Finally, the integrated-skill approach which is found is task-based language learning instruction can be highly motivating to the students of all ages
and background.
7. School-Based Curriculum 2006
After having some renewal curriculum, Indonesia has applied the renewal curriculum, School-Based Curriculum, which is expected to place Indonesia on a
better quality of education. a.
Rationale School-Based Curriculum 2006: 307 strongly states that learning
language will be considered successful when the students also study how to communicate in the target language well. Learning English involves learning both
the language elements and the language competence. It means that learning English covers learning to understand as well as producing both spoken and
written utterances. Furthermore, School-Based Curriculum 2006 elaborates that Senior High School students are highly demanded to gain their knowledge
through the learning English process in particular literacy. Students should be capable of obtaining any information through each activity. While enhancing their
capability in learning communicating in English, senior high school students are expected to develop their imagination and analytical ability. School-Based
Curriculum 2006 also requires them to know both their culture and western culture and how to socialize with people around them. Their capability towards
English and their knowledge will lead them to link language to any cultures.
b. Objectives
There are three major objectives of English language learning based on School-Based Curriculum 2006: 308. It is expected that after learning English,
students: 1.
Are able to develop language competence both in spoken and written to achieve particular information literacy.
2. Realize the role of English in a globalization era.
3. Reorganize the connection between language and culture.
c. Competence Standard and Basic Competence
Competence standard may be definable as objectives that students should achieve after learning English. Basic competence is the specification of
competence standard. Table 2.1 exemplifies the competence standard and basic competence based on School-Based Curriculum 2006.
Table 2.1: The Competence Standard and the Basic Competence of School-Based Curriculum Bahan Pelatihan KTSP, 2006: 309-311
Competence Standard Basic Competence
Listening
Comprehend short monologue text in the form of narrative in a daily life context.
Respond to short spoken monologues in the form of narrative which includes
language functions accurately and fluently in a daily life context.
Speaking
Express short monologue text in the form of narrative in a daily life context.
Express the meaning of short monologue spoken texts in the form of narrative
accurately and fluently in a daily life context.
Continued to page 28
Continued from page 27
Reading
Comprehend short essay text in the form of narrative and access knowledge in a
daily life context. Respond to the meaning and the rhetorical
steps in written essays accurately and fluently to access knowledge in narrative
in a daily life context.
Writing
Express written essay text in the form of narrative in a daily life context.
Express the meaning and the rhetorical steps in written essays accurately and
fluently in the form of narrative in daily life context.
B. Theoretical Framework
Some steps are required to make a set of supplementary reading writing materials using task based learning for the tenth grade students of SMA Bopkri 2
Yogyakarta . SMA Bopkri 2 Yogyakarta has already used School-Based
Curriculum 2006. The theoretical description above is seen as a basis to clarify the framework of this study that would guide us into the real discussion.
In conducting this study, the writer uses the combination model of Kemp and Yalden. Those two models are modified to make a framework or guidelines to
conduct the study. The reason for choosing the steps from Kemp’s model was since this model emphasizes on three major problems, which are objectives,
activities and resources; and also evaluation. Whereas Yalden’s model completes Kemp’s model by emphasizing on wants, needs and desires which are important
aspect on the psychology of the classroom. Furthermore, both of them have some steps needed in the study.
