organizing principle, affects the design of syllabus Huda, 1999: 123. However, this ELT regards fails to overcome the national goal, particularly to respect
multicultural values Lie, 2000. Hence, the improvement of our ELT syllabus is indeed needed.
3. The 2004 ELT Syllabus
The 2004 ELT Syllabus emerges after a year of launching of Undang- Undang Sistem Pendidikan Nasional UU. SISDIKNAS No. 20, 2003. The aim of
national education is to develop learners’ potentials so that they become persons imbued with human values who are faithful and possess morals and noble
character; healthy, knowledgeable, competent, creative, independent; and as citizens, are democratic and responsible Chapter II, Article 3. Moreover, in
chapter II, article 3 states that the development of curriculum is influenced by the development of paradigm of philosophy, learning and language theory. The
emerging of post-structural paradigm in philosophy movement influences the theory of how language is learnt and taught which views learning language as
medium to deconstruct social life Connole, Smith Wiseman 1993; Alawasilah 2008.
Government underlines some characteristics of this curriculum. The first characteristic is based on “competence” of Celce-Murcia, Dornyei and
Thurrell 1995 that in which consists of discourse competence supported by linguistic competence, actional, socio-cultural competence and strategic
competence. The second is the systemic functional linguistics SFL of Halliday
1978 which has ideational, interpersonal and textual function including text, co- text and context. The third is ‘level of competence’ Wells 1987 whereas the
junior higher learner intends to reach functional level; in other hand, senior high learner intends to reach informational level. The last is the development of
language competence from spoken to written language. The goal of ELT for SMP
focuses on written spoken language with simple sentences such as in descriptive, narrative, spoofrecount, procedure, report, and anecdote. However, it, in
SMU, focuses on written language based on more advance genre type such as
descriptive, narrative, spoofrecount, procedure, report, news item, anecdote, exposition explanation, discussion, commentary, and review.
Principles of developing the 2004 competence-based syllabus are scientific based, learner’s needs, systematic, relevant, consistent and adequate
Dikdasmen 2004:11. Furthermore, there are six steps of developing this syllabus; 1 writing subject identity, 2 formulating standard competence, 3
deciding basic competence, 4 deciding material and its explanation, 5 deciding learning strategy, and 6 deciding time allocation and resources Dikdasmen
2004: 25. However, this curriculum is no longer used. In 2006, government launched School -based curriculum KTSP. For some instances, KTSP is the
development of the 2004 curriculum.
4. The 2006 ELT Kurikulum Tingkat Satuan Pendidikan KTSP
