9 brainstorming, vocabulary development, and hands on experiences.
After building the new concept and sharing the prior knowledge, the students move on to modeling stage. In this stage they are familiarised with the
text genre, so they will be able to “read” the text and deconstruct that text. The activities that are useful in this stage such as sorting text, sequencing stages,
highlighting parts of the text, and vocabulary building task. The next stage is joint construction stage. In this stage, the students have
the experience in the text. The students are also provided with strategies to guide them in building the knowledge in the field. The technique that may be useful are
writing key structural or grammatical words on sticky note, demonstrating on the board how to make a sentence using those words, and asking the students to
arrange their sticky note in a sentence. The students are expected to be able to apply what they have learnt before
in independent construction stage. In this stage, the students have been ready to plan and complete their own research and make their own text. The roles of the
teacher in this stage are monitor and provide support and guide for the students when they are needed.
2. Curriculum Development
The curriculum can be developed through two models. Brady 1992 states that there were two models of curriculum developments that were used mostly,
namely objective model and interaction model p. 68. It was called objective model because the curriculum was developed by formulating the educational
purposes and experiences p. 69. While it was called interaction model since the
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10 curriculum was seen as dynamic process which could begin with any curriculum
elements in any sequences p. 74. The model to be used in this research was objective model since the
curriculum, the School-Based Curriculum, was developed by the Look Ahead material developers by formulating the indicators. It could be seen that the
objective, in this research was also called indicator, was formulated at beginning part in each unit. Brady 1992 presents the objective model as Figure 2.2 p. 68.
Muslich 2007 explains that the School-Based Curriculum was developed through several steps. The first step was designing the syllabus. The syllabus was
considered as the first step since the students achievements of the requirement in the curriculum should answer the questions about 1 What is going to be learnt?,
2 How to teach?, 3 How to assess? p. 23. Based on those questions, the syllabus should be designed first because the syllabus answered those questions.
Figure 2.2 Brady 1992 The Objective Model p. 68
After designing the syllabus, the next steps were designing map of
stating objectives selecting learning experiences
organising learning experiences
evaluation
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11 standard competences, time allocation analysis, year and semester programmes,
and lesson plan pp. 41-45. In designing the lesson plan, there were eleven steps to be followed. Those steps were p. 46:
1. taking one teaching unit to be implemented 2. formulating competence standard and basic competence of that teaching unit
3. stating the indicators to achieve those competence standard and basic competence
4.stating the time location need to achieve those indicators 5. formulating the teaching goals
6. choosing the teaching material to be given in class to achieve the teaching goals 7. choosing the teaching method that could supported the material and teaching
goals 8. arranging pre activities, whilst activities, and post activities for each teaching
goals 9. dividing the teaching-learning process into several meetings if one basic
competence could not be achieved in one meeting 10. mentioning the teaching material to be used in each meeting
11. stating the assessment technique, form and the example of the assessment instrument along with scoring, the exercise, and rubric
Based on the steps in designing the lesson plan above, it was clearly seen that the indicators and the material used in the classroom should be based on basic
competences stated in the curriculum. It was because all the teaching-learning process should help the students in achieving the requirement stated in the
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12 curriculum. Thus, the indicators stated in the teaching material such as the
textbook, should also be formulated based on curriculum.
3. School-Based Curriculum
