system, many private madrasah are also required to incorporate teachings of the relevant Islamic foundation.
73
Since the madrasah run parallel with general school, all madrasah must teach both the national core curriculum developed by the Indonesia’s Ministry of
National Education and religious subjects developed by the Ministry of Religious Affairs. Approximately 70 per cent of the curriculum is made up of secular
subjects including science, math, English, sports and arts, while 30 per cent are religious subjects. Therefore, the Madrasah curriculum in general subject is as
same as general school including English. The English curriculum in MA is same as SMA. As state on the Act of the
Republic of Indonesia on National Education System that the curriculum for basic and secondary education must include;
1. Religious education
2. Civic education
3. Language
4. Mathematics
5. Science
6. Social science
7. Art and culture
8. Physical education and sports
9. Vocational skills
10. Local content
74
The learning materials for languages cover Bahasa Indonesia, local languages, and foreign languages, provide that:
-Bahasa Indonesia is the national language; - local language can be used as mother-tongue of learner; and
-foreign language, especially English language, can be used as a means in global dealing.
75
73
Ibid,. p. 8-11.
74
Act of the Republic of Indonesia on National Education System, op. cit,. p. 22.
75
Ibid., p. 50
In addition, based on the standard of contain English language is a tool to communicate both spoken and written. To communicate means understanding and
expressing information, thought, feeling, and knowledge, technology, and culture. Communicative competence refers to discourse competence, it means the ability
to understand and create both spoken and written that simply implemented into four basic skills. Those are listening, speaking, reading, and writing. These four
skills are used to understand and create discourse in life of society. Therefore English language learning is to develop those skills in order the graduations are
able to communicate in English in certain literacy
the ability to read and write language
level. The literacy level covered performance, functional, informational, and epistemic. In
performance level, the students are able to write, to read, to listen, and to speak by using
symbols. They can use English to accompany actions, participate in
classroom and school interactions, and recognize simple written English.
In
functional level the students are able to use language, to fulfill their daily needs such as
reading newspaper, manual or instruction. In informational level the students are able to access knowledge using language capability, use
English in informal and formal contexts
.
In epistemic level, the students are able to express knowledge into target language doing
research, writing reports, lecturing etc., use English for aesthetic purposes. English language learning in SMA or MA has target to
reach informational level because they are prepared to continue their study to the higher level.
English lesson in SMAMA aimed to: 1.
To develop communicative competences both spoken and written in order to achieve informational level.
2. To understand the important of English to enhance the competition in global
world. 3.
To develop the students understanding about interrelation between language and culture.
English language in SMAMA cover:
1. Discourse competence: the ability to understand and create spoken and
written text that implemented into four language skills, listening, speaking, reading, and writing in order to achieve informational level.
2. The ability to understand short functional text and monologue in Genres of
Descriptive, Procedure, Recount, Narrative and Report, news item,
analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. It involved the use of grammatical, discourse, and
strategy competences. 3.
Supporting Competence that is Linguistic Competence grammar, vocabulary, pronunciation, spelling, Socio-cultural competence using
idiom, speech act acceptably in variety of communication context Strategy competence handling communication problems in some ways to
maintain the conversation and Discourse Forming Competence Discourse marker.
76
The same degree objectives for language teaching may be the same from school to school. However, they are actually different in educational ideology,
extracurricular activities, study focus, etc. These variations within the schools have an important effect on students learning process and of course student’s
achievement. Moreover, even though they are from the same grade secondary level, but they are characteristically different. As stated in the Act of the Republic
of Indonesia on National Education System, general education focus on provision of broad based academic skills, needed for learners to pursue further education at
high level of schooling. Vocational schooling is secondary educational programme for preparing learners for a specific job. Religious education is
programme which prepares learners to perform their role, requiring the acquisition of religious knowledge, andor to become religious scholar.
77
MA is a school which Islamic lesson is the main subject learned beside general lessons. It means that religious subject are also determine the student
competence which he she is proper to next grade or even determine the final test. There are at least five religious subjects which must be taught in Madrasah based
on the curriculum. There are:
76
Standar Isi, untuk Satuan Dasar dan Menengah: Standar kompetensi dan Kompetensi Dasar SMAMA, Jakarta: Badan Standar Pendidikan Nasional BNSP, 2006, pp.125-126.
77
Act of the Republic of Indonesia on National Education System, op.cit., p. 44
