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The 2006 curriculum appears because of the implementation of Undang-Undang Republik Indonesia Nomor 32 in 2004 about the Regional Government that demand the implementation of regional autonomy and knowledge of democracy in the administration of education. It also refers to Undang-Undang Republik Indonesia Nomor 20 in 2003 about National Education System, where Article 3 regarding the function and purpose of national education as well as Article 35 regarding the national education standards. The demands of globalization in the field of education also trigger the emergence of this curriculum. Based on that regulation, the management of education turned into a decentralized, where schools are given direct authority to formulate their own curriculum. So, they come with the expectation that learners are ready to become skilled learners and have high standards of competence so that they become citizens who are professional and have strong and consistent commitment to build and maintain Indonesia in global competition. This curriculum is also recognized as KTSP (Kurikulum Tingkat Satuan Pendidikan). In KTSP, school has an authority to develop curriculum that appropriate for their students needs, school condition, as well as local conditions. School can determine and design their own teaching materials. School also can manage the learning experience, make teaching procedures, and evaluate the success of teaching and learning process. KTSP could be developed in various ways. However, it has to be refer to the national education standards. This is intended to ensure the achievement of national education goals. National educational standards consist of standard of content, standard competence of graduate, standard of process, standard of educator and administrator, standard of facilities and infrastructure, standard of funding, and standard of assessment. Two of them, Content Standard (Standar Kompetensi) and Competency Standards Graduates (Standar Kompetensi Lulusan) are the main reference for the education unit in developing the curriculum. Generally, the development of curriculum have been prepared in order to make students (Karsidi, 2007):
1. learn to have faith and righteous to God the Almighty; 2. learn to understand and appreciate; 3. learn to be able to perform and act effectively; 4. learn to live together and be useful to others; and 5. learn to build and find the identity through the active, creative, effective, and fun
learning.
Karsidi also states that KTSP was developed with reference to the content standard and competency standards graduates based on the curriculum guidelines established by BSNP and with the consideration of the school commitee. According to that, elementary school curriculum was developed by the following principles.
1. Focuses on the potential, progress, needs, and interests of learners and their
environment. The curriculum was developed with the expectation that learners can develop themselves into human beings who believe and righteous to God the Almighty, capable, creative, and independent. So, they can also become democratic and responsible citizens. Therefore, the development of learners competencies must be adjusted to the potential, progress, needs, and interests of learners, as well as environmental demands.
2. Varied and integrated.
The curriculum should be developed by considering the diversity of learner characteristics, local conditions, and levels, but not to distinguish the religion, ethnicity, culture and customs, social and economic status, and also gender. The curriculum should include three things; national educational standards curriculum, local content, and personal development. Those three elements must be combined in order to make it meaningful and appropriate.
3. Responsive to the development of science, technology, and art.
The curriculum was developed on the basis of the awareness that science, technology and art will grow dynamically. Therefore, the spirit and content of the curriculum encourages students to follow and make the development of science, technology, and art properly.
The development of curriculum is done by involving the stakeholders to ensure the relevance of education to the needs of life.
5. Comprehensive and continuous. 3
The substance of the curriculum covers all dimensions of competency, field studies, science, and subjects which planned and presented on an ongoing basis between all levels of education.
6. Lifelong learning.
The curriculum is directed to the process of development, cultivation, and the empowerment of learners which lasts a lifetime. The curriculum should relate the elements of formal education, non-formal, and informal by considering conditions and environment demands.
7. The balance between national interests and regional interests
National interests and regional interests must be considered in developing the curriculum. National interests and regional interests must complement and empower in line with Bhinneka Tunggal Ika.
