a. Rationale
School-Based Curriculum 2006: 307 strongly states that learning language will be considered successful when students also study how to
communicate in the target language well. Learning English involves learning both the language elements and the language competence. It means that learning
English covers learning to understand as well as producing both spoken and written utterances. Furthermore, School-Based Curriculum elaborates that senior
high school students are highly demanded to gain their knowledge through the learning English process in particular literacy. Students should be capable of
obtaining any information through each activity. While enhancing their capability in communicating in English, senior high school students are expected to develop
their imagination and analytical ability. School-Based Curriculum also requires them to know both their culture and western culture and how to socialize with
people around them. Their capability towards English and their new knowledge will lead them to link language to any cultures.
b. Objectives
There are three major objectives of English language learning based on School-Based Curriculum 2006: 308. It is expected that after learning English,
students: 1.
are able to develop language competence both in spoken and written to achieve particular informational literacy
2. realize the role of English in a globalization era
3. recognize the connection between language and culture.
c. Competence Standard and Basic Competence
Competence standard may be definable as objectives that students should achieve after learning English. Basic competence is the specification of
competence standard. Table 2.1 exemplifies the competence standard and basic
competence based on School-Based Curriculum.
Table 2.1: The Competence Standard and the Basic Competence of School-Based Curriculum
Bahan Pelatihan KTSP, 2006: 309-311
Competence Standard Basic Competence
Listening
Comprehend short monologue text in the form of narrative in a daily life context.
Respond to short spoken monologues in the form of narrative which includes
language functions accurately and fluently in a daily life context.
Speaking
Express short monologue text in the form of narrative in a daily life context.
Express the meaning of short monologue spoken texts in the form of narrative
accurately and fluently in a daily life context.
Reading
Comprehend short essay text in the form of narrative and access knowledge in a
daily life context. Respond to the meaning and the rhetorical
steps in written essays accurately and fluently to access knowledge in narrative
in a daily life context
Writing
Express written essay text in the form of narrative in a daily life context.
Express the meaning and the rhetorical steps in written essays accurately and
fluently in the form of narrative in a daily life context.
B. Theoretical Framework
This section summarizes and synthesizes some theories presented previously and relates those theories to the study. From the theory of adolescence,
it can be inferred that stories and storytelling can be appropriate for the learning activity in the eleventh grade students of senior high school since storytelling
Kategori