on conditions of teaching students.
b. Planning must be based on the curriculum teaching force.
c. Planning should take into account the time available
 d. Planning must be a sequence of teaching and learning activities that systematic
teaching.
e. Planning instruction if necessary equipped with a work sheet / assignment and /
or observation sheets.
f. Planning must be flexible learning.
Planning teaching approaches should be based on the priority system
alignment between the objectives, materials, learning activities and evaluation.

PART TWO
Language Models
1. Languages spoken / written
2. Search engine / computer
3. Sign Language
4. Inner language

Three main functions when person using language and Illustration

As a First Language
Language serves as a first language speakers if people know this language
from birth, acquired through the acquisition process. Level of education,
ethnic group, social class or geographic location can cause variation and
dialect differences between the speakers, but they generally communicate
with each other in this language. The first examples include the English
language used by English people, Ireland, Australia, New Zealand,
Barbados, Jamaica, Trinidad, United States, Canada and Guyana.
As a Second Language
Role of a second language is not the same as the first language. "The
second language is always used in conjunction with the first language or
language lainnnya. Generally used in educational activities, government
 or business. Speakers are often considered as the local language (his
own), and not as a foreign language "(Richards, 1979). Examples of
second language can be seen in the use of English in Nigeria, India and
Singapore.
As a Foreign Language
Language that serves as a foreign language is generally not dugunakan as
an official language. However considered important to know and learn at
school, college or university because it will be useful later on in the
community, workplace and others.

The Language mastery that the learners should have and their illustration.
English language proficiency is one of the crucial capabilities in obtaining
employment lately. This phenomenon is what underlies the emergence of a
variety of English courses in the entire territory of Indonesia. Regardless of
how the actual quality of the courses in English in Indonesia, which implied
an alarming situation that is less good quality of English teaching in schools.
Why did the author conclude that? Certainly not without foundation.
Logically, we can argue that it is not possible courses in such a proliferation
of English in Indonesia if the results of English teaching at the school was
satisfactory. If so, then the English course, there are only intended for special
interests such as to obtain a certificate TOEFL, IELTS, etc. and is not
intended to improve English language skills in everyday life. But in fact, the
majority of English classes that there is intended to improve English
language skills in everyday life, not for other purposes.

Illustration
The situation is certainly cause problems. For the students who come
from upper middle families, problems of this English-language difficulties
can be overcome easily. They live points English courses wherever they like
and start learning. But, what about the students who come from the lower
classes? This course is a separate problem because, sometimes, let alone to
pay the course, to makanpun they still have to earn money after school. So
what impact? Of course very clear. Since the company's top companies in
this country always give the English proficiency requirement as a
prerequisite to become an employee of the company, then lose the
opportunity for students who come from the lower classes to get into work
areas that can provide income greater. They finally can only work in small
companies that do not require English skills with a very distant salary levels
with foreign companies. Thus, their living standards would not be much
different from the standard of living of their parents before.
By looking at the reasons mentioned above, if we as English teachers are
not motivated to work to improve students' English language skills through
English teaching in schools? For those who are often cited as the unsung
heroes, it is not feasible if we want to be regarded as a hero but do not
attempt to advance our students. In the midst of the emergence of the
phenomenon of the few teachers who pursue material self-interest by taking
advantage of his disciples, let us nagging back the soul of our dedication to
work to improve the teaching of English at the school for our students who
come from the lower classes are not worse off and not be lost to other
students who come from the being.
Problems Arising in the Teaching of English in school If we think more
deeply, it is very unusual that students who study English for at least 6 years
(since junior high school) after graduation from high school still can not
speak English, even to introduce myself though. Called extraordinary
because if the student is taking a course in general English courses in an
institution the same time, it's certainly very capable students to talk in
English, might even be able to understand English for the level of drama,
poetry, etc. other. So, why did this happen?
 Based on the results of the author filling questionnaires had made in 1996
for the coursework, there are some problems that, according to the students,
holding them to master English. These problems are:
Teachers rarely speak English in the classroom. This is felt by the students
hamper because according to them, they are so not used to hearing
other people speak English.
The lesson was too focused on grammar (and not in conversation), but students
are rarely given guidance on how and what the function of the elements
of grammar that they learned it.
Based on the results of questionnaires and tests on students, shows that the
average student mastering the patterns of English grammar (such as
simple structure for the present tense, etc.) but, STUDENTS NOT
KNOW WHEN STRUCTURES ARE USED AND HOW SHOULD
THE PENGAPLIKASIANNYA DAILY LIFE. This is a very unusual
because the English language, as well as Indonesian, will be more useful
if it can be used and applied grammar although students did not master
it. That does not mean that learning grammar is not important, but
essential to these theories associated with everyday life.
Taught vocabulary is not too useful in everyday conversation. Many students
complain that the words given by the English teachers at the school too
technical, for example about industrialization, reforestation, etc., while
students still have difficulty to interpret the words that are widely used
in movies, magazines, and Web sites in English. Even at times, students
are memorized terms English for the political field (such as
Reformation, globalization, etc.) but can not say the things they used to
wear everyday in English (eg, piggy banks, ditches , etc.). Some students
even say that with such vocabulary learned in school students may not
be able to start conversations with strangers by using English. May have
 a point, we certainly could not suddenly take a new person we met to
discuss industrialization, for example.
English teaching materials in junior high and high school students unsustainable
state that often occurs repetition of material (such as tenses) who has
taught at the junior level in high school, but still function and
pengaplikasiannya in everyday life is less clear.
So, as an English teacher, what can we do to overcome these problems?
Many of course, because it is recognized or not, teachers were in charge of
teaching. What is clear, we can not just blame the government party (which
makes the curriculum) but it would be better if we introspect ourselves and
more of our potential to dig again to find a more successful approach in
teaching English to students at the school.