In practice, the curriculum of elementary school is based on the potential, progress, and the learners condition to master the competencies that are useful for them. That is why, they should get a good quality education services as well as an opportunity to express themselves freely, dynamic and fun. Of course, it has to be suitable with their potential, stage of development, and conditions. The curriculum must be also conducted in a good atmosphere between students and teachers. They have to accept and appreciate each other. In addition, the curriculum must be implemented using a multi-strategy approach and multimedia, an appropriate learning resources and technology, and utilize the environment as a learning resource. The elementary school curriculum contains eight subject areas, local content, and personal development. Local content is a curricular activity. The existence of this local content aims to develop competencies which adjusted to the characteristics and potential of the region. The materials of the local content can not be categorized into the existing subjects. It is because the substance of local content is determined by the education unit or school. School can organize one local content subject every semester or two local content subjects in a year. One of the example of local content is english subject. This subject is an obligatory for all students of first grade to sixth grade. English subjects curriculum in elementary schools, as listed in the content standards (PERMENDIKNAS No 22, 2006), studied for two
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hours in a week. Moreover, the standard competence of graduate is to get communicative competence in oral form act of language. To fulfill the objective of this subject, teachers are required to use a learning material that suitable for their students. The learning material that mentioned here is a textbook. The use of textbook in this curriculum is in accordance to the syllabus components. The syllabus components consist of standard of competence, basic standard, material, learning activities, learning indicators, assessment, time allocation and resources. The syllabus is developed by a teacher or group teacher supervised by department of education based on standard of content, standard competence of graduate and guiding of arrangement of school-based curriculum, as well as a learning material. The use of textbook is also relevant to the steps of curriculum development as follow: (Appendix of PERMENDIKNAS No. 41, 2007) (1) investigating and deciding Standard of competence, (2) investigating and deciding basic competence, (3) identifying main topic/material, (4) developing learning activity, (5) formulating indicators, (6) deciding kind of assessment, (7) deciding time allocation, and (8) deciding resources
It means that students in different classes can receive similar content and in the end, they can be tested in the same way. 3. Textbooks maintain quality. 4. Textbooks provide a variety of learning resources. It is because, they are often accompanied by workbooks that can provide a rich and varied resource for teachers and learners. 5. Textbooks are efficient. Teachers will be helped to be more focus on their teaching process rather than producing learning materials. 6. Textbooks can provide effective language models and input. Textbooks can provide support for teachers whose first language is not english and who may not be able to generate accurate language input on their own. 7. Textbooks can train teachers.
8. Textbooks are visually appealing.
In spite of all its advantages, teachers must also concern with the disadvantages that may appear. As stated by Richard (2002), there is no commercial textbook will ever be a perfect fit for a language program due to two factors; the interest of the author and the interests of the publisher. Teachers must understand that textbooks are all different in content, organization, and presentation. A textbook may be suitable in one situation as it meets the situation needs, but in a different situation- it seems to be unsuitable due to the unsuitability of the situation (Richards, 2002). The situation specifications may play an important role in determining textbook selection. Therefore, teachers must be able to analyze the textbooks strengths and weaknesses.
Criteria for A Good Textbook There is no perfect textbooks. None of them that can fit each teaching situation or a
language programme. Nevertheless, several experts have revealed the criteria for selecting
agood textbook. As proposed by Lee (1975), a teacher should be aware of the following points when selecting a good English textbook. They are:
a) The textbook should not give long grammatical explanations, list of words to be
learned in translation and exercises for translation from the native language into English and vice versa. b) It should give examples of sentences consisting or containing the structure to be taught. c) It should lead students to the translation type of learning. d) The structures and vocabulary of the text should be attached to real situations. e) It should have cartoons and natural dialogues as many as possible so that learning becomes more stimulating for the learners. In accordance to Lee, Mariani (1980) recommends the following suggestions for choosing an English textbook, such as: a) The textbook should convey general impressions to the teacher. b) The lay out of lessons/or units should influence the utilization of the book in the classroom. c) Illustrations should be decorative and serve a specific purpose. d) The objectives (rationale) should be stated clearly. e) The content of the textbook should reflect students' needs and interests. f) The textbook should start to develop language skills. g) The textbook should cater for interest, motivation, and variety in teaching situations. h) The textbook should motivate students to read and comprehend its overall parts.
i) The textbook should provide teachers with a system of detailed testing scheme.
In addition, Romero (1975) suggests a good quality English textbook as follow, a) A good textbook should be introduced in series. This keeps down the cost per unit down for the students and progressing from one to another gives students a sense of achievement. b) too much text on a page. c) The lessons should be short and well- organized. d) Exercises should be short, never more than ten or fifteen items of the same type. e) The textbook should include short dialogues. f) The textbook should have attainable aims.
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methodology of the course, so that the teacher knows exactly what is expected from him and why. Mahmoud (2009) says that a good English textbook should have a teacher's manual which should have clear suggestions, additional practice for oral drilling, testing procedures, and right answers for the exercises. Therefore, when teachers are selecting textbooks for their teaching and learning activities, they have to consider about the evaluation.
Do teachers paly a part in selecting the books they teach from? Are teachers free to adapt and supplement the book?
The learners in the program Is each student required to buy a book? What do learners typically expect in a textbook? Will they use the book in the class and at home? How will they use the book in class? Is it primary source of classroom activities? How much are they prepared to pay for a book?
