1984 CURRICULUM

COMMUNICATIVE APPROACH

Group 4
GRUP 4

FATHAN CHAIRANI NAUFAL ANGGA ALFIANI

1984 CURRICULUM
INTRODUCTION

THE 1984 CURRICULUM SEEMED TO BE A REACTION

OR CORRECTION TO THE ERRORS AND PROBLEMS
FOUND IN THE IMPLEMENTATION OF THE PREVIOUS
CURRICULUM (THE 1975 CURRICULUM), ESPECIALLY
IN THE DEVELOPMENT OF THE TEACHING MATERIALS
AS REPORTED BY THE BRITISH COUNCIL (1975).
UNFORTUNATELY, THE SYLLABUS AND TEXTBOOKS IN
THAT ERA STILL USED THE STRUCTURAL APPROACH
 HISTORY
CURRICULUM 1984 APPLIES BASED ON THE DECISION OF THE MINISTER OF EDUCATION AND
CULTURE NO. 0461 / U / 1983, DATED ON OCTOBER 22, 1983 REGARDING CURRICULUM IMPROVEMENT.
THIS CURRICULUM WAS COMPILED BECAUSE THE PREVIOUS CURRICULUM WAS CONSIDERED TO HAVE
A LOT OF DEFICIENCY. THERE WERE FOUR ASPECTS THAT WERE PERFECTED IN THE 1984
CURRICULUM, WHICH ARE:

1. IMPLEMENTATION OF PSPB (PENDIDIKAN SEJARAH PERJUANGAN BANGSA)

2. ADJUSTMENT OF CURRICULUM PROGRAM OBJECTIVES AND STRUCTURE
3. SELECTION OF BASIC ABILITIES AND COHESIVENESS ALSO SIMILARITIES BETWEEN COGNITIVE,
AFFECTIVE AND PSYCHOMOTOR DOMAINS
4. THE IMPLEMENTATION OF LESSONS IS BASED ON LEARNING CONSTRAINTS THAT ARE ADJUSTED TO THE
LEARNING SPEED OF EACH STUDENT


A. THE BASIC FOR CHANGES IN THE CURRICULUM OF 1975 INTO 1984

THE DEVELOPMENT OF THE 1984 CURRICULUM IS ALSO BASED ON THE

NATIONAL EDUCATION OBJECTIVES LISTED IN THE MPR TAP NUMBER IV /
MPR / 1978 AND NUMBER II / MPR / 1983, NAMELY "NATIONAL EDUCATION
BASED ON THE PRINCIPLE OF PANCASILA AND AIMS TO INCREASE DEVOTION
TO GOD ALMIGHTY, INTELLIGENCE, SKILLS, HEIGHTENING ETHICS,
STRENGTHENING PERSONALITY AND THICKENING THE NATIONAL SPIRIT IN
ORDER TO GROW DEVELOPMENT HUMANS WHO CAN BUILD THEMSELVES AND
TOGETHER RESPONSIBLE FOR NATION-BUILDING". THE MINISTRY OF
EDUCATION AND CULTURE CARRIES OUT SEVERAL INNOVATIONS AT THE
PRIMARY AND SECONDARY EDUCATION LEVELS THAT LEAD TO APPROACHES,
METHODS AND STRATEGIES FOR TEACHING AND LEARNING TO ACHIEVE
NATIONAL EDUCATION GOALS.
CHARACTER FEATURES OF CURRICULUM 1984

ORIENTED TO INSTURCTIONAL GOALS.