The Function and aim of teaching English

English language is a tool to communicate verbally and written.
Communicate is to understand and express information, thoughts, feelings,
and develop science, technology and crocodiles.
The ability to communicate in terms of the whole discourse is the ability,
the ability to understand and produce oral and written texts are realized in
the 4 language skills of listening, speaking, reading and writing.
English language is directed to develop these skills so that graduates are
able to communicate and discourse in English at a certain level of literacy.
Literacy levels include performative, functional, and epistemic infomational.
In the performative level, people are able to read, write, listen, and speak
with the symbols used. At the functional level, people are able to use
language to meet the needs of daily life such as reading newspapers, manuals
or instructions. At the informational level, people are able to access
knowledge with proficiency, while at the epistemic level of people able to
express knowledge into the target language.
 English language learning students are targeted in order to reach the
level finctional, namely to communicate verbally and written to solve
everyday problems. Expected to reach the level of informational as they
prepared to continue his education high keperguruan. High literacy
epistemic considered too high to be achieved by learners for English in
Indonesia is a foreign language.
The purpose and scope of learning English language learners aim to have the
following abilities:
Developing communication competence in oral and written form to reach
the level of functional literacy.
Having awareness of the nature and importance of English language to
enhance national competitiveness in a global society.
Learners develop the relationship between language culture.
Function Mata Pelajaran English:
Develop the ability to communicate in English, either verbally or in
writing. Communication skills include listening (listening), speaking
(speaking), reading (reading), and writing (writing).
Growing awareness of the nature of good language English as a
foreign language and Indonesian language as mother tongue by
comparing both languages.
Develop an understanding of the interconnections between language
and culture to expand cultural horizons. Thus, students can cross
cultural and engage in diversity.
Especially language learning english language has a purpose for the role
of language skills of students who covers problems speaking skills, listening,
reading and writing. One method of learning vocabulary is considered
attractive is learning to use the game. Learning to use the game to be very
effective to describe a noetic understanding (abstract) or concepts that are
often difficult to explain with words. With the game, students can formulate
an understanding of a concept: the rules of the principle (principles),
essential elements, processes, results, impact and so on (Suyatna, 2005: 12)

