AN ANALYSIS OF ENGLISH INTENSIVE CURRICULUM YEAR 2012-

2013 IN MINU K.H. MUKMIN SIDOARJO BASED ON NATIONAL

CURRICULUM AND STEPHEN KRASHEN’S SECOND LANGUAGE
ACQUISITION THEORY

PAPER
Arranged to complete the assignment of subject
“English for Young Learners 2”

Accomplished By:

Aisa Akustia D05209044

Syifa’ Khuriyatuz Zahro D05209051
Sri Surya Dewi D
Leni Wijayanti D

Lecturer:

Siti Asmiyah, S.Pd.

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH
STATE INSTITUTE OF ISLAMIC STUDIES SUNAN AMPEL
SURABAYA
2012
 CHAPTER 1

INTRODUCTION

A. Background of the Study

MINU K.H. Mukmin Sidoarjo is one of the favourite primary school in Sidoarjo, it
based on the head master information on the first meeting, she argued that it can be seen
from the majority of the teacher and students that came from many far cities of Sidoarjo
such as Porong and Waru, the head master herself came from Porong as well. Meanwhile,
the school also has many achievements of some competitions on the level of Sidoarjo
regency like English speech and grammar, it based on the teacher explanation when the
writer did the interview after the class.

The school has some extracurricular class after the class established on Friday
called "Intensive". It is caused by the formal class on Friday is ended on 12 PM, so that
the extracurricular class is started from 12.30 PM. There are many extracurricular classes
provided by the school, it includes science, math and English. In addition, the students
who join to the intensive class are classified by their dominated competence through
classification test. The students who have to join to the intensive class are those who
sitting on the third up to six class. In English intensive class, two classes are provided,
beginner class and higher class.

The fifth and sixth students are categorized as higher class. The class within eight
teen students includes five males and three teen females in this year 2012-2013.
Furthermore, the beginner class is for the student of third and forth classes with the
highest English result of the classification test. In this year 2012-2013, the students who
are filtered from the classification test of the beginner class are sixteen with eleven
females and five males. The extracurricular has its own curriculum that is developed by
the school its self.

This curriculum is made as the basis of the teaching process. As the headmaster of
KH Mukmin said, this curriculum of the extracurricular class is for preparing the
competition which is annually held by the government or the institution. The
competitions are telling a story, having a speech and reading a poem.
 Frankly, this curriculum is very good since the teacher wants to teach some
materials which have some relations with the competition itself. This curriculum is also
integrated skills which consist of four skills. But on the other hand, in this curriculum,
most of the topic of in every meeting is not explained briefly. This will make the teacher
got some difficulties in determining the material will be taught. Besides, some material
were not been scaffold yet. For example on the sixth meeting, it is directly to speech
(speaking skill) although the students did not get the receptive skill first. It will be very
difficult for them to directly have a speech in front without the text in their hand.

In this case, the writer will analyze the curriculum based on the national curriculum
and Stephen Krashen’s Second language Acquisition Theory. The theory is about five
hypotheses claimed by Krashen including: the acquisition-learning, monitor, natural order,
input and affective filter hypothesis. Besides, Indonesian formal school curriculum had its
own national curriculum named KTSP within content standard. It attracted our interest to
make national curriculum of KTSP as a base of the analysis.

Therefore, the writers will analyze about how the curriculum of English intensive
year 2012-2013 in MINU K.H. Mukmin Sidoarjo created and developed based on the
Stephen Krashen’s Second language Acquisition Theory and National Curriculum.
Therefore the paper is entitled “An Analysis of English Intensive Curriculum Year 2012–
2013 in MINU K.H. Mukmin Sidoarjo Based on National Curriculum and Stephen
Krashen’s Second language Acquisition Theory.”