Cunningsworth (1995), cited in Richards (2002), proposes four criteria for evaluating textbooks, especially for course books. Yet, eventhough these criteria are particularly used for evaluating the course textbooks, I believe that teachers can use this guidance to evaluate the textbooks they will use in school. The criteria are: 1. The textbooks should correspond to learners needs. They should match the aims and objectives of the language learning program. 2. The textbooks should reflect the uses (present or future) that learners will make of the language. They should be chosen that will help equip students to use language effectively for their own purposes. 3. The textbooks should take account of students needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method. 4. The textbooks have a clear role as a support for learning. Like teachers, they mediate between the target language and the learners. Based on those criteria, the next chapter are going to evaluate the Indonesian 5th grade English textbook entitled SMILE Smart Move in Learning English for Elementary School Fifth Grade. The evaluation is organized using the following categories that derived by Cunningsworth (1995). The categories consist of: Aims and approaches Design and organization Language content Skills Topic
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Textbook Identity
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: Smart Move in Learning English for Elementary School 5th Grade : Ratna Setyowati Putri and Fidelia Ratri Yojani : Erlangga, Jakarta : 2006 : 151
Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah. Merespon instruksi sangat sederhana secara verbal.
Berbicara
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Standar Kompetensi : Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekolah
Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh melakukan sesuatu, memberi aba-aba, dan memberi petunjuk. Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur: meminta bantuan, memberi bantuan, meminta barang, dan memberi barang Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: mengenalkan diri, mengajak, meminta ijin, memberi ijin, menyetujui, tidak menyetujui, dan melarang
Membaca Standar Kompetensi : Memahami tulisan bahasa Inggris dan teks deskriptif bergambar sangat sederhana dalam konteks sekolah
Kompetensi Dasar
Membaca nyaring dengan ucapan, tekanan, dan intonasi secara tepat dan berterima yang melibatkan: kata, frasa, dan kalimat sangat sederhana. Memahami kalimat, pesan tertulis, dan teks dekriptif bergambar sangat sederhana secara tepat dan berterima
Menulis Standar Kompetensi : Mengeja dan menyalin kalimat sangat sederhana dalam konteks kelas
Kompetensi Dasar
Menyalin dan menulis kalimat sangat sederhana secara tepat dan berterima seperti: ucapan selamat, ucapan terima kasih, dan undangan. Mengeja kalimat sangat sederhana secara tepat dan berterima
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In conclusion, the exercises in this textbook correspond closely with the aims of the teaching programme. This is consistent with what is to be achieved from the 2006 curriculum, where students are expected to communicate well in English. It is also suited to the learning and teaching situation. It can be concluded that the aims of this textbook in accordance with the aims of national curriculum as well to the needs of the learners today. Most of the content of this textbook is needed by learners to be able to communicate well.
This feature is so interesting. They have colorful illustrations and photographs. They can stimulate students interest and enthusiasm. They can also help students to practice the language skills. The contents of this textbook are well-organized. They are also sequenced step-bystep, so both, teachers and students can do the learning activities smoothly. This textbook also made in a very interesting appearance. There are cartoon characters that will assist students in doing all the activities.
Language Content
This textbook covers the grammar items that appropriate for students at fifth grade. The grammatical items are presented in a communicative way. So, students can learn them more easily than the traditional one. This textbook also presents sentences, dialogs, and short stories with very useful vocabularies for students. They can enrich their vocabularies happily, since the materials for vocabularies are presented very attractive and interesting for children. The textbook also includes the materials for pronunciation work. Students can practice their pronunciation as well as phonics. The materials for pronunciation that are covered in the textbook, such as: individual sounds, word stress, sentence, and intonation.
Skills
As described earlier in aims and approaches section, this textbook are adequately covered all four language skills; reading, listening, speaking, writing. The four language skills have been displayed in accordance with the 2006 curriculum. For the syllabus design, teachers can be creative to combine all kinds of syllabuses to make it suitable for students as well as the 2006 curriculum. For reading skill, the reading passage and associated activities are sufficient for the students level and interest. The authors are not only presenting the texts from western cultures, but they also present the texts from our own country. It can encourage the students to be more proud of the wealth of their country cultures without being rigid with all western cultures. The listening material in this textbook has accompanied by background information, questions, and activities. Those will help students comprehension. Unfortunately, this textbook is not equipped with authentic listening material, like cassettes. Students only rely on their teachers ability for listening skill. To make it more authentic, teachers can create
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their own record with an existing listening script. If possible, they can ask native speakers to help them record the listening part. It will make students more aware with the real English conversation. The material for spoken English, such as dialogues and role-plays, is well-designed to equip students for real-life interactions. The material for writing skill is also well-organized. Students can make authentic materials such as making postcards and letters.
Topic
The topics that exist in this textbook are quite varied. Those topics can help students to broaden and enrich their knowledge on various matters relating to themselves as a student. It means that the topics are really useful for students to apply in the learning and teaching process. In addition, the topics that displayed here are very attractive for students level. Those topics can also help broaden the students awareness of language learning. Through this textbook, the authors expect students to be able to relate the social and cultural contexts presented in this textbook. This textbook also does not distinguish the gender. Both boys and girls have equal portions in this textbook.