The four competences that learners should get from English teaching.
1. Building Knowledge of the Field
As this stage aims to make students have enough background knowledge of
the text/topic, to be able to talk or to write about it, it focuses mainly on the
content or information of the text. Suryati (2005) mentions that at this stage,
students are still a long way from producing a text themselves, and activities
will involve speaking, listening, reading, information gathering and so on.
Here are some ways to build the context which are taken from Suryati,
2005:1) build up a semantic web of student s current knowledge of the topic,
teaching new vocabulary as appropriate, 2) use wallpapering to collect ideas
based on students current knowledge, 3) gather a list of questions from the
children of things they would like to find out about, 4) read about the topic
students used shared reading or big books, 5) use pictures to elicit or teach
vocabulary, 6) develop a word wall/word bank about the topic, where
technical vocabulary can be displayed, 7) use jigsaw listening or reading to
extend the children s knowledge base, 8) use technological resources (the
internet is a wonderful resource for many topics) to access additional
information, 9) get the students to interview an expert in the field, 10) use
picture and sentence matching game, 11) use barrier games, 12) watch a video
and provide an information grid for pairs of students to complete as they
watch, and 13) use the topic to practice or introduce grammar structure that
are particularly meaningful to the topic. Here are some more practical
classroom activities that the writer also uses in BKoF of the students: 1) use
recorded materials and provide jumbled information for students to work on,
2) use teacher s voice in the reading of monologue texts, 3) use photographs
such as family, holiday, wedding and pets photographs to build students
knowledge on the discussed topic, 4) brainstorm ideas, and 5) use mind
mapping to collect vocabulary.
2. Modeling of the Text
This stage is meant to make students become familiar with the purpose,
overall structure, and linguistic feature of the type of the text they are going to
produce. The form and function of the particular text type that students are
going to write become very essential here. Suryati (2005) notes teacher should
choose a text that is similar to the one he/she will use in the next stage (Joint
Construction) and to the one that the students will eventually produce
themselves. She also says that model texts maybe commercially produced,
teacher-produced or text produced previously by other students. Here are
some steps that Suryati (2005) suggests: 1) play the tape or read the
monologue text to the students, 2) ask their comprehension about the text, 3)
draw students attention to the organizational structure or the shape of the text
and the function of each stage, 4) students (in pairs) do a text reconstruction of
part of the text, 5) or mix up sentences from two texts of the same genre and
students must sort out which sentence belong to which text, and then sequence
them, 6) use the model text as a cloze exercise, and 7) once the students have
clear idea of the characteristics of a certain genre, remind them of these
characteristics and write up as a chart can be displayed on the wall. Here are
some other practical ideas that can be carried out in the classrooms. First, ask
students to read the model text on certain genre. Second, ask their
comprehension about the text. Third, since they have previewed the
organizational structure of the text, they can be asked to identify it in the
reading passage. Fourth, students (in pairs) are given exercise on new reading
passage which has been jumbled. They should reorder the parts of the text and
then match them with its organizational structure. As an alternative, they
maybe given jumbled pictures and are asked to order them.
3. Joint Construction of the Text
At this stage, the students work in groups to produce a text together. It is also
possible that the teacher and students create a text together. Suryati (2005)
notes that students are now ready to think about speaking/writing, although
they will not yet be speaking/writing alone. She, further, remarks that teacher
and students together discuss the overall structure of the text, suggest more
appropriate vocabulary, consider alternative ways of wording an idea, and
work on correcting grammar mistakes, spelling and punctuation. It is also said
to be the time when there can be an explicit focus on grammar although it
only occurs in functionally relevant ways. However, it should not be out of
the contexts of actual language use and must be used at the point of need. The
teachers tasks here are to encourage the students to focus on all aspects of
writing/speaking and to guide the students to write/speak. The following are
activities which can be done in making use this stage. In groups, students are
asked to: 1) create poster on related topic, 2) prepare somebody s profile to be
put in a back cover of a book, novel, or biography, etc., 3) write a plot outline
on recount, journal, review, short story, speech, etc., 4) prepare and present an
interview between a reporter and a prominent figure, and 5) draw an
illustration of a poem, story, scene, etc.
4. Independent Construction of the Text
This is the final stage of the learning process. At this stage students produce their
own texts which are similar to the texts they have learned on the previous stages.
Suryati (2005) states that while the students are writing, the teacher must remind
them about the process of writing: doing a first draft, self-editing, discussing the
draft with friends and later with the teacher, and finally producing a published
text. These texts can be exhibited in the classroom, are made into a class book, or
even (with their permission) are used as useful models and resources for other
classes. Here are a few practical ideas teachers can use in their classrooms.
Students are asked to work individually to: 1) publish a booklet of his/her favorite
poems, short stories, etc., 2) design a poster to advertise a film he/she loves, 3)
 write an e-mail telling a friend about something related to the text type that has
been learned on the previous stages, 3) watch TV news at home and make a
spoken or written report, and 4) rewrite a poem of their own choice in narrative
form, for example.