B. Problem of the Study

The problems of the study are as follows:

1. What is Stephen Krashen’s Second language Acquisition Theory?
2. How is the curriculum of English Intensive class year 2012-2013 created and
developed in MINU K.H Mukmin Sidoarjo based on National Curriculum and
Stephen Krashen’s Second language Acquisition Theory?
 CHAPTER 2

CONTENT

A. Theoretical Review

In the last quarter of the twentieth century, Stephen Krashen is one of the pioneer
offered theoretical perspectives in Second Language Acquisition. Here is a brief
explanation of Stephen Krashen’s Second language Acquisition Theory
1. Stephen Krashen’s Second language Acquisition Theory
Stephen Krashen discovered five hypotheses related to the Second Language
Acquisition theory called Krashen's hypotheses; these five hypotheses are will be
explain as follows:
a. The Acquisition-Learning Hypothesis
This hypothesis is revealed about the differences between acquisition and
learning. Acquisition is subconsciously or intuitive process of constructing the
system of a language while learning is conscious process in which learners attend
to form, figure out rules. According to Krashen, "fluency in second language
performance is due to what we have acquired, not what we have learned. Thus,
children acquire language better than adults. 1
b. The Monitor Hypothesis
In this hypothesis also differentiate between acquisition and Learning,
acquisition is automatic, unconscious and no monitoring while learning is not
automatic, consciously and monitoring.2 Thus, Krashen has claimed that the
"monitor" is involved in learning, not in acquisition.3
c. The Natural Order Hypothesis
In addition, the natural order hypothesis found that second language is
acquired in a predictable order. And second language learning of adults and
children show similar order.4 Therefore, Krashen has claimed that we acquire
language rules in a predictable or "natural" order. 5

1
H. Douglas Brown, Principles of language learning and teaching fourth edition , (New York: Pearson, 2000)
p.278
2
Steinberg, D.D. et all. Psycholinguistics: Language, Mind and World. (London & New York: Longman, 2001)
3
Op.Cit. H. Douglas Brown
4
Stephen Krashen, D. Principles and Practice in Second Language Acquisition. New York, (NewYork: Prentice
Hall, 1987)
5
Op.Cit. H. Douglas Brown
 d. The Input Hypothesis
The input hypothesis claimed that we acquire by comprehensible input “(i)
+ 1”.6 An important part of the Input Hypothesis is Krashen's recommendation
that speaking not be taught directly or very early in the language classroom.7
Because production ability emerges. It is not taught directly.8
e. The Affective Filter Hypothesis
Affective filters here involve motivation, self-confidence and anxiety. Krashen
has further claimed that the best acquisition will occur in environments where
"affective filter" is low. 9

B. The Curriculum Analysis

MINU K.H. Mukmin Sidoarjo has its own curriculum of English intensive. The
analyzed curriculum is the curriculum year 2012-2013. The curriculum within the
achievement level of English intensive on beginner class is attached on Appendix1. Here
are the analyses based on two pint of views; National Curriculum and Stephen Krashen’s
Second language Acquisition Theory

1. The National Curriculum Point of View

The subject of English in the Elementary school is aimed to develop the

language ability which is used as the language accompanying action in the school or
class context. Based on the the achievement level of English within the standard
competence and basic competence that the English Intensive class also includes four
Basic English skills, they are: Listening, Speaking, Reading and Writing. It is
suitable to the national curriculum that is also involving those basic four skills of
English in each of the competence standard.

The basic competences planned by the teacher in the English Intensive classes
on the achievement level are too high from the national curriculum. In the national
curriculum, in the grade of forth, fifth and sixth, the students just get the material
about dialogue in speaking skills, while in the school curriculum, the students are

6
Op.Cit. Stephen Krashen
7
Op.Cit. H. Douglas Brown
8
Op.Cit. Stephen Krashen
9
Op.Cit. H. Douglas Brown. p.279
having a presentation, a speech, and telling story. It looks that the students are forced
to learn the material that they are not up to.

Meanwhile, one of the basic competences of speaking skill in the beginner

class is “Introduction and conversation of introducing someone”. It is suitable with
the curriculum of fourth class that has also such basic competence. However, two of
the basic competences seem that it is not appropriate with the national curriculum;
this was also happened in basic competence of fifth and five classes, they are telling
story and a speech. Yet, both of those basic competences are developed because of
preparation of annual competition of the institute and or another competition out of
the institute.

