The facilities provided in this school seem to be promising to be implemented a learning-based information and communication
technology, but the problem was probably the human resources were not ready enough to implement it. That is why, school
authorities still struggling to give such an ongoing training to the teachers and school staffs to get used to on the ICT utilization.
And this is goes in line with the statement saying that
“writing is still the major activity of the English classroom and the one with
which ICT is most involved .”
1
B. Curriculum Analysis
The purposes of English language teaching in Senior High School are: 1 developing communicative competence in spoken
and written language to reach informational literacy; 2 generating awareness about the nature and importance of English
to improve nation‟s competitiveness in global society; and 3 developing students‟ understanding about the relationship
between language and culture. The scopes of English language teaching in Senior high
school are: 1 discourse competence or ability to understand andor produce spoken text andor written text which is integrated
comprehensively in four skills, such as listening, speaking, reading, and writing to reach informational literacy level; 2 the
ability to understand and create various short functional texts, monologues as well as essay in a form of procedure, descriptive,
recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review,
public speaking. Variations in teaching materials are found in the use of certain vocabulary, grammar, and rhetoric devices; 3
supporting competencies included are: linguistic competence ability to use grammar, vocabulary, pronunciation, and writing
arrangement, socio-cultural competence ability to use speech and language act appropriately in various context of
communication, strategic competence ability to overcome
1
Anthony Adams and Sue Brindley, Teaching Secondary English with ICT New York: McGraw-Hill Education Open University Press, 2007,
p. 19.
problems in communication to ensure the process of communication, and discourse competence ability to use
discourse instruments
Having reviewed the current curriculum used at Al-Azhar BSD, the reviewer tries to discuss both the frame work and the
theory used in the curriculum of Islamic Senior High School AL- Azhar BSD. Try to criticize the theory in this curriculum, he
found that the theory is inadequate since there is only one theory appear on. It is only from wells, proposing the different stage of
language literacy; performative, functional, informational, and epistemic at the stage of performative.
Surprisingly, the core of theoretical framework adopted in this curriculum was inadequate to be considered as a good one.
Try not to take for granted in criticizing the background of this curriculum, the concept of communicative competence is likely
to be neglected. It should be based on the concept of communicative competence proposed by
Celce-Murcia, Dornyei dan Thurrell.
Reflected to the previous curriculum 2004 Curriculum which is definitely enriched with the several theories, the
insufficient theory is one of the indicator of the wrong interpretation in which curriculum of this school is made without
any adequate reference in term of Curriculum development. Trying to be objective on what he found in this curriculum, he
found that the curriculum developer of this school seems to be unable to interpret and accentuate into word the real concept of
school based curriculum. Broadly spoken, every Nation has its own state standard. Here, he can hardly find the clear objective in
this curriculum. It appears so tight general and difficult to understand. In brief, it is merely to find the general objective,
Specific objective, Institutional objective, and instructional objective of this curriculum.
With regard to the current curriculum used in Al-Azhar BSD, here the writer tried to bring into improvement the utilization of
ICT which has become School vision and mission. From the school vision it can be seen that Islamic Senior High School Al-
Azhar BSD proposes to organize teaching learning activity which is based on the Information and Communication Technology
ICT. In addition, as the school‟s purpose Al- Azhar BSD has purpose to produce graduates who are able utilize Information
and Communication Technology ICT.
Moreover, the purpose in English seems to be a big deal as well in Indonesia context in which English viewed not as a
second language yet as a foreign language. One of the central issues in all the debates about English has been its purpose in
schools: in short, what it is for. On the one hand, there are people who believe that its primary purpose is functional: to teach the
basic skills of reading and writing, including handwriting, spelling, grammar and punctuation, and to prepare young people
for their adult roles as citizens and employees.
The reviewer hardly to find kind of testing proposed in this curriculum, and another shortage found in this curriculum is
about the materials. It means, there is no short example of the materials that will be taught to the students. And there is no both
gradation and selection of the material in order to make the teacher has it easier to choose the best fit material to be taught.
Here the writer tried to conduct curriculum analysis since it goes in line with the idea proposed by Lawton mentioning that
“the claim of teaching to be a profession lies in the ability and opportunity for teachers to exercise their judgement over the
critical tasks involved in their role, namely curriculum and teaching
.”
2
Regarding to the statement above, the writer tried to figure out the curriculum content used in Al-Azhar BSD by
which then he tried to bring the concept into practice. Here, the utilization of Edmodo micro-blogging for teaching writing. The
notion about the use of Edmodo micro-blogging to be used as a
writing tool which is hoped able to meet the student‟s need and encourage students to write.
In this context, although the utilization of ICT has been proposed in the school vision and mission but it fails into practice
since its integration was merely occurred in teaching learning activity. Teachers seem to fail in taking manifestation of the ICT
utilization due to the inadequacy of skills for using ICT and
2
David Hopkins, A Teacher’s Guide to Classroom Research New
York: McGraw-Hill Education Open University Press, 2008, p. 39.