THE TEACHING APPROACH IS CENTERED ON STUDENTS THROUGH
ACTIVE STUDENT LEARNING (CBSA).
THE SUBJECT MATTER IS PACKAGED USING A SPIRAL APPROACH.
INSTILL UNDERSTANDING BEFORE GIVING TRAINING. THE
CONCEPTS STUDENTS LEARN MUST BE BASED ON
UNDERSTANDING, AND THEN GIVEN PRACTICE AFTER
UNDERSTANDING
THE MATERIAL IS PRESENTED BASED ON THE LEVEL OF
READINESS OR MATURITY OF STUDENTS
CURRICULUM 1984 THIS CURRICULUM CONTAINS MATERIAL AND METHODS
ADVANTAGES REFERRED TO IN DETAIL, SO THAT TEACHERS AND
STUDENTS ARE EASY TO IMPLEMENT

STUDENT INITIATIVES CAN BE MORE INVOLVED IN

LEARNING ACTIVITIES THROUGH THE COURAGE TO GIVE
OPINIONS

INVOLVEMENT OF STUDENTS IN LEARNING ACTIVITIES

THAT HAVE TAKEN PLACE AS INDICATED BY SELF-
IMPROVEMENT IN CARRYING OUT THE TASK
CHILDREN CAN LEARN FROM DIRECT
EXPERIENCE.

THE QUALITY OF INTERACTION BETWEEN

STUDENTS IS VERY HIGH, BOTH INTELLECTUAL
AND SOCIAL.

PROMOTE THE DISCUSSION SKILLS NEEDED BY

ACTIVELY PARTICIPATING
CURRICULUM 1984
DISADVANTAGES
1. MANY SCHOOLS ARE LESS ABLE TO INTERPRET CBSA. WHAT WAS SEEN WAS THE NOISY
ATMOSPHERE IN THE CLASSROOM BECAUSE STUDENTS WERE DISCUSSING, HERE AND THERE
WERE PATCHES OF PICTURES, AND STRIKING.
2. THERE IS A DEPENDENCE ON TEACHERS AND STUDENTS ON THE MATERIAL IN A TEXTBOOK AND
THE METHODS REFERRED TO IN DETAIL, SO AS TO FORM TEACHERS AND STUDENTS ARE NOT
CREATIVE TO DETERMINE THE RIGHT METHOD AND HAVE VERY LIMITED LEARNING
RESOURCES.
3. CAN BE DOMINATED BY ONE OR A NUMBER OF STUDENTS SO THAT HE REJECTS THE OPINIONS
OF OTHER PARTICIPANTS.
THE IMPLEMENTATION OF ENGLISH SUBJECT

TO DEVELOP TO GENERATE AWARENESS

COMMUNICATIVE ABOUT THE NATURE AND TO DEVELOP STUDENTS
COMPETENCE IN SPOKEN IMPORTANCE OF ENGLISH UNDERSTANDING ABOUT THE
AND WRITTEN LANGUAGE TO IMPROVE NATION’S RELATIONSHIP BETWEEN
TO REACH FUNCTIONAL COMPETITIVENESS IN LANGUAGE AND CULTURE
LITERACY. GLOBAL SOCIETY

COMMUNICATIVE APPROACH
 INTRODUCTION

THE COMMUNICATIVE APPROACH IS BASED ON THE IDEA THAT LEARNING LANGUAGE

SUCCESSFULLY COMES THROUGH HAVING TO COMMUNICATE REAL MEANING. WHEN
LEARNERS ARE INVOLVED IN REAL COMMUNICATION, THEIR NATURAL STRATEGIES FOR
LANGUAGE ACQUISITION WILL BE USED, AND THIS WILL ALLOW THEM TO LEARN TO USE THE
LANGUAGE.
CHARACTERISTICS OF
COMMUNICATIVE APPROACH
RICHARDS & RODGERS IN 1986:76
1. IT AIMS TO MAKE LEARNERS TO ATTAIN COMMUNICATIVE COMPETENCE SO THE LEARNERS CAN
USE LANGUAGE ACCURATELY AND APPROPRIATELY.
2. THE MAJOR FOCUS WHILE USING CLT APPROACH IS ON THE LEARNERS. THE TEACHER IS JUST
THE FACILITATOR.
3. THE SYLLABUS EMPHASIZES THE FUNCTIONAL USE OF LANGUAGE. THE SYLLABUS IS RELYING
ON THE AUTHENTIC MATERIALS.
4. COMMUNICATIVE ACTIVITIES ENABLE THE LEARNERS TO ATTAIN COMMUNICATIVE
OBJECTIVES OF THE CURRICULUM.
ELEMENTS OF COMMUNICATIVE
LANGUAGE TEACHING