In addition, in the listening, the level of the basic competence is also too high,
especially when the material is far from the national curriculum. In the national
curriculum, the students should response the dialogue with very simple verbal
responses, this happened on the three basic competence of forth, fifth until sixth class.
Yet, in this school curriculum, the students should respond, understand and retell the
story in both of the class; beginner and higher classes.

While in the writing skill, in the national curriculum, the students will be
allowed to spell and copy the written text, this is the basic competence of three
classes. But in this school curriculum, the students are asked to learn about the tenses
such as present tense and continuous tense and make or write a paragraph with
certain tense. Another one which is inappropriate to the national curriculum is
distinguishing the use of (5W+1H) question. According to our analysis, those basic
competences are higher than the national curriculum in writing skill had.

Fortunately, in the reading skill, it is already appropriate with the national

curriculum. The appropriate basic competences include; reading a loud with certain
word limitation, understanding the simple text. However, there is also a basic
competence which is responding the text by answering the question of the text.

Based on our analysis, these problems may occur because this curriculum is for
extracurricular program. Therefore, the level of the lesson is higher than those in the
national curriculum. Consequently, the teacher should work hard to make the
students easy to comprehend the material.
2. Stephen Krashen’s Second Language Acquisition Theory Point of View

The curriculum is good for its earliness to teach a language for children, it is
based on the Krashen’s Acquisition-Learning Hypothesis that claimed “children
acquire language better than adults”. As MINU K.H. Mukmin established an English
intensive class as the extracurricular program for the students from third to sixth
class that are still children. It means that English is one of the most important
subjects for the children. Thus, this intensive program is appropriate to Krashen’s
Acquisition-Learning Hypothesis.

While, based on the Krashen’s Input Hypothesis, this curriculum is not

appropriate since the input system in the learning and teaching process is too low.
The students just get the input in the first and the seventh meetings from eleven
meeting they had. The other meetings are

Moreover, the material in this curriculum is not scaffold yet. It is known from
the order of the material in every meeting which does not have any correlation,
except in the first till the third meeting. While, the use of (5W+1H) question, Simple
Present and Present Continuous tense within the basic standard are inappropriate as
the children have to achieve. This kind of rule will be acquired by the students in
predictable order in natural way, not in a structured way. This is not suitable to the
natural order hypothesis of Krashen claimed that we acquire language rules in a
predictable or "natural" order.

The last hypothesis of Krashen, Affective Filter Hypothesis that claimed that
students is enjoying with low affective filters include motivation, self-confidence and
anxiety. Fortunately, some of the activities include telling story, presentation and
speech can build their self confidence and motivation not to learn some limited
materials and skills. However, children are children who will give a bad impact to
force them about what they are not skill in, thus, it creates their anxiety getting
higher. Therefore, in a way it is appropriate and in another way it is inappropriate to
Krashen’s Affective Filter Hypothesis.
 CHAPTER 3

CONCLUSION

Five hypotheses of Stephen Krashen’s Second Language Acquisition theory are:

Acquisition-Learning Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, Input
Hypothesis and Affective Filter Hypothesis.

In addition, based on above analysis the writers can conclude from both two
mainstreams, they are: National curriculum and Stephen Krashen’s Second Language
Acquisition Base.
1) National curriculum
The first mainstream of the analysis, National curriculum has many differences
with the curriculum of English intensive class of MINU KH Mukmin year 2012-2013.
This leads us to conclude that the appropriateness of the school curriculum and the
national curriculum is only a little. Almost all of the basic competence in every skill of
the school curriculum has its inappropriateness to the National Curriculum except reading
skill which contains some basic competences that are appropriate to the National
Curriculum.
2) Stephen Krashen’s Second Language Acquisition
According to five hypothesises above, the suitable hypothesis is Acquisition-
Learning Hypothesis that reveals about the earliness to learn language. While, the
inappropriateness curriculum come from Natural Order grammar should come naturally
and the material is not scaffold and Input Hypothesis that input system in the teaching
learning process is too low.
Beside, the hypothesis that has appropriateness and inappropriateness is Affective
Filter Hypothesis. It caused by speech, presentation and telling story activity is
considered able to create not only a self confidence and motivation, but also an anxiety
that come from the students fear to do such activity for its earliness to introduce.
Those are what we can summary from the analysis about English Intensive
Curriculum Year 2012–2013 in MINU K.H. Mukmin Sidoarjo Based on the Stephen
Krashen’s Second language Acquisition Theory and National Curriculum.
 REFERENCES

