students to improve their cognitive strategies and cognitive goals in terms of precise measurable descriptions of knowledge, skills, attitudes, and behaviours as
their responsibility. Besides, the positive consequence of implementing competence-based learning is that it serves as an agent of change and it improves
learning Docking, 1994. The characteristics of competency-based learning are described by Schneck 1978, “Competence-based learning has much in common
with such approaches to learning as performance-based and is adaptive to the changing needs of students, teachers, and community.”
4. Competence-Based Syllabus
Competence is synonymous with ability or proficiency or skill which is implying a high level skill, well-developed knowledge, or a polished performance
Hadley, 2001. It means that a competence-based is a combination of skills, attitude, and knowledge which is needed to accomplish specific tasks.
Competence-based syllabus is similar to skill-based syllabus which defines what a learner is able to do as results of instructions. Competencies here refers to
observable behaviors that are necessary for the successful completion of real- world activities Richards, 2001. After taking a particular course of curriculum,
there are at least six steps to create competence-based syllabus. These steps include 1 determination of standard competences, 2 the determination of basic
competence, 3 determination of learning materials, 4 determine indicators of achievement, 5 determine the type of evaluation, 6 determine the type of
learning experience to achieve particular competence Academic Directorate, Directorate General of Higher Education, 2008. In determining the standard
competences, first, the syllabus designer determines the general skills that will be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
obtained after completing the course. The second step is to determine the basic competencies which supports the achievement of standard competences. The third
step is to determine the learning materials so that students can achieve basic competences. The fourth step is to determine the indicators of achievement that
was also the means of evaluation. The last step is to determine a learning experience, or other types of learning activities so that students can achieve basic
competences Purwanto Andriyati, 2012. After those all steps, then the syllabus is prepared by following a certain format, where has been no standard
format for competence-based syllabus. However, there is a guiding principle states by Slatterly and Carlson 2005 that should be followed; the syllabus should
be short, that should not be too long; syllabus should use language that is easily accessible by the user; and syllabus should be able to refer to a clear learning
resources
5. English Education in Indonesia
