strength, weakness, opportunity, and challenge that are faced now and in the future. This analysis result will be a reference in developing the vision, the
mission, the strategy and the instructional programs that is relevant with the condition, potency, students’ need and regional need. Besides, the 10
th
National Education System Regulation 2003 stated that one of the strategies of national
education development is the development and implementation of Competence Based Curriculum. The use of “competency” as the basic curriculum has the
purpose to give the stress on the learning process so that each student can be conditioned to be able to reflect knowledge, skill and behavior in daily life
completely. Curriculum development is arranged in order to give the chance for the
learning participants to: a learn to be faithful to God, b learn to understand and comprehend fully, c learn to do and act effectively, d learn to live together and
to be useful for others, and e learn to build and find identity through learning process that is active, creative, effective and fun.
School authority in designing curriculum makes it possible for the school to adjust the students demand, school situation, and regional condition. Therefore,
region and school have enough authority to design and decide the material, to arrange learning experience, to choose teaching method, and to evaluate the
teaching learning successfulness.
b. Syllabus Development
Education National Standard Institution states some principles of syllabus development. They are scientific, relevant, systematic, consistent, sufficient,
actual and contextual, flexible, and comprehensive. Scientific means all material and activities have the correlation with knowledge and science. Relevant means
the scope, the difficulty level, and the material order on the syllabus are appropriate with the development level of the students include physically, social,
intellectual, emotional and spiritual development. Consistent deals with the relation among the components of syllabus. When the syllabus components are
enough to support the basic competence accomplishment, it is called sufficient. Actual and contextual deal with the modern scientific and technology
development happen in the real life. Flexible means all syllabus components should accommodate the variety of the students and teachers, and the changes
happen in the school and society. Comprehensive means the syllabus components should include all competencies cognitive, affective, and psychomotor.
The rule about the syllabus designer stated that, the syllabus development can be done by the teacher independently or in a group. If the teacher is able to
recognize the characteristic of the students, the school, and the environment, he or she can develop it himself or herself. The principal can also make a group of
subject teachers to develop the syllabus. For schools that are not able to develop the syllabus, they can join with other schools.
For the time allocation, The Education National Standard Institution stated that syllabus arrangement should notice the whole time allocation both per
semesters as well as for one year. There are seven steps of syllabus development according to The Education
National Standard Institution. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1 Study the Performance Standard and Basic Competence.
The study of the performance standard and basic competence should notice the order based on the level of difficulties, the relation between the
competence standard and basic competence in one subject, and the relation the competence standard and basic competence among all subjects.
2 Identify the Main Instructional Material
Identify the main instructional material to support the achievement of basic competence based on the principles of syllabus development.
3 Develop the Teaching Learning Activities
Teaching learning activities must give the learning experiences which involve the mental and physical processes through the interaction between the
students, the students with the teachers, environment and the other learning sources in order to achieve the basic competence. That is why the use of variation
method and the centralization on the students required.
4 Formulate the Indicators of Competence Achievement
Indicators are developed appropriate with the characteristic of the students, subject material, school, region potency. These are formulated into operational
verbs that are possible to be measured and observed since indicators are used as the basic of the evaluation instruments.
5 Determine the Type of Evaluation
The evaluation is done based on the indicators in the form of test and non test, written and unwritten, performance observation, behavior measurement,
assignment, project, portfolio and self evaluation. The followings are some rules should be noticed in evaluation.
a The evaluation is directed to measure the competence achievement. b The evaluation is done based on what are done by the students after
experiencing something. It is not to determine someone position on his or her group.
c The system should be continually and the result should be analyzed to investigate whether the students have had the basic competence and to know the
students difficulties. d The evaluation result is analyzed to determine the follow-up.
e The evaluation system should be appropriate with students learning experiences in teaching learning processes.
6 Determine the Time Allocation
Time allocation for each basic competence is based on the total effective weeks and time allocation of the subject per week by considering the total basic
competence, the basic competence width, depth, difficulty level, and importance level.
7 Determine the Learning Sources
Learning sources are recommendation, object or material use for teaching learning activities such as printed and electronic media, informant, physical
environment, nature, social, and culture. The determination of learning sources is based on the competence standard, basic competence, learning material, learning
activities, and indicators of the competence achievement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
After being developed, based on the SBC arrangement mechanism stated by the Education National Standard Institution syllabus should be approved by the
principal after getting the agreement from the school committee and education institution. Then, syllabus should be examined and developed continually by
noticing the learning result evaluation, process evaluation, and instructional plan evaluation.
2. The Role of English for Elementary School Students Based on SBC
In SBC document, English in elementary school has the position as one of the local content subject. English learning is expected to help the students to
recognize themselves, their culture, and other people culture, to help the students to be able to express their ideas and feelings, participate in the society, and to help
the students to use their analytic and imaginative ability. English is an instrument to communicate orally and written.
Communication ability means the ability to understand and or produce spoken text and or written text which is formed into four language skill include listening,
speaking, reading, and writing. Therefore, English as a subject is directed to develop those skills so that the students are able to communicate and write in
English on a certain literacy level. Literacy level contains performative, functional, informative, and epistemic. The literacy level for elementary school is
performative literacy level. The scope of English for elementary school involves oral communication ability on the school context which contains of the aspects of
listening, speaking, reading, and writing. Writing and reading skill are directed to support oral communication learning.
