4. The 2006 Edition of School-Based Curriculum
Recently, all schools in Indonesia have applied the 2006 Edition of School- Based Curriculum. One of them is SMKN 5 Yogyakarta. Muslich 2007: 17 states
that School-Based Curriculum is a little bit different with the previous curriculum used in Indonesia, which was Competency-Based Curriculum. School-Based
Curriculum is a curriculum which was proposed as the improvement of Competency- Based Curriculum. Robertson 1971: 564, as mentioned in Yalden 1987: 18,
defines curriculum as the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out the
school and community through classroom instruction and related programs. Badan Standar Nasional Pendidikan
, an association which designs the guideline for the 2006 Edition of School-Based Curriculum, as quoted in Muslich 2007: 17, states
that the 2006 Edition of School-Based Curriculum is the operational curriculum which is managed and done in each school. The schools are demanded to develop
their own curriculum and make the materials. This curriculum is required to help the students to reach the standard of the students’ competencies. Therefore, the materials
that will be used must be adjusted with the school level, regional characteristics, society cultural, and students’ characteristics.
5. Communicative Tasks
Nunan 1989: 10 defines a communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in
the target language while their attention is principally focused on meaning rather PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
than form”. This communicative task encourages the students to be more active by expressing their ideas or feeling. According to Nunan 1989: 11, there are some
components that are involved in analyzing communicative task. They are goals, input, activities, settings, learners’ role, and teacher’s role. It can be described in this
figure.
Goals Teacher’s role
Input Learners’ role
Activities Settings
Figure 3: The Framework for Analyzing Communicative Tasks Nunan, 1989: 11
These components would be used to analyze the communicative tasks in designing the integrated materials for grade X students of the applied-fine art
department of SMKN 5 Yogyakarta.
6. Communicative Language Teaching CLT a. The Characteristics of CLT
Finocchiaro and Brumfit 1983, as mentioned in Richards and Rodgers 2001: 156-157, specify the characteristics of CLT. It would be discussed further below.
Meaning is paramount since the focus of CLT is on the meaning rather than structure
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