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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literature Review 1. English Curriculum 2013 for SMK
a. Goal
A curriculum is always changing. It is always developed and modified to fulfill the needs of the society and the students. The curriculum will always
change in order to be relevant to the present situation. In Indonesia, the curriculum has changed from time to time.
The definition of the curriculum, based on the Indonesian Law No. 20 year 2003, is a set of plans and regulations about the aims, contents and
materials of lessons and the method employed as the implementation of learning activities to achieve given educational objectives.
The newest curriculum that the Indonesian government develops is Curriculum 2013. This curriculum is the continuation of the previous content-
based curriculum. According to the regulation of Minister of Education and Culture number 70 year 2013 on Basic Framework and Curriculum Structure
of Vocational School. Curriculum 2013 is developed based on the theory of standard-based education and competency-based education. The main
characteristic of Curriculum 2013 is the emphasis on character education and the content consists of competencies. It is reflected in the organization of the
competences.
The goal of Curriculum 2013 is to produce human resources of Indonesia who are productive, creative, innovative, and affective through the
integrated process of developing the attitude, skill, and knowledge of the students. Curriculum 2013 is also expected to complement the previous
curriculum, enhancing further the strong aspects of the previous curriculum and correcting its shortcomings Permendikbud No. 105 Tahun 2013.
b. Content
Curriculum 2013 is competence-based curriculum. The content in Curriculum 2013 consists of competences. The competences in Curriculum
2013 are divided into two types: core competences and basic competences. Core competences consist of four aspects: religious, social characters, knowledge,
and skills. The core competences are then broken down into further details so that the competences are easier to comprehend and achievable. These broken
down core competences are called basic competences. Basically, core competences are the basis of the development of basic competences.
In every subject in vocational high school, there are four core competences which should be achieved by the students. For English, there are
also four core competences which should be achieved by the students. The first and second core competences KI-1 and KI-2 aim to develop religious and
social competences of the students while the third and fourth core competences KI-3 and KI-4 aim
to develop students’ knowledge and communication skills of English. Therefore, the knowledge and skills of English that the students
should achieve can be found on KI-3 and KI-4. The table of competences is
presented in the appendix. To summarize the content of the table, there are three aspects that become the goal of English learning for grade XI students in
vocational school. These aspects are value, knowledge, and skill. According to the table of competences, grade XI students of Welding Engineering
Department is expected to be honest, discipline, confident, and responsible. They are also encouraged to care for others, work together, and avoid conflicts.
These are the values that need to be learned by students as stated in the KI and KD of Curriculum 2013 number 1 and 2.
For the knowledge, they are expected to learn about expressions of asking a question and how to answer it, asking and giving an opinion, stating
and inquiring about the supposition conditional sentence, giving an offer and a suggestion, expressing a wish, a prayer, and how to respond to them. For the
texts, they will learn about formal invitation, private letter, manual, report, analytical exposition, short biography, and song.
The last one is the skill. The skills that the students acquire are just the application of the knowledge. For English, there are four skills of
communication in which students will apply their acquired knowledge: Listening, speaking, reading, and writing. The listening skill is related to the
students’ capability to extract information from a recording or from an oral communication. The speaking skill is related to the stude
nts’ capability to produce or to use the language orally. The reading skill is related to the students’
capability to extract information from a written text. The writing skill is related to the students’ capability to express their ideas in a written text using English.
c. Learning Process
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