Tingkat Satuan Pendidikan KTSP is defined as an operational curriculum which is composed and done by each educational unit.
Kurikulum Tingkat Satuan Pendidikan KTSP is basically the expansion of the Competency Based Curriculum CBC, which still uses Competency Based
Curriculum as the basic to develop the Standard Competency and Basic Competence. The differences between these two curricula are, first, in Kurikulum
Tingkat Satuan Pendidikan there are two Standard Competencies in Listening and Speaking skills, while in Competency Based Curriculum there is only one
Standard Competency in each skill. The second difference is in conducting Kurikulum Tingkat Satuan Pendidikan schools are given more autonomy to design
the materials which are appropriate with students’ competency.
a. The Objectives of
Kurikulum Tingkat Satuan Pendidikan in Senior High School
The National Department of Education states that there are three aims of teaching English in Senior High School based on Kurikulum Tingkat Satuan
Pendidikan. First, it aims to make the students have the ability on developing the communicative competence in written and spoken so that they are able to achieve
the informational literacy level. Second, it also aims to make the students have the awareness of the importance of mastering English to increase nation’s competitive
power in a globalization era. Third, it aims to develop the students’ comprehension about the connection between language and culture.
b. The Teacher’s Role in
Kurikulum Tingkat Satuan Pendidikan in Senior High School
The success of the curriculum implementation is in the teacher’s hands. Teachers traditionally are expected to have authority figures and have roles like
parent, instructor, director, manager, judge, leader, evaluator, controller, or doctor. The important roles of the teacher are to be a facilitator who facilitates
communicative activity in the classroom and also to be a communicator who is engaged in the communicative activity with the students Littlewood, 1981: 91-
93. In this research, the researcher regards the teacher as a motivator who is able to motivate, encourage, reinforce or stimulate the students to speak. During the
activities the teacher acts as an adviser, answering students’ questions, monitoring their performance and knowing the students’ strengths and weaknesses as a basis
for planning future learning activities.
B. Theoretical Framework
Before conducting the research on speaking, the first important thing should be considered by the researcher is the nature of speaking itself. The
researcher should know what speaking is and what areas of knowledge are involved when people speak. Those are the things which should be taught to the
students. To teach them all, the researcher uses the five principles for teaching speaking as guidance, so that the research can be done successfully and the
students are able to speak English fluently. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