Brown, Douglas. 2000. Principles of language learning and teaching fourth edition. New
York: Pearson.

Steinberg, D.D. et all. 2001. Psycholinguistics: Language, Mind and World. London & New
York: Longman.

Stephen Krashen, D. 1987. Principles and Practice in Second Language Acquisition. New
York, NY: Prentice Hall.
 APPENDIX 1

JURNAL INTENSIF BAHASA INGGRIS PEMULA 2012-2013

NO TANGGAL KOMPETENSI DASAR RANAH BAHASA

1. 14 September 2012  Memperkenalkan identitas diri Mendengar
 Melakukan percakapan dengan orang yang Berbicara
baru dikenal
2. 21 September 2012  Membuat kalimat simple present tense Menulis
 Penggunaan to be (are, is , am)
3. 28 September 2012  Telling story Berbicara
4. 5 Oktober 2012  Membedakan penggunaan (What, where, Menulis
when, who, why and how) dalam membuat
pertanyaan
 Membuat kalimat Tanya 5W+1H (What,
where, when, who, why and how)
5. 12 Oktober 2012  Membaca nyaring teks (20-25 kalimat) Membaca
dengan lafal & intonasi yang tepat
 Memahami bacaan sederhana (20-30 kata)
 Menjawab pertanyaan yang berhubungan
dengan teks.
6. 2 November 2012  Berpidato dengan teks pendek Berbicara
7. 9 November 2012  Mendengarkan cerita dan percakapan Mendengar
 Memahami cerita dan percakapan
 Menceritakan kembali
8. 16 November 2012  Memahami penggunaan simple continous Menulis
tense dalam kalimat
 Membuat kalimat simple continous tense
9. 23 November 2012  Telling story (about experience) Membaca
10. 30 November 2012  Membuat paragraphdengan menggunakan Menulis
simple present dan simple continuous
tense.
11. 21 Desember 2012 Lomba
 APPENDIX 2

JURNAL INTENSIF BAHASA INGGRIS LANJUTAN 2012-2013

NO TANGGAL KOMPETENSI DASAR RANAH BAHASA

1. 14 September 2012  Melakukan percakapan (Tanya jawab) Mendengar
 Mempresentasikan melalui percakapan apa Berbicara
yang telah dilakukan dengan teman.
2. 21 September 2012  Mengenal simple present tense Menulis
 Penggunaan simple present dalam kalimat
3. 28 September 2012  Telling story Berbicara
4. 5 Oktober 2012  Membaca nyaring teks dengan lafal & Membaca
intonasi yang tepat
 Memahami bacaan sederhana (50-75 kata)
 Menjawab pertanyaan yang berhubungan
dengan teks.
5. 12 Oktober 2012  Mengenal simple continuous tense Menulis
 Penggunaan simple continuous tense
dalam kalimat
6. 2 November 2012  Berpidato dengan teks pendek Berbicara
7. 9 November 2012  Mendengarkan cerita percakapan Mendengar
 Memahami cerita dan percakapan
 Menceritakan kembali
8. 16 November 2012  Membaca nyaring teks dengan lafal dan Membaca
intonasi yang tepat.
 Memahami bacaan sederhana (50-75 kata)
 Menjawab pertanyaan yang berhubungan
dengan teks.
9. 23 November 2012  Telling story (about experience) Membaca
10. 30 November 2012  Membuat cerita pendek dengan Menulis
menggunakan simple present dan simple
continuous tense.
11. 21 Desember 2012 Lomba