MEANINGFULNESS
COMMUNICATION TASK PRINCIPLE:
PRINCIPLE: LANGUAGE THAT
PRINCIPLE: ACTIVITIES ACTIVITIES IN WHICH
IS MEANINGFUL TO THE
THAT INVOLVED IN REAL LANGUAGE IS USED FOR
LEARNERS SUPPORT THE
COMMUNICATION CARRYING OUT
LEARNING PROCESS.
PROMOTE LEARNING. MEANINGFUL TASKS
PROMOTE LEARNING.

COMMUNICATIVE
COMPETENCE
1. LINGUISTIC, UNDERSTANDING AND USING VOCABULARY, LANGUAGE CONVENTIONS
(GRAMMAR, PUNCTUATION AND SPELLING), AND SYNTAX (E.G., SENTENCE STRUCTURE).
2. STRATEGIC, USING TECHNIQUES TO: OVERCOME LANGUAGE GAPS, PLAN AND ASSESS THE
EFFECTIVENESS OF COMMUNICATION, ACHIEVE CONVERSATIONAL FLUENCY, MODIFY TEXT
FOR AUDIENCE AND PURPOSE.
3. SOCIO-LINGUISTIC, HAVING AWARENESS OF: SOCIAL RULES OF LANGUAGE (E.G., FORMALITY,
POLITENESS, DIRECTNESS), NONVERBAL BEHAVIOURS, CULTURAL REFERENCES (E.G., IDIOMS,
EXPRESSIONS, BACKGROUND KNOWLEDGE).
4. DISCOURSE, UNDERSTANDING HOW IDEAS ARE CONNECTED THROUGH: PATTERNS OF
ORGANIZATION AND COHESIVE AND TRANSITIONAL DEVICES.
CLASSROOM ACTIVITIES

01 ROLE-PLAY 04 OPINION SHARING

02 INTERVIEW 05 INFORMATION GAP

03 GROUP WORK 06 SCAVENGER HUNT

 TEACHER'S ROLE
TO FACILITATE THE COMMUNICATION
PROCESS IN THE CLASSROOM

TO ACT AS AN INDEPENDENT PARTICIPANT

WITHIN THE LEARNING – TEACHING GROUP.
CONCLUSION
THE CONSTANTLY CHANGING CURRICULUM AIMS TO IMPROVE AND
UPDATE THE PROCESS REFINEMENT OF THE PREVIOUS CURRICULUM TO
SUIT THE CHALLENGES OF THE FUTURE THAT CONTINUE TO ADVANCE.
THE 1984 CURRICULUM IS THE RESULT OF THE REFINEMENT OF THE 1975
CURRICULUM. IN GENERAL, THE CONTENTS OF THE 1984 CURRICULUM
LEADS TO LESSON ORIENTATION WHICH LEADS TO LESSON ORIENTATION
WHICH IS ON THE BALANCE BETWEEN COGNITIVE, SKILL, ATTITUDE,
BETWEEN THEORY AND PRACTICE, ASSISTING IN THE ACHIEVEMENT OF
EDUCATIONAL AND TEACHING GOALS. GRADUATE QUALIFICATIONS ARE
CLEARER AND FOCUSED ON SPECIFIC JOBS. CONTAINS ELEMENTS OF
IMPROVING COGNITIVE, AFFECTIVE ASPECTS AND PSYCHOMOTOR.

DO YOU HAVE ANY QUESTIONS?

"RASULULLAH SHALLALLHU 'ALAIHI WA SALLAM

BERSABDA : BARANG SIAPA MENYULITKAN (ORANG
LAIN) MAKA ALLAH AKAN MEMPERSULITNYA PADA
HARI KIAMAT" (HR AL-BUKHARI NO. 7152)."
 SELESAI SUDAH PRESENTASI KELOMPOK KAMI
HARI INI, SEPERTI KAMU DAN DIA YANG SELESAI
TANPA PERNAH DIMULAI.