25
4. Kurikulum Tingkat Satuan Pendidikan KTSP
KTSP is defined as an operational curriculum which is arranged and implemented by the school itself. KTSP has purposes for the three educational
levels; primary, secondary, and vocational secondary level. The purposes of the three of them are as follows Haryati, 2008, pp. 188-189:
The purpose of the primary educational level is to put the basic competences, knowledge, attitude, good character, and life skills to live
independently and continue the next education level The purpose of the secondary educational level is to put the basic
competences, knowledge, attitude, good character, and life skills to live independently and continue the next education level
The purpose of the vocational secondary educational level is to put the basic competences, knowledge, attitude, good character, and life skills to
live independently and continue the next education level Haryati 2008 says that in developing this curriculum, every school must
consider some principles as follows. The curriculum is focused on the potential, development, needs, and
importance of the students and their environment The curriculum has much variety and integrity
The curriculum perceives the development of knowledge, technology, and art
The curriculum is relevant with the needs of life The curriculum has totality and continuity
26 The curriculum is a long life education
The curriculum balances the national and local importance In order to give similar proficiency of the curriculum, KTSP provides
standard and basic competences of all subject lessons for all educational levels. In developing their KTSP, every school has to develop those standard and basic
competences which are suited with students’ needs and their environment’s potentials. Haryati 2008 states that the standard and basic competences of all
subject lessons for all educational levels are listed in Peraturan Menteri Pendidikan Nasional No. 23 tahun 2006 on May 23
rd
, 2006 p. 266.
5. The Phases of Language Teaching
There are two methodological framework of language teaching which are discussed in this section. They are communicative language teaching approach
methodology and the phases of language teaching by Norman, Levihn, and Hedenquist Norman et al., 1986, pp. 6-15. The elaboration of each of them is as
follows.
a. Communicative Language Teaching Approach
Littlewood 1981 summarizes the methodological frameworks of teaching a foreign language based on CLT approach into two major sections. They are pre-
communicative activities and communicative learning activities p. 85. Below is the elaboration of each of them.
1 Pre-communicative Activities It provides opportunities for learners to practice the specific element of
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