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expository texts because the important information is seen through text structures. Text structure is effectively taught using visualizations such as maps.
4 Vocabulary in Reading
Vocabulary mastery or word recognition skill in reading is important. According to Stanovich, “Skill at word recognition is so central to the reading
process that it can serve as a proxy diagnostic tool for instructional methods” Stanovich, 1950: 208. It is possible for learners to have adequate word
recognition skill and poor comprehension abilities but not the reverse. It had been proved that inadequate word recognition skill led to learners’ difficulties in
developing reading comprehension abilities and the language use Stanovich, 1950: 208, Nation, 1990: 2.
I.S.P. Nation proposed two approaches to vocabulary learning, direct and indirect vocabulary learning. The direct vocabulary learning forces learners to
focus on the words while the indirect vocabulary learning focuses on other features. The vocabulary exercises in the designed materials used direct
vocabulary teaching in order to enable learners to learn numbers of new words in a relatively short time. Moreover, the direct vocabulary is best done individually
Nation, 1990: 119. The direct vocabulary learning exercises include guessing words from contexts and matching words and meanings.
3. School Based Curriculum
School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan KTSP is the curriculum which has been used in Indonesia since the academic year
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20072008. The implementation of KTSP is based on Undang Undang No 20 Tahun 2003 about National Education System and Peraturan Pemerintah
Republik Indonesia No 19 Tahun 2005 about National Education Standard. Peraturan Pemerintah Republik Indonesia No 19 Tahun 2005 mentions some
standards which are the minimum criteria of education system in the entire Republic of Indonesia. The national education standards include the content
standard, process standard, graduates Competence standard, teachers standard, facilities standard, and management standard.
To form the syllabus, each school in Indonesia has to refer to Peraturan Menteri Pendidikan Nasional No 22 Tahun 2006 about Content Standard Standar
Isi, Peraturan Menteri Pendidikan Nasional No 23 Tahun 2006 about Competence Standard Standar Kompetensi, and Peraturan Menteri Pendidikan
Nasional No 24 Tahun 2006 about the implementation. According
to KTSP, English literacy consists of several levels. They are
Performative, Functional, Informational, and Epistemic level. In Performative level, people read, write, listen and speak using symbols. In Functional level,
people are able to use the language to fulfil the daily life needs, for example to read newspaper. In Informational level, people are able to access knowledge using
the language mastery, while in Epistemic level, people are able to express knowledge to the target language. In KTPS, senior high school students are
expected to gain the English competence in Informational level. In details, by learning English, it is expected that the students are able to 1
increase their oral and written communication competence to gain the level of
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Informational literacy, 2 be aware of the nature and the importance of English to level up the nation’s competitive ability in the global world, and 3 to expand
students’ understanding about the connection between language and culture. The Competence Standards of English reading skill for tenth grade senior
high school students in semester one are 1 to understand meanings of short functional written text in daily life context and to access knowledge, and 2 to
understand meanings of short functional text and simple essays in forms of recount, narrative, and procedure in daily life context and to access knowledge.
While the Basic Competences are as follows. a. to respond meanings of formal and informal short functional texts, for example
announcement, advertisement, invitation, etc. accurately, fluently, and acceptably in daily life context and to access knowledge
b. to respond meanings and rhetoric essays accurately, fluently, and acceptably in daily life context and to access knowledge in forms of recount, narrative, and
procedure text
4. Blogs
