Furthermore, as Mulyasa states in his book, there are some points that have to be noticed in term of KTSP as follows:
1. Arranging KTSP refers to the guidance that is arranged by
BSNP; 2.
KTSP is developed based on educational unit, potential, regional characteristics, and social cultural of local society and
students; 3.
Schools and school committees develop KTSP and syllabus based on basic framework of curriculum and competent
standard of graduation.
50
In conclusion, curriculum is an instructional way in educational program to reach particular objective. The used curriculum, KTSP that is
enclosed in content standard, gives the schools and teachers to develop it based on BSNP
. Then, syllabus is as “predominantly concerned with the choices necessary to organize the language content of a course or
program. ”
51
It is as a lesson plan on certain subject that includes competent standard, basic competency, main material, learning activity, indicator,
scoring, time alocation, and learning sources.
50
Mulyasa, Implementasi Kurikulum Tingkat Satuan Pendidikan, Kemandirian Guru dan Kepala Sekolah, Jakarta: Bumi Aksara, 2009, Cet. 3, p. 24.
51
James Dean Brown, The Elements of Language Curriculum : A Systematic Approach to Program Development, Boston: Heinle Heinle Publishers, 1995, p. 141.
2. Content Standard of Curriculum
According to Standard Board of National Education –Badan
Standar Nasional Pendidikan BSNP determines guidance of Content Standard
–Standar Isi SI as follows: SI mencakup lingkup materi dan tingkat kompetensi untuk mencapai
kompetensi lulusan pada jenjang dan jenis pendidikan tertentu. Termasuk dalam SI adalah : kerangka dasar dan struktur kurikulum,
Standar Kompetensi SK dan Kompetensi Dasar KD setiap mata pelajaran pada setiap semester dari setiap jenis dan jenjang
pendidikan dasar dan menengah.
52
It means that Content Standard consists of material scope and competent level to reach competent outcome in a particular education; it
also includes competent standard and basic competency for each subject especially reading material for this case.
The writer divides the explanation of curriculum content standard into two parts as follow:
a. The Scopes of English Lesson at Junior Secondary School
Standard Board of National Education –Badan Standar
Nasional Pendidikan BSNP points out the scopes of English lesson at Junior Secondary School are:
1. Kemampuan berwacana, yakni kemampuan memahami
danatau menghasilkan teks lisan danatau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni
mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi functional;
2. Kemampuan memahami dan menciptakan berbagai teks
fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, dan report. Gradasi
bahan ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkah-langkah retorika;
3. Kompetensi pendukung, yakni kompetensi linguistik
menggunakan tata bahasa dan kosa kata, tata bunyi, tata tulis, kompetensi sosiokultural menggunakan ungkapan dan
tindak bahasa secara berterima dalam berbagai konteks komunikasi, kompetensi strategi mengatasi masalah yang
timbul dalam proses komunikasi dengan berbagai cara agar
52
Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah, op. cit., p. 4.
komunikasi tetap berlangsung, dan kompetensi pembentuk wacana menggunakan piranti pembentuk wacana.
53
From the scope of English lesson at Junior Secondary School, the writer focuses on the reading texts that have social function,
generic structure and linguistic feature. They are descriptive, recount and narrative text for the second grade of Junior Secondary School
students.
b. The Materials in Teaching Reading
The following competent standard, basic competency and reading material are stated in Content Standard
–Standar Isi and School-Based Curriculum KTSP:
54
Table 2.1 Standar Kompetensi Bahasa Inggris pada Keterampilan Membaca
Semester 1 dan 2 Standar
Kompetensi Kompetensi Dasar
Materi Pembelajaran Membaca
5. Memahami makna teks tulis
fungsional dan esei pendek
sederhana berbentuk
descriptive dan recount yang
berkaitan dengan lingkungan
sekitar 5.1 Membaca nyaring bermakna
teks tulis fungsional dan esei berbentuk descriptive dan
recount pendek dan sederhana dengan ucapan, tekanan dan
intonasi yang berterima yang berkaitan
dengan lingkungan sekitar 5.2 Merespon makna dalam teks
tulis fungsional pendek sederhana secara akurat, lancar
dan berterima yang berkaitan dengan lingkungan
sekitar
1.
Teks fungsional berupa 1.
Teks fungsional pendek berupa:
Undangan Pesan singkat
2. Teks esei berbentuk
deskriptif dan recount
53
Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, op. cit., p. 124.
54
Ibid., pp. 130-132.
