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knowledge Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, 2001: 8. Accordingly, the students are supposed to develop
their English competency integrating with the aspects of life such: arts and culture, social life, cognitive development, and the like.
b. Materials Scope in English Language Learning based on Competence-Based
Curriculum
In an attempt to achieve the objectives stated above, the scope of English materials for SMA should be determined. The scope of English material should cover
macro skills of English listening, speaking, reading, and writing, basic language components structures, vocabulary, pronunciation, and spelling, and the cultural
aspects such as in English expressions found in various oral and written texts Departemen Pendidikan Nasional, 2003: 2.
c. Principles of Competence-Based Curriculum
There are six principles in the Competence-Based Curriculum Pusat Penelitian Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional,
2001: 11-12. They are summarized as follows:
1 Knowing what to do according to the purposes and the use of every activity.
2 Integrating the four skills of language English competencies.
3 Learning a language is learning how to communicate.
4 Knowing the importance of meaning in teaching.
5 Learning how to do by having much time to practice their knowledge.
6 Learning from mistakes which can improve the quality of learning.
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5. The Role of Instructional Materials
Materials are one of the important elements needed in developing course design. Imel states that in CTL, materials should become a tool for helping learners
to reflect on and make changes in their lives 2004, in http:www.cew.wisc.eduteachnetctlhtml. It means that the teacher should be
creative in producing or adapting materials which are comprehensible and practicable for the students so as to improve their lives. In CTL, the writer will
develop task-based materials. It concerns with the problem-solving task that provided in cooperative learning. In addition, the task can be also the various kinds of
discussion, presentation, and games that can support the CTL class. The task-based materials are used in order to give the opportunity for the students to practice the
language use by presenting it in the form of many various kinds of CTL task.
6. Materials Design Model
In designing and writing the materials, Hutchinson and Waters 1987: 108 propose the materials design model for the teacher. The model is to provide a
coherent framework for the integration of various aspects of learning as well as the room for teacher’s creativity.
This model consists of four components. The first component is input, which provides stimulus materials for activities, new language items, correct model of
language use, and topic for communication. The second component is content focus, which is used to present language as a means of conveying information and feelings
about something. The third component is language focus, which brings the chance for the students to take language into pieces, study how it works, and practice putting
