12 curriculum. Thus, the indicators stated in the teaching material such as the
textbook, should also be formulated based on curriculum.
3. School-Based Curriculum
Based on Peraturan Pemerintah no.22 Tahun 2006, English lesson in school
is aimed
to develop
the students
ability in
communicating. Communicating here means the students are able to communicate in oral and
written ways. Thus, English lesson at schools should help the students to acquire English proficiency in informational level, in which the students are expected to
be able to use English to communicate and gain information. Wells 1987 as cited in School-Based Curriculum, literary ability is
divided into three skills, performative, functional, informational, and epistemic. As it was explained above, for senior high school students, they are expected to
reach informational level. The purpose of reaching this level is as their preparation in entering university. This educational behaviour is stated in the Competence
Standard and Basic Competence.
4. Defining Indicators
In education, defining indicators is important. Indicators are formulated to give the direction and goal in teaching learning activities. From the teachers point
of view, indicators are used to monitor the ways in which students are expected to be changed by the education process. Moreover, indicators are important since
teaching is considered as intentional and reasoned act. Anderson et al. 2001
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13 explained teaching as an intentional act means the teaching activities must have a
purpose and the primary purpose in teaching to facilitate the students. While teaching as reasoned act means what teacher gives to the students should be
worthwhile for the students p. 3. Based on Kemps explanation 1977, the indicators should be defined
since a learning process deals with the outcome of the instruction p. 23. Moreover, Kemp explained that indicators must be stated in terms of activity
since learning needs active effort of the students p. 23. In formulating indicators, the teacher should ask himself “What does the student have to do in order to show
that he or she has learnt what you want the student to learn?” To answer the question well, Kemp 1977 explained the teacher should write the objectives
consisting of at least two essential parts and two optional parts as p.29: 1. Start with an action verb that describes a specific behaviour or activity by the
learner. Example: write
2. Follow the action verb with content reference that describes the subject being treated.
Example: write a report. 3. If the aforementioned essential parts of an objective lend themselves to some
quantification, add a performance standard that indicates the minimum acceptable accomplishment in measurable terms. For a competency-based
program, including such performance standards is almost essential for formulating when a student reaches the satisfactory level of achievement.
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14 Example: write a report one page long.
4. As necessary for students understanding and in order to set evaluation requirements, add any criteria or conditions under which the learning must
take place. Example: write a report one page long individually.
5. Blooms Taxonomy
