10 opportunity for the learners to study. Family and environment are also the
important tools to support learners’ education. Education in Indonesia has an aim at composing learners to be able in
interacting with their environment Mulyasa, 2005. Besides, it is expected to
produce good human resources for Indonesia. In having a good education with good quality and quantity, government arranges curriculum as a guideline for
teachers. The aim of curriculum arrangement is based on the aim of education, which is producing human resources.
2.1 Competency – Based Curriculum CBC
Competency – Based Curriculum CBC is a curriculum which is a plan and an arrangement on learning outcomes, competency, and education resources
Puskur, 2002. This curriculum had been done for more or less 2 years, among 2004 – 2006 in Indonesia. The focus on this curriculum is students centered in
which teachers are acted as demonstrator, facilitator, and evaluator Usman, 1990. Therefore, teachers have an important role in learning process and students
are demanded to be active in the learning process. This curriculum emphasizes on the development of students’ competency
in doing their assignments in certain standard; they have to master certain competency, like developing their knowledge, comprehension skill, value,
attitude, and interest in order to do something appropriately and responsibly Mulyasa, 2005. Puskur 2002 stated that competency – based curriculum has
characteristics as follows: a.
Emphasizing on students competency, both individually and classically.
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11 b.
Orienting on learning outcomes and diversity. c.
Conveying the material by using various approach and methods. d.
Teachers are acted as facilitators; teachers are not the only one of learning sources.
e. Assessing is emphasized on learning process and learning outcomes in
achieving and mastering the competency. In order to achieve the characteristic, government had determined the competence
standard, basic competence, and indicators for teachers to be conducted in the learning process.
2.2 The 2006 Curriculum
The 2006 curriculum is a curriculum which could be arranged and developed based on schools and students’ condition need. However, the school
has to pay attention to the existing standard and basic competence Joko, 2008. In this case, teachers have an authority to develop materials based on standard
curriculum. The opportunity teachers’ have is expected to help them in developing their potentials in accordance with their skill, necessary, and willingness Prasetyo
Utomo, Kompas, April 24
th
, 2006. The 2006 Curriculum is assumed as the improvement of CBC 2004
curriculum, but it is different with CBC. One of the differences is seen in the development of materials. Materials in CBC is given in abstract while material in
2006 curriculum is given brieflyto the point so that there is some reduction of learning time allocation. In 2006 curriculum, teachers have had reference to
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12 convey the material so that teachers are not confused to choose the materials they
have to give. In developing 2006 Curriculum, teachers should know the characteristic
first. Same as CBC, Puskur 2002 stated five characteristics of 2006 Curriculum. Those are:
a. Emphasizing on students competency, both individually and classically.
b. Orienting on learning outcomes and diversity.
c. Conveying the material by using various approach and methods.
d. Teachers are acted as facilitators; teachers are not the only one of learning
sources. e.
Assessing is emphasized on learning process and learning outcomes in achieving and mastering the competency.
After knowing the characteristic of 2006 curriculum, according to BSNP Badan Standar Pendidikan Nasional, this curriculum is developed in accordance with
1 education level, 2 region characteristic potentials, 3 culture, and 4 learners itself. Based these characteristics, it is possible if level of education in a big city is
different with education in a small city. Knowing that 2006 Curriculum characteristics are expected to help
teachers in choosing the best strategy in implementing this curriculum, especially in teaching English. In implementing 2006 Curriculum, Learning Concept Based
Competence and Contextual approach are suggested Muslich, 2008:7 since it relates the lessons to the students’ life. Besides, as seen in the characteristic,
teachers should pay attention to the students and school needs. After that, they can conduct this curriculum based on the standard which government have stated.
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13 Besides the 2006 curriculum characteristics, there are several principles
which are used to develop the 2006 curriculum BSNP. They are 1 2006 curriculum has a center at the potency, development, need, and the importance of
the students and the environment, 2 2006 curriculum are various and integrated, 3 2006 curriculum are related to the development of science, technology, and art,
4 2006 curriculum is relevant to the life needs, 5 2006 curriculum is comprehensive and completely, 6 2006 curriculum is for long education because
it relates to students’ need and life context, and 7 2006 curriculum balances the national importance and regional importance.
3. Perception
