11. Ranking
Ranking involves determining an order of listed items based on their perceived importance. It is often done in pairs or groups, with group
members being asked to reach consensus on the ordering. A designated reporter then shares the ranking that has been determined with the class
as a whole, often providing a rationale for this ranking. 12.
Values clarification It involves students taking a stand agreeing or disagreeing on
controversial statements related to a chosen topic. It also involves students to come to consensus and then report on their decision and their
discussion t the rest of the class members.
8. Curriculum 2013
Curriculum 2013 is the latest curriculum applied in Indonesia. As the name suggests, this curriculum was applied for the first time in the academic
year of 20132014. According to the Regulation of Indonesian Minister of Education Number 70 Year 2013, this curriculum aims to enable students to
be faithful, productive, creative, innovative, and affective human in order to be able to take part in their lives.
Curriculum 2013 is characterised by the use of scientific approach as its process in every subject. This scientific approach aims to engage students in
teaching learning process in order to foster a sense of wonder, encourage observation, push for analysis, and require communication. There are some
stages of scientific approach as stated in BSNP 2013.
Table 3: Stages of Scientific Approach Used in Curriculum 2013 Stages
Instructional Activities
1. Observing
The instructional activities in this stage are gained through
reading, listening,
and observing
a phenomenon.
2. Formulating
questions In this stage, there are some instructional activities as
follows: a.
Questioning information that students cannot find during the observation
b. Questioning to gain additional information for
what students have been inquired during the observation.
c. Questioning in form of factual questions or
hypotactic questions. d.
Creating atmosphere that foster the students’ curiosity.
3. Collecting data There are some instructional activities in this stage
including experimenting, extensive reading, observing particular phenomena, and interviewing expert.
4. Analysing data In this stage, there are some instructional activities as
follows: a.
Manipulating information gained through the observation and questioning.
b. Manipulating information gained on purpose to
find solution for particular problem or answer for particular question.
5. Communicating In this stage, the activities are presenting the results of
the observation and analyzing in spoken and or written manner.
As mentioned earlier, scientific approach consists of five stages of learning, but in English instructional process, there are six stages including
observing, questioning, exploring, associating, communicating, and creating. These stages are described as follow:
Table 4: Stages of English Instructional Process based on Scientific Approach
Stages Instructional Activities
1. Observing
Students observe a spoken or written text and make a list of items they want to know in order to
understand or produce a particular type of text.
2. Formulating
questions Students formulate questions based on the list of
items they want to know and propose temporary answers for questions.
3. Collecting data
Students collect information to answer the questions that they made before.
4. Analysing data
Students identify
relationships among
the information that they have collected to find out
patterns to answer their questions. 5.
Communicating Students communicate the results of their analysis
in spoken and or written. 6.
Creating Students create their own particular type of texts.
The competences used in Curriculum 2013 are divided into two types that are core competences and basic competences. Each core competence is
divided into four aspects: religious, social characters, knowledge, and skill. Basic competences, on the other hand, are further details of the core
competences in form of competences which are more feasible and achievable.
9. Patisserie Competences
As grade XI students of Patisserie Study Programme, there are some competences to be achieved in order to be a professional baker or pastry chef.
According to Curriculum 2013, there are four patisserie competences package to be mastered by students. They are plating, pastry and bakery products, cake
products, and Indonesian cakes. In table set up competence, there are some sub competences to be
mastered by the students. The students are supposed to be able to describe the menu planning, differentiate non-alcohol drinks, analyse table set up, and
explain the types, characteristics, and requirements of the servants. The students are also supposed to be able to evaluate the menu planning based on
its principles, prepare the equipments for eating, make non-alcohol drinks, set up the table, and serve the customers.
In pastry and bakery products competence, there are some sub competences to be mastered by the students. The students are supposed to be
able to differentiate some cakes’ filling, frostings, chocolate and chocolate candy, analise cakes’ decorations and some cakes from pie and sugar dough.
The students are also supposed to be able to make cakes’ filling, frostings; chocolate and chocolate candy and make some cakes from pie and sugar
dough. In cake products competence, there are some sub competences to be
mastered by the students. The students are supposed to be able to analyse cake, gateaux, torten, birthday cake, rolled cake, and wedding cake, and
differentiate cakes’ filling. The students are also supposed to be able to make those kinds of cakes.
In Indonesian cakes competence, there are some sub competences to be mastered by the students. The students are supposed to be able to understand
various Indonesian cakes, analysise Indonesian cakes made from gelatin, rice, rice flour, sticky rice, beans, sago palm, and etc. The students are also
supposed to be able to make those kinds of cakes.
