2004 CURRICULUM

Background

·         Goverment wanted to improve the national education system to create a society which is able to compete and adapt with the development of era.

·         Goverment wanted to concern not only in the aspect of academic competence but also in moral aspect as well as art, and sport.

Guideline

·         The forth change of UUD 1945 paragraph 31 about education

·         TAP MPR No. IV/MPR tahun 1999

·         UU No. 22 tahun 1999

·         PP No 25 tahun 2000

·         GBHN tahun 1999

Basic Principle

The basic principle of KBK is communicative competence model, which was presented by Celce-Murcia, Dornyei, and Thurrell (1995). In this principle, language is a communication tool so that the language model constructed is a model which prepares students to communicate by using language and participate in the society in which the language is used.

Elements of Communicative Competence Model:

a.       Discourse Competence

a Spoken and written communicative competence

b.      Linguistics Competence

a Competence to use grammar, vocabularies, pronunciation, punctuation, etc.

c.       Socio-Cultural Competence

a Competence to select the appropriate deployment of linguistic resources.

d.      Actional Competence

a Competence of carrying out/understanding communicative intent by performing and interpreting speech acts and speech events

e.       Strategic Competence

a Competence in communication breakdown

Curriculum 2004 of English Instruction for SMP

A. Name of Curriculum	Kurikulum Berbasis Kompetensi
B. Target	To be able to use English to communicate oral and written fluently and accurately based on social context.
C. Objective	Developing the communicative competence in that language focusing on oral and written competence. The competence covers listening, speaking, reading, and writing. Encourage the essence and the important of English as one of the foreign languages that can be used as learning equipment. Developing the understanding about interrelationship between language and culture and also broadening the culture firmament. So that the students have the concept of cross culture understanding and involved in the cultural variety.
D. Sequence of Skill	Listening, Speaking, Reading, and Writing
E. Actional Competence	Listening Comprehend various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form  descriptive, narrative, spoof/recount, procedure, report, and anecdote.
	Speaking Express various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form descriptive, narrative, spoof/recount, procedure, report, and anecdote.
	Reading Comprehend various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form  descriptive, narrative, spoof/recount, procedure, report, and anecdote
	Writing Express various meaning (interpersonal, ideational, textual) in various oral instructional texts and monologue especially in form descriptive, narrative, spoof/recount, procedure, report, and anecdote.
F. Discourse Competence	This competence refers to the ability of applying some devices to produce a well-organized text. Devices: Coherence, Cohesive, structure, genre, Contextual.
G. Linguistic Competence	This competence refers to the ability of applying grammar, vocabulary, pronunciation, and spelling appropriately.
H. Socio cultural Competence	This competence refers to the ability to deliver message correctly and appropriately based on the socio cultural context related to the communicative activity.
I. Strategy Competence	This competence refers to the ability and skill to apply various strategies in communication.
J. Material	Thematic, Text type: Descriptive, Narrative, spoof/ recount, procedure, report, and anecdote.
K. Method	Teachers are able to use any kinds of methods.

Curriculum 2004 of English Instruction for SMA

A.    Name of Curriculum	:  Kurikulum Berbasis Kompetensi (KBK)
B.     Target	:  The SMA graduates are expected to be able to access any information in the target language.
C.     SMA Divisions	:   IPA (science)     IPS  (social)     Bahasa (Language)
D.    Objective	: 1.  Developing the students’ ability to communicate in both passively and actively. 2.  Make the students realize that English is one of the most important foreign language in academic field 3.  Developing the students’ understanding between language and culture. 4. To achieve the competence of the target language.
E.     Sequence of skills	:   listening à speaking à reading à writing
F.          - Standard Competence/ Actional Competence -          Linguistic Competence -          Socio-Cultural Competence -          Strategic Competence -          Discourse Competence	:  1.  Listening         Understanding interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. 2.  Speaking         Express interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. 3.  Reading Understanding  interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. 4.  Writing Express interpersonal, ideational, and textual meaning in interactional text and monologue in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review. The ability to use grammar, vocabulary, intonation, pronunciation, punctuation, etc. The ability to use English in social- cultural context. Communication breakdown The ability to use English in both oral and written communicatively.
G.    Material	:    Communicative text types in form of descriptive, narrative, spoof/recount, procedure, report, news item, anecdote, analytic exposition, hortatory exposition, explanation, discussion, commentary, and review.
H.    Addition Material for Program Bahasa	:    In this program, students are introduced to the literature products. Students have to be able to make Reader Response, students can develop competence to respond the literature product and use the language esthetic.
I.       Method	:    Student Centered Learning Activities: small group discussion, Simulasi/Demonstrasi,  Discovery Learning, Cooperative Learning, Contextual Instruction, Project-Based Learning, Problem-Based Learning/Inquiry.

Obstacle of KBK

Lack of socialization to the education practitioners so that the teachers cannot implement KBK appropriately.

Groups Comments

In our opinion, Competence-Based Curriculum is a good government’s effort to improve the education in Indonesia. Government wants to change the education system from the teacher-centered to the students-centered method. By implementing KBK, the students are expected to be more creative and active in achieve their own knowledge thus they can get the competence. However, both teachers and students have not been ready yet. This curriculum is functioned as a bridge to the KTSP. So, we should not judge that KBK is totally failed since it guides to the KTSP.

KBK is also an effort to give autonomy in each region in order to decide the most suitable education policy. Yet, the government contradicts autonomy of each region by the existence of National Examination.