their students made. However, I believed that they had used the appropriate criteria in assessing the texts.
2.2 English Curriculum for Junior High School
In Indonesian education system, English is considered as the first foreign language taught mainly in the level of high school, though the implementation; there are so
many elementary schools and even kindergartens which have put English in the curriculum. However, it is not the compulsory subject for those levels. On the other
hand, English is a compulsory subject for junior and senior high school level which is put into the main subject of national examination.
2.2.1 Text-Based Curriculum
School Based Curriculum SBC or in Indonesian Education system we call it Kurikulum Tingkat Satuan Pendidikan KTSP more specifically applies Text-Based
Curriculum TBC as the guidance in teaching languages, including in teaching English.
Rukmini 2010:1 states that in CBC nowadays it is shifted to SBC it is suggested that the competence to achieve when someone learns language is discourse
competence; the competence which is comprised of the linguistic, socio-cultural, actional, and strategic competencies. It is in line with Murcia states that the concrete
form of discourse is text. Therefore, the curriculum further defines that the English learners, are supposed to be involved in learning with texts.
From those elaborations, we come up to the essential question; what is a text actually? According to Halliday and R. Hasan 1985: 6 text is language that is
functional, means languages that is doing job in some context. Another definition comes from Butt, et al. 1995:11; a text is a collection of meanings appropriate to its
context. Both definitions emphasize meaning as the core of language as a mean of communication. What people intend to exchange by using language is meaning in the
context of which the language is used either in spoken or written form. Curriculum views this paradigm as a link to integrate the purpose of using
language with language learning, since people learn language in purpose to be able to communicate using it; and through text meaning are realized. Therefore, Text Based
Curriculum nowadays is considered as the appropriate way of teaching language.
2.2.2 English Subject in KTSP
According to Suraya 2010: 14, Learning English in junior high schools is targeted to foster the learners to achieve the functional level of spoken and written
communication which relates to daily life matters. Referring to the content standard
Depdiknas, 2006 said that the aim of learning English is in order to be able to communicate, either spoken or written in several language circumstances manifested
in some genres or model texts. The role of model text can be clearly seen through the scope of English subject, as stated in the school based curriculum 2007, which
covers:
1 discourse competence, that is the competence to understand andor produce texts,
both speaking and written, which is realized in the four language skills to achieve the informational literacy.
2 interpreting and producing various short functional texts and monologues of
various genres: procedure, descriptive, recount, narrative, report, news-item, analytical exposition, hortatory exposition, spoof, explanation, discussion,
review, public speaking. 3
supporting competencies: linguistic competence, socio-cultural competence, and strategic competence School Based Curriculum, 2007:308.
From that elaboration, we can conclude that genre or model text plays essential role in the developing of stude
nts‟ mastery of language. It enables students to use language in context, to achieve the purpose of communication. Therefore,
English curriculum in KTSP is specified into Text-Based Curriculum TBC which focused in the text as the orientation of learning language, not only in isolated
sentences.
2.3 General Concept of Genre and Recount
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