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form of education, attitude and skills possess by the students. Second is Competence Standard. Competence Standard is the qualification of minimum
ability that should be possessed by the students which describe the possession of attitude, knowledge and skills that is hoped to be achieved through particular
subjects in each level and or semester. Third is Basic Competence. It refers to the national standard reference that should be achieved.
As stated before that the development of School-based Curriculum is given to the schools following standard form, there are some principles in developing
the School-based Curriculum. Those are 1 the center of the curriculum development is the potential, development, needs and interests of the students and
their environment, 2 the development should vary and integrated, 3 the development should be up to date to the improvements of arts, science, and
technology, 4 the development should be relevant to the life needs, 5 the development should be comprehensive and continuous, 6 the development
should reflect continuous learning, 7 the development should create a balance between national interests and local interests. All acts done for developing the
School-based Curriculum should obey the Operational Direction of School-based Curriculum Development based on the regulation number 24 issued by the
Minister of Education on 2006.
d. Learning Process in Curriculum 2006
According to Departemen Pendidikan Nasional 2007, there are six points of teaching learning in School-based Curriculum. First, it should focus on the
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students. The teaching learning process in School-based Curriculum places students as the centre of the teaching learning process itself. The students are
hoped to be more autonomous in learning with the help of the teacher. Second, it develops students’ creativity. By bringing autonomous learning concept, the door
of creativity is widely opened both for the students and also the teacher. It is really hoped that creativity could help students more in understanding the learning
material. Third, it is the task for the teacher to create fun and challenging learning environment. If the learning environment is already fun for the students to learn, it
is hoped that it could really support the learning achievement of the students. Fourth, the learning material should be contextual. It should give the real context
to the students so they will really understand what they are learning. Fifth, the teaching learning process should provide various learning experiences to the
stude nts. It would enrich the students’ experiences in learning and hopefully could
boost up their willingness to learn more and achieve more. Sixth, it should be about learning by doing. It is related with the first point, that students are the
focus of the teaching learning process. The relation lies on the encouraging the students to explore more by themselves. They are the doers who will do the
learning things and undergo changes for improvements.
e. Genre-Based Approach
Genre-based approach is the approach that fits to be used in teaching learning process where the text with various genres is taught. This is the popular
approach in 1980 which provides benefits for the students who learn different type
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of written texts Yan, 2005. The teaching learning in genre-based approach focuses on the understanding and production of selected type of text Lin, 2006.
The students will have the detail explanation of certain genre text so that in the end of the lesson, they are expected to be able to identify and produce selected
type of text in the correct form and purpose. The use of genre-based approach comes along with framework of teaching which is called as curriculum cycle.
Curriculum cycle consists of four main parts, namely 1 building knowledge of the field, 2 modeling of the text, 3 joint construction of the text,
and 4 independent construction of the text Paltridge, 2001. Building knowledge of the field aims to bring the students to the context culture and the
social purpose of the text, introduce them to the roles and relationship or the related components, and also the role of the language within the activity. In
modeling of the text, the students are involved in the analysis activity of the rhetorical staging of the text and lexical and grammatical
analysis as well. Joint construction of the text aims to involve both the students and the teachers to
produce the text using the rhetoric stage introduced before. Moreover, in the independent construction of the text, the student who are already know the correct
stages of a certain text genre are expected to be able to work on the selected text genre. The description of the curriculum cycle is presented in the following figure.
