curriculum according to regions and learners characteristics Permendiknas No. 22, 2006. In this curriculum, teachers have opportunity to develop syllabus and
lesson plan which are suitable to the learners’ needs. This curriculum involves Core Competencies and Basic Competencies. The development of Standard
Competencies and Basic Competencies can be done by teachers based on the characteristics of the learners.
Three essential parts are involved in the 2006 Curriculum Department of National Education, 2006. The first part is discourse competence. It is the ability
to create and produce oral or written text which is involved in four skills: listening, speaking, reading, and writing. The second part is the ability to
understand and produce the formal and informal written and spoken texts in daily life. The last scope of English deals with the support competences, namely
linguistic competence using grammar, vocabulary, pronunciation, and writing, sociocultural competence using formal expressions and grammar in every
communication context, strategic competence overcoming problems in many ways which appear through the process of communication so that the
communication still take place, and discourse competence using discourse instrument.
c. 2013 Curriculum
The 2013 curriculum is a curriculum implemented by the government as the extension of the previous one namely School-based Curriculum Kurikulum
Tingkat Satuan Pendidikan which has been implemented since 2006. The trials have been conducted by some pilot schools in 2013. However, in 2014 the
Minister of Education and Culture, Anies Baswedan stopped the implementation of this curriculum; as it is stated in an online daily news on December 5, 2014, I
decide to stop the implementation of Curriculum 2013 in the schools which newly set one semester of that since the school year 20142015 author’s translation, as
retrieved from news.detik.com. Anies instructed the schools to re-use the curriculum 2006 which will begin in the second semester of the school year
20142015. Anies asserted that the various concepts in the Curriculum 2013 have been accommodated in the Curriculum 2006. Meanwhile, schools which have
implemented this curriculum for 3 semesters since the school year 20132014, they were expected to continue using the curriculum and serve as the pilot
schools. Anies emphasized that there would be some fundamental improvements to the curriculum 2013 in order to run well by teachers ibid. The previous
minister has settled a certain fundamental goal in 2013 curriculum which may differ from the previous curriculum.
The goal of the implementation of Curriculum 2013 based on the decree of the Minister of Education and Culture no. 602014 is to prepare the Indonesian
people to have the ability to live as individuals and citizens who are devout, productive, creative, innovative, and affective and able to contribute to society,
nation, state, and world civilization. This framework has been supported by Government Regulations Number 32 Year 2013 The revision of Government
Regulations Number 19 Year 2005 about the National Standards of Education. This regulation is elaborated by Education and Culture Minister’s Regulations
Number 67, 68, 69, and 70 on Fundamental Framework and Curriculum Structure PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
from Elementary to Senior Secondary and Vocational Secondary School. Those goals of 2013 curriculum are specified into specific values. The values in 2013
Curriculum emphasizes on the character building. Ahmad 2014, p. 7 mentions that the values can be tracked from the Core Competencies or Kompetensi Inti,
abbreviated with KI. KI-1 is designed for spiritual competence, KI-2 for social competence, KI-3 refers to knowledge competence and KI-4 is for learning
process. The Basic Competency which is abbreviated with KD is the reference for teachers to develop achievement indicators.
Teachers have several roles in implementing the 2013 curriculum. Nur and Madkur 2014, p. 127 mention four roles the teachers should have. First, a
teacher is a learning designer. He designs learning plans which will be conducted in the classroom. Second, the teacher is a learning motivator. It is to maintain the
willingness of students to explore the learning materials as much as possible. Motivation, as revealed in many studies, is a very potential factor to make
students excited to learn optimally. Third, the teacher is a learning mediator. He serves as an intermediary actor between the sources of learning and students. The
teacher presents the subject matter to students learning and students receive, examine, and discuss the matter so that it becomes theirs. The teacher interposes
something within the environment with which the students interact. Fourth, the teacher is the learning inspiration. Teachers become a major source of inspiration
for students in managing the subject matter. Thinking and strategy delivered by the teacher will encourage students to learn independently and creatively.
According to Nur and Madkur 2014, p. 127 the 2013Curriculum is good since it is developed by some principles. First, the 2013 English Curriculum is
brings back the true goal of English teaching which is the meaningfulness and communicative functions. The final goal of English teaching is the development
of communicative competence in the English language. Second, the 2013 English Curriculum is expected to shift from being very teacher-centered to being more
student-centered. Third, students learn the social function, text structure, and lexicon grammar. Topics are clo
sely related to the students’ life at school, home and society. Fourth, students learn English by observing, questioning, exploring,
associating, and communicating. Those processes are expected to promote students to have critical, analytic, investigational, procedural and communicative
competences. Fifth, the teacher plays as a model of language user and language learner. Sixth, students use authentic and non-authentic texts, spoken and written
from various sources, including English textbook and textbooks for other subjects. Seventh, students are empowered for the availability of texts. Eight, students are
expected to learn English interpersonal, transactional, functional communication. Ninth, students should learn attitude, knowledge, and skills. The last is the
students learn English by activities, real texts, and using the language. However the implementation of this curriculum is still debatable. Some agree and some
prefer to the previous curriculum. The debate on the implementation of the 2013 Curriculum has been a
discussion on a seminar conducted by one of private universities in Yogyakarta, The Magister Program of English Language Studies, Sanata Dharma University.
The seminar was held on November 14, 2015 with Helena I.R Agustien, M.A, Ph.D. as the presenter. She said that English for vocational high school is much
better in 2006 curriculum than in 2013 curriculum. The 2006 curriculum provides English materials which are related to the working demands compares to the 2013
Curriculum which provides more general English. Moreover, the syllabus in 2006 Curriculum is designed by the teachers. The assumption is that the teacher is the
person who knows well the students’ needs. Meanwhile, the syllabus in 2013 curriculum has been given by the government. The Jakarta Post article by Kunto
Nurcahyoko on July 20 2013 mentions that “this step will potentially jeopardize teachers’ creativity. The book and curriculum have been fully set up by central
government. Having said that, this curriculum will value the individuality and local context of learning less”. He also mentions that the reason to justify such
implementation of the new curriculum is because the ministry wants to restore character education and improve students’ creative thinking. Ms Helena also
shares her opinion on this issue. She thinks that the creative thinking as it is proposed in curriculum 2013 will not be achieved without having any
constructional model. The teachers’ guidance will still be needed to make them able to perform a particular objective.
6. ADDIE Instructional Design Model