Methodology
The approach that is taken in this textbook is the communicative approach. Here, students are expected to be able to express their intentions in English. Thus, they must learn more about the meaning of language itself that will be very important for them in the future. The approach that is taken by this textbook is in accordance with English teaching and learning situation today, where students are expected to be able to communicate well as a world community. In addition, the method used is also communicative method. With the approach and method used in this textbook, students are expected to be able to communicate actively, both in the classroom and outside the classroom, even as the world community. The expectation is appropriate with the standards of competence as well as basic competencies of the 2006 curriculum or KTSP. The techniques that presented in this textbook are varied. They are appropriate with the approach and method that previously believed. The examples of those techniques are act out the dialogue, present students discussion, give opinions or comments in front of other students, pair-work, and so on.
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In conclusion, the approach, method, techniques, and exercises that shown in this textbook is really useful for students to learn English for communication.
Teachers Books
Unfortunately, there is no adequate guidance for the teachers who will be using this textbook, since this textbook is not equipped with teachers books, workbooks, or cassettes. However, this textbook already has a full content. For the listening part, teachers can use listening scripts that has been provided on the last pages of the textbook. This commercial textbook is really expected the teachers creativity to use the textbook appropriately. The authors have given a simple guidance for teachers in the foreword section. In addition, there are no keys to exercises given from this textbook.
Practical Considerations
This textbook is strong and long-lasting. It is also very attractive in appearance. It is really beautiful. We can find cartoon characteristics that will assist students in doing all the activities, colorful illustrations and photographs that will stimulate students interest and enthusiasm, an indigenous animal of Indonesia that serves as a guide for each level, language skills integrated with arts, math, and science, and also flashcards to help students practice key language skills. This textbook is easy to obtain. We can find it in any bookstore. However, the price of this textbook may be unsuitable for some people. The price of this book is more expensive than the textbooks on the market in general.
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also made in a very interesting appearance. There are cartoon characters that will assist students in doing all the activities. This textbook also covers the grammar items that appropriate for students at fifth grade. The grammatical items are presented in a communicative way. This textbook are also adequately covered all four language skills; reading, listening, speaking, writing. The topics that exist in this textbook are quite varied. Those topics can help students to broaden and enrich their knowledge on various matters relating to themselves as a student. This textbook is strong and long-lasting. It is also very attractive in appearance.
BIBLIOGRAPHY
Azevendo, Milton. M. 1979. Trends in Elementary Spanish Texts. The Modern Language Journal.V13: No. 1&2PP. 400-406 Glenn, Allen D., Lewis, Vicky J. 1982. Analyzing the Textbook to Improve Student Reading and Learning. Available at: http://pdfserve.informaworld.com/328590918943575.pdf Karsidi. 2007. Model Kurikulum Tingkat Satuan Pendidikan (KTSP) SD dan MI. PT Tiga Serangkai Pustaka Mandiri: Solo. Lee, J. 1975. Choosing and Using a Textbook. English Language Teaching Forum. Vol. XIII, No. 3. Mahmoud Aqel, A.A. 2009. An Evaluative Study of the Palestinian 11th Grade English Textbook from the Teachers' Perspective in Southern Nablus and Salfit Districts. AnNajah National University: Faculty of Graduate Studies. Available at: scholar.najah.edu/.../evaluative-study-palestinian-11th-grade-english-textbookteachers039-perspective-southern-nablus-and.pdf Mariani, Charles. F. 1980. Course Maintenance: The problems and Solutions. Educational Technology. Vol. XX, No. 12 .
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Matos, F. 2000. Teachers as a textbook evaluators: an interdisciplinary checklist. IATEFL Associate Braz TESOL. Available at: http:// www. Eayrs. Com/ELT/ publications/ JATEFL_ Issues/rchives/ Texts/ 157 Gomes_ Martos/ htm/. Richards, J.C. 2002. Curriculum Development in Language Teaching. The United States of America: Cambridge University Press. Romero, R. 1975. What textbook shall we use? English Language Teaching Forum. Vol. 8, No. 304, pp. 30-33.
Score
Comments
2.
4.
5.
Aspects
Points Score
Content
Media
Readability of the media, not too wordy, and the effectiveness of using media.
Language: Grammar
Limited mistakes/errors (4), several mistakes (3), many mistakes (2), too many mistakes (1).
Pronunciation Encoding
Pay attention to word pronunciation and intonation. The concepts were easily understood by the floor. The presenter shows his/her knowledge about the topic discussed.
3 7
Decoding
The presenter can cope with the questions from the floor.
Presentation Technique
During the presentation, the presenter makes used of the media as her/his guidelines without reading the transparencies.
20
Total Score
40 (A)
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