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The sixth strategy is to use semantic mapping or clustering. It helps students to manage ideas into meaningful clusters. By doing so, they would easily grasp
the message that is conveyed in the text. The next strategy is to guess when uncertainty comes. There are some aims of guessing in which it could be used to
guess the meaning of a word, guess a grammatical relationship, guess a discourse relationship, infer implied meaning, guess on a cultural reference, and guess
content messages. The eighth strategy is to analyze vocabulary. There are several techniques
that could be used on analyzing vocabulary. It is important to look for prefixes, suffixes, roots that are familiar, grammatical contexts which potentially give
information, and semantic context for clues. The next strategy is to be able to distinguish between literal and implied meaning. To be able to implement the
strategy, students need to master advance top-down processing skills. Not all language could be interpreted exactly but implied meaning usually derives from
the pragmatic information process. The last strategy is to capitalize on discourse markers to process relationship. Discourse markers which signal relationship
among ideas are expressed through phrases, clauses, and sentences. By providing clear comprehension on the discourse markers, it is hoped that it could help
students understanding the text being
read.
c. Curriculum 2006 in Teaching Learning Process
Curriculum 2013 is the recent curriculum used in Indonesia. A pro-contra thought from the Minister of Education which resulted to the statement to stop the
implementation of the curriculum, gives impact to the teaching learning process.
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For Dinas Pendidikan Yogyakarta, some schools which had used the curriculum for three semesters might continue using it. Otherwise, the schools need to use
Curriculum 2006. SMP Maria Immaculata Yogyakarta belongs to the schools group using Curriculum 2013 less than three semesters. As a result, for the even
semester of 20142015 academic year, they are back using Curriculum 2006. Curriculum 2006 is widely known as Kurikulum Satuan Tingkat Pendidikan
KTSP or School-based Curriculum. It is an operational curriculum which is arranged and deployed by each level of education. This curriculum is developed
based on the school level, local characteristics, social and culture of the local people and also the students itself. The development of the school-based
curriculum and its syllabus is in the hands of the school and school committee under the supervision of education authorities. School-based Curriculum contains
Content Standards which cover the material competence level in order to achieve the graduate competence for particular level of education. Moreover, Content
Standards consist of the basic framework and curriculum structure, learning load, school-based curriculum, and academic calendar. Learning load could be
translated into the amount of time that the students need in order to join the learning process which could be gained through face to face interaction in class,
structured assignments, and unstructured autonomous learning. In general, School-based Curriculum consists of four components. Those are the educational
purposes of the school, structure and curriculum contents, academic calendar, and also syllabus and lesson plans.
There are some terms used in School-based Curriculum. First is Competence. It refers to the ability to behave, think, and act consistently as the
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form of education, attitude and skills possess by the students. Second is Competence Standard. Competence Standard is the qualification of minimum
ability that should be possessed by the students which describe the possession of attitude, knowledge and skills that is hoped to be achieved through particular
subjects in each level and or semester. Third is Basic Competence. It refers to the national standard reference that should be achieved.
As stated before that the development of School-based Curriculum is given to the schools following standard form, there are some principles in developing
the School-based Curriculum. Those are 1 the center of the curriculum development is the potential, development, needs and interests of the students and
their environment, 2 the development should vary and integrated, 3 the development should be up to date to the improvements of arts, science, and
technology, 4 the development should be relevant to the life needs, 5 the development should be comprehensive and continuous, 6 the development
should reflect continuous learning, 7 the development should create a balance between national interests and local interests. All acts done for developing the
School-based Curriculum should obey the Operational Direction of School-based Curriculum Development based on the regulation number 24 issued by the
Minister of Education on 2006.
d. Learning Process in Curriculum 2006
According to Departemen Pendidikan Nasional 2007, there are six points of teaching learning in School-based Curriculum. First, it should focus on the
