differences, and 8 Learning needs to engage learners both affectively and cognitively.
d. Textbooks in the Curriculum 2013
Law No. 20 Year 2003 on the National Education System defines curriculum as sets of plans which include purposes, content, and teaching
materials, which will be used as the guideline to achieve the objective of educational institution. In line with the definition, curriculum then has several
concepts: a.
Scope and sequence, the depiction of curriculum which is regarded as a matrix of objectives assigned to successive grade levels i.e. sequence and group of
common themes i.e. scope b.
Syllabus, the plan for the whole course, which commonly includes the rationale, topics, resources, and evaluation
c. Content outline, a list of topics covered organized in outline form
d. Standards, a list of knowledge and skills required by students upon completion
e. Textbook, an instructional material which is used as the assistance in giving
instructions in class f.
Course of study, a series of courses which the students have to complete g.
Planned experience, all experience the students gain, which are planned by the school, covering academic, athletic, emotional, or social
Currently, Indonesia applies Curriculum 2013. The formulation of 2013 is based on the objectives of national education outlined in Law No. 202003 about
education national system, particularly in article 3 Chapter II about the basis, function, and the objective of national education which states that “Education
functions as developing individuals‟ dignified skills, characters, and civilization in order to make intellectual generati
ons and to develop learners‟ potentials to be healthy, intellectual, skillful, creative, independent, democratic, and responsible
individuals who believe in God and who possess noble characters.” It implies that education, its process, and its outcome is meant to develop learners to be fully
functional persons who have skills and good characters and who are knowledgeable, aware of their potentials, and are able to implement their
potentials and skills for the society‟s and their own benefit. Curriculum 2013 for senior high school began to be implemented from
grade X or first grade of senior high school. Curriculum 2013 contains basic competence kompetensi dasar KD and core competence kompetensi inti KI
as the main variables. According to basic competence kompetensi dasar KD and core competence kompetensi inti KI stated in Curriculum 2013, students are
expected to be able to use language skills with several characteristics embedded namely honesty, self-discipline, responsibility, cooperation, tolerance, politeness,
responsiveness, and being proactive. The contents of Curriculum 2013 are not only based on the students‟
accomplishment on the indicators and standards, but also the students‟ comprehension in applying the value of honesty, self-discipline, responsibility,
cooperation, tolerance, politeness, responsiveness, and being proactive, as mentioned previously. Curriculum 2013 focuses on student-centered learning.
Asking the students to analyze and then produce knowledge based what they have already observed, exposing them to understand what they learn by themselves,
and encouraging them to be socially aware with their friends, surrounding, and
aesthetic factors are part of the method. It makes English skills become main priority in teaching English for students in Curriculum 2013 as the activities in
Curriculum 2013 are expected to make the students exposed with the use of English language as often as possible with various theme, context, and topic.
The uses of English skills in communication become the main priority for Curriculum 2013 in term of communicative purposes. Materials and exercises
provided in the textbook should be in line with the curriculum and learners‟ needs.
Further, in Curriculum 2013 teachers should be able to create an enjoyable atmosphere in order to set up the student-centered learning classroom, which is
aimed at making the students feel encouraged to analyze, observe and generate what they have learned. The
essence of the curriculum and the learners‟ needs still have to be significant considerations for teachers in delivering the learning
materials from textbook or any other media because students are different one to another. It is important to view language learning as student-centered because
each student is individual who differs from each other. The objective of communication is to build social relation interpersonal
and developing discourse through information exchange among the individuals involved within the communication transactional delivered via oral or written
media. The ability to communicate feeling, knowledge and views among those involved in the communication interlocutors must be based on their
sociocultural values for the sake of making appropriate communication. The communication activities based on this view are the combination of
three purposes
of communication:
interpersonal, transactional,
and presentational
. In the systemic functionalist view, the communication activities