Five basic competences that learners study to get English mastery

Action
The concept of action competence, it is argued, should occupy a central
position in the theory of environmental education as many of the crucial
educational problems concerning a political liberal education are united in this
concept. The preoccupation with action competence as an educational concept
is based on scepticism about the educational paradigm in environmental
education which manifests itself partly in a marked tendency to
individualisation and partly in a tendency to regard the educational task as a
question of behaviour modification. At the same time, action competence
should be seen as a necessary alternative to the traditional, science-oriented
approach to environmental education.
Discourse
Discourse competence is defined as the selection and sequencing of utterances
or sentences to achieve a cohesive and coherent spoken or written text given a
particular purpose and situational context.
Linguistic
Linguistic competence refers to all the elements of the linguistic system, such
as aspects concerning phonology, grammar and vocabulary which are needed
to interpret or produce a spoken or written text.
Sosio Cultural
Language and culture are closely tied to one another and have a profound
influence on both verbal and non-verbal communication.
Strategic Competence
 Strategic competence is conceptualized as knowledge of both learning and
communication strategies.

The three meanings and give the examples of every meaning

Sosio Cultural
There are four components of socio-cultural competence: social contextual
factors, stylistic appropriateness factors, cultural factors, and non-verbal
communicative factors (Celce-Marcia, Dorneyi & Thurred, 1995). Some of
these components are often neglected in ESL education, leading to confusion
or comprehension difficulties in the future. For example, forms of non-verbal
communication, such as body language, eye contact, and use of personal
space are an integral part of the American culture, whose norms are implicitly
understood and are often not discussed. However, people of other cultures
usually have different customs in regards to the type of body language they
use, whether or not they maintain eye contact, and how close they stand to the
person with whom they are speaking to in their own language. People who are
unaware of such communication standards in the American culture frequently
try to employ the norms of their own cultures. However, if their customs are
different from those of the United States, they might give the impression of
having a rude or distrustful nature (Allwright, 1995).
Strategic Competence
Let us now turn our attention to the question of whether we, as teachers, can
do something to develop strategic competence in the classroom, rather than
just leaving it to take care of itself. (By "doing something" I mean devising
specific materials and activities.) Strategic competence is rarely given explicit
and systematic treatment in our coursebooks, and one may wonder whether it
is really worth adding an extra dimension to an EFL syllabus. This is why I
would like to offer some preliminary points for discussion, that is
 - is it possible to make communication strategies part of an EFL syllabus?
- is it useful to train students in the use of strategies?
- is it desirable, on wider pedagogic grounds, to do so?
Discourse Competense
Is the ability to understand and create forms of the language that are
longer than sentences, such as stories, conversations, or business letters.
Discourse competence includes understanding how particular instances of
language use are internally constructed. For example, consider the following
text:
The Space Cadets ate the rocketship. It was delicious!
In this text, what is the meaning of the word "it"? You can figure out
that "it" refers to the rocketship previously mentioned because you have
discourse competence in English that allows you to identify the referents of
pronouns.
(I am going to add discourse cohesion exercises:1) scrambled sentences, 2)
drawing links between textual elements a la Halliday and Hasan)
Discourse competence also includes understanding how texts relate to the
context or situation in which they are used. For example, what is the meaning
of the word "in" in the following sentence (Examples are inspired by Scollon
and Scollon 1995):
The car is in the driveway.
The pencil is in the cup.
Because we have practical knowledge that completes our understand of
language use, we know that the pencil is surrounded by the cup, but that the
car is (probably) not embedded in the driveway!

