CHAPTER III THE PROFILE OF “MAN 2 KOTA BOGOR”
A. The Curriculum
Curriculum is one of the important component which may significantly support the requirements of teaching learning process in the school.
Comprehensively, it is defined as the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside
of the school. Curriculum can be viewed as a program arranged by an educational
institution to provide sequentially organized knowledge, understanding, skills, and concepts for the learners. A significant aspect of curriculum is the
instuments to bring the needs of the learner together with the needs of society. In this research, the curriculum used in “MAN 2 Kota Bogor” is The
School-Level Curriculum – the “KTSP”. The “KTSP” is operated in “MAN 2 Kota Bogor”. It has been developed into syllabus, the lesson plan, and annual
program. It is developed and implemented by the school based on the national educational standards.
In learning and teaching activities, teachers try to take into account the learners’ potentials, developmental level, and their living environment in
developing the course syllabus and instructional materials. In addition, they also have to considere variety and integratedness, responsiveness, relevance,
holisticism, and continuity, even the balance between national and local needs in the selection, gradation and presentation of their instructonal materials.
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In terms of the development of the syllabus of English subject, the teacher tries to elaborate the items of the Content Standards into the
description of learning and teaching activities, of lesson materials, of a variety of competency indicators, of time allocation, of lerning and teaching
resources, and even of evaluation instruments and techniques.
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Bahrul Hasibuan, “KTSP: Problem or Solution”, in Onward English Education journal
, No. 2 Volume. I, December 2007, p. 31.
B. The English Teaching Method
As the writer had observed, the teaching method of English teacher in XI year students of “MAN 2 Kota Bogor” may be categorized into the
Communicative Language Teaching CLT. It might be shown from several teaching techniques the teacher used that involved dominantly the students’
activity in expressing something whether spoken or written. The teacher didn’t dominate the class, but he let his students’ intervention. He used the authentic
materials when he taught them reading comprehension, for instance a reading passage taken from a mass media and others. This affected them to be
interested because the issues given had already been known for most of them. Also the teacher used another media which enabled his students to learn
creatively and cooperatively, for example pictures and realia. The media provided the students more information and the students were expected to
have a respond to every information and problems given. Theoretically, Communicative Language Teaching aims the learners
become active in communicating. It is useful for them to express something in their daily life. The goals of Communicative Language Teaching are contained
in a communicative competence. Communicative competence, according to Menachem B. Dagut, stands
for “… the ability to communicate both actively, by expression, and passively, by comprehension, in the foreign language”.
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Moreover, it may be classified into four dimensions, they are:
a. Grammatical competence: is the degree to which the language user has
mastered the linguistic code, including vocabulary, grammar, pronunciation, spelling, and word formation.
b. Sociolinguistic competence: is the extent to which utterances can be
used or understood appropriately in various social contexts. It includes knowledge of speech acts such as persuading, apologizing, and
describing.
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Menachem B. Dagut, “a Teaching Grammar of the Passive Voice in English”, in Bertil Malmberg and Gerhard Nickel eds., International Review of Applied Linguistics in Language
Teaching , Hemsbach: Beltz Offsetdruck, 1985, p. 2.
c. Discourse competence: is the ability to combine ideas to achieve
cohesion in form and coherence in thought, above the level of the single sentence.
d. Strategic competence: is the ability to use strategies like gestures or
“talking around” an unknown word in order to overcome limitation in language knowledge.
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It is clear that in learning a language, the learners need not only knowledge of structures and vocabularies, but also they require to know how
the language elements work together when the learners try to produce a well communication as an achievement of communicative competence.
Here, the English teacher of “MAN 2 Kota Bogor” tried to let the students to know their ability in producing English whether spoken or written
by serving them the materials communicatively. He arranged the teaching situation without his determination and opened widely the opportunity for the
students to express their ideas based on the given context.
C. The English Textbook
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