executor, and also complements the teaching in class. He is most know the needs of its class, therefore he is the most competent develop
curriculum for her class. Associated with Education Unit Level Curriculum development, it seems more likely to be made using the
grass-root approach model. Nevertheless, in order to run an effective curriculum development must be underpinned by the readiness of
resources, especially human resources available in schools.
D. English Curriculum
After talking about curriculum in general, now, the writer will discuss English curriculum. There are some points will be discussed like: background,
competence model, purpose, scope, competency standard and basic competency.
1. Background
Language has a central role in the development of intellectual, social, and emotional students and is the key determinant to success in the study all fields of
study. Given that language functions not only as a field of study, a language curriculum for reasonably high school prepare students for achieve the
competencies that make students able to reflect own experiences and the experiences of others, expressing ideas and feelings, and understand the various
nuances of meaning. Language expected to help students know themselves, their culture, and culture others, express ideas and feelings, participate in people who
use that language, to make decisions responsible personal and social level, found and using analytical skills and imaginative that was in him.
To achieve the above-mentioned language competence, this curriculum depart from a rational set of underlying theoretical and practical all decision
formulating standards of competence, basic competence and indicators in this curriculum.
There are several theoretical foundation and practical implications support the preparation of this curriculum. The theory was adopted as
framework of systematic thinking in making decisions in a variety of formulation.
The foundation frame of mind include a model language competence, language model, the expected literacy levels achieved by graduates, and differences in the
nature of spoken and written language.
2. Competence Model
So far there are a number of model-related competencies the field of language sees language competence of various perspectives. In this curriculum
model of competence language used is a model that is motivated by considerations of language pedagogy that has been developed or evolved since the
model of Canale and Swain less over thirty years ago. One of the latest models available in the literature of language education
is proposed by Celce-Murcia, Dornyei and Thurrell are compatible with the theoretical view that language is communication, not just a set of rules. The
implication language competence is that the model is formulated model that prepares students to communicate with language to participate in community
language users. This model formulated as a Communicative Competence or Competency
Communicative is
represented in
Celce-Murcia et
al. as follows:
49
Picture 1: Communicative Competence Model from Celce-Murcia et al.
49
PUSKURNAS, Standar Isi ..., p. 6.
