29 be productive frames to determine and explore the development Richards and
Farrell, 2005. Besides that, they also need to be concerned with categories which frame the construction. Those three categories are professional values, professional
knowledge and understanding, and professional practice.
5. Senior High School
Senior high school is a continuation development from the point of leaving junior high school. The students need to get more support and guidance because they
start to have different developments and interests. Wiggins states that to face this condition teachers need to be resourceful. As teachers of advanced specialized
courses, their extensiveness and deepness of knowledge must be significant Wiggins, 1958. The teaching strategies also change. Teachers need to encourage students to be
creative. The 2013 Curriculum has emphasized this point as one of the concerns. Teachers also need to be aware that in other courses at the senior high school level,
some of which are optional and tentative. Thus, it is very important for teachers to develop their creativity in order to stimulate interest. Wiggins emphasizes that
teachers need to orient their thinking to upgrading because the curriculum has the potential to change with new demands according to changing societies. Teachers
must be aware of cultivating critical thinking, social responsibility, and personal or professional stuff Wiggins, 1958.
In Indonesia, there are some educational levels; one of them is senior high school or SMA which stands for Sekolah Menengah Atas. The students at this level
30 are between the ages of 15-17 years old. In the curriculum, the educational system in
Indonesia for SMA is an integrated system which has been collaborated to specific competences. The main concern is on developing interpersonal and transactional
communication. The educational purpose integrated in curriculum focuses on individual, social, personal, and attitude traits; it is also stated in the decree of the
National Education Ministry of the Republic of Indonesia Number 17, 2010. Furthermore, the decree of the National Education Ministry of the Republic of
Indonesia No.16, 2007, on teacher competence and Academic Qualification Standards section 81 states that high school teachers should master various aspects of
language in English linguistics, discourses, sociolinguistics, and strategies. Indonesia has conducted Kerangka Kualifikasi Nasional Indonesia KKNI
or the National Qualification Framework of Indonesia NQFI as the evidence of promoting quality life for human beings. NQFI as a representation of the educational
system contains an integration of various factors to achieve a productive outcome. According to DIKTI, there are six generic qualifications that should be met or
integrated in the system; they are religiosity, having good morals, ethics, and personality, patriotism, compassion, appreciating diversity, and civil awareness. It
can be categorized in three specific qualifications, which are work, knowledge, and management. It aims to improve the quality of education. Furthermore, the national
education system itself cannot be separated from the term “curriculum”. Curriculum is a set of plans, objectives, contents, and learning materials
which are conducted to be implemented in learning activities to achieve specific
31 goals. Through the history of Indonesia‟s educational system, there are many kinds of
curriculum implemented in Indonesia. All teachers at all education levels then make syllabi, which are drawn from the curriculum. Moreover, there are standard
competencies, basic competencies, indicators, and other elements which are integrated in the syllabi in order to make it productive. Specifically, it aims to
improve communicative competence, both in written and in spoken skills, to expand students‟ quality to adapt with social problems and to develop students‟
understanding in language and culture. The integrated skills, which are speaking, listening, reading, and writing are also formulated in the syllabi, which is then
conducted by each school in Indonesia Dikti, 2011.
6. Teaching English in non-English Speaking Countries