Kinds of text (genre) and give the explanation of ecery test start from Social
fucntion, generic structure and significant lexico grammatical features
Genre Theory
 Genre is a term used to classify types of spoken or written discourse.
These are normally classified by content, language, purpose and form. A SFL
approach to genre developed by linguistics and practitioners in Australia mainly
draws on the linguistic theory of Michael Halliday (e.g. Halliday & Matthiessen,
2004; Halliday & Hasan, 1989). With its focus on the core educational genres and
its clearly articulated social function as well as discourse and grammatical
features for each genre, SFL approach is taken as the pedagogical framework for
this study. This theory addresses the relationship between language and its social
functions and sets out to show how language is a system from which users make
choices to express meanings. It advances that the context of situation of a
language event on how we use language is further divided into: field (topic or
focus of the activity), tenor (the relationship between the writer and reader or the
speaker and hearer), and mode (expectations for how particular text types should
be organized). These three components are realized through elements in the
lexico-grammatical system (Halliday & Matthiessen, 2004; Martin, 1984). That
is, the way people make meaning by choosing linguistic choices varies according
to the field, tenor, and mode variables that constitute the context of situation. The
lexico-grammar is seen as construing three kinds of meanings, corresponding to
field, tenor, and mode: with the field of discourse realized in ideational resources,
the tenor of discourse realized in interpersonal resources, and the mode of
discourse realized in textual resources. According to Eggins (1994), it is the
lexico-grammar level that is particularly important in understanding how the
different contexts of situation are realized in lexical and grammatical choices.
SFL pedagogy is grounded in the belief that learning to write should be
based. On explicit awareness of language (Hyland, 2004; Hyon, 1996). As an
attempt to provide a framework that will help explain genre use at all educational
levels, SFL researchers characterize genres in terms of broad rhetorical patterns
such as narratives, recounts, arguments, and expositions. In addition to specifying
key genres that students are often asked to write, SFL researchers have also
identified the purposes for communicating in each genre and the typical stages
and linguistic features of these texts that can express these purposes. Furthermore,
they employ analytical tools and frames from systemic functional linguistics to
identify the discourse and grammatical structures needed to produce genres. By
describing the typical features of valued genres, teachers can provide students
with clear options for writing, both within and beyond the sentences, to help them
create texts appropriate to readers (Hyland, 2004; Lin, 2006; Schleppegrell,
2004).
Genre-Based Approach
Genre-based approaches have varied theoretical bases in linguistics, such
as Rhetorical Structure Theory (RST) in North America (Mann & Thompson
1988), and Generic Structure Potential (GSP) theory in Australia (Halliday &
Hasan 1989), in fields such as genre analysis and discourse analysis. They also
take on various forms and guises. However, some key features are common to all
of them.
To begin with, genre-based approaches begin with the whole text as the
unit in focus rather than the sentence. The preoccupation is thus the creation of
meaning at the level of discourse and not the acquisition of syntactical forms:
"rather than dealing with discrete instances of language, there is recognition that
meaning accumulates and evolves over a stretch of text" (Derewianka 2003).
Here, a "text" refers to "a piece of language in use", which is a "harmonious
collection of meanings appropriate to its context" and hence has "unity of
purpose" (Butt et al. 2001:3). In other words, texts are stretches of language that
may be considered complete in themselves as acts of social exchange. Length and
mode of communication are immaterial: each text may be long or short, written or
spoken. Thus, a brief exchange of greetings as two acquaintances pass each other
is as much a text as is a 600-page novel.
Closely related to this, genre-based approaches are concerned with the
social macro-purposes of language, and not just the semantic micro-functions of
individual words and sentences: the genres in focus are generally defined
according to the broad social purposes of communication. The classification and
labeling of genres may vary, depending, among other things, on the theoretical
influences behind each approach. For example, in some instances, writing genres
are defined in terms of familiar broad categories such as 'Narratives',
'Description', 'Persuasion and Argumentation' and so on. Another approach,
elaborated on later, makes a distinction between six or so text prototypes called
text types, and more specific genres that employ each or combinations of these
text types. Whatever the differences, categorization is based on what the discourse
seeks to achieve or to do socially, for example, to tell a story ('Narratives' in many
typologies) or to argue an opinion ('Argument' in some typologies, 'Exposition' in
others).
Finally, the focus on whole texts implies recognition that there is a higher
level of order and patterning in language than just the sentence - grammar at the
level of discourse organization and meta-patterning of grammatical features.
Genre-based approaches emphasize that this higher order must be attended to for
effective language use: "all texts conform to certain conventions, and that if a
student is to be successful in joining a particular English-language discourse
community, the student will need to be able to produce texts which fulfill the
expectations of its readers in regards to grammar, organization, and context" (Kim
& Kim 2005, citing Muncie 2002). It must be noted that sentence-level grammar
is not seen as unimportant: rather, its importance is seen in terms of the part it
plays in the overall patterning of whole texts (e.g. what sorts of sentence patterns
tend to pre-dominate in a particular genre). Indeed, close attention is paid to
sentence- and word-level grammar in many current approaches, but without such
grammar being treated separately from the business of communication, unlike in
older grammar-focused approaches or in many forms of communicative language
teaching. Thus, genre-based approaches can be seen as being at once both whole-
to-part and part to whole.