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3. School Based Curriculum
School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan KTSP
is an operational curriculum which is designed and applied in each school Muslich, 2007, p. 10. School based curriculum gives each school an authority to
formulate the different indicators for the students.
a. The Aims of English Subject for Vocational High School
English Subject for Vocational High School according to school based curriculum is aimed to make the students have the ability of:
1 Mastering knowledge and basic skills of English to support the
achievement of skill program competence. 2
Applying the mastery of the English ability and skills to communicate by using spoken or written language in the level of intermediate.
b. The Scopes
School based curriculum divides English subject becoming three scopes. The scopes are as follows.
1 English communication basic level novice tenth grade
In basic level novice, the students are expected to understand the basic expressions to interact with people, identify and describe the objects, people,
characteristics, time, day, month, and year, produce simple utterances, and write a simple invitation.
2 English communication basic level elementary eleventh grade
The students are expected to understand simple daily conversations with non-native speakers, write simple messages, write and speak about the details of
14 their job and educational background, tell their past jobs and their plan about their
future job, express various intentions, understand simple instructions and create short messages, instructions and list with acceptable word choice, spelling and
grammar. 3
English communication basic level intermediate twentieth grade In this level, the students are expected to understand the monologues that
appear in certain work situations, understand the conversations with native speakers, present a report, understand the manual of using of equipment,
understand simple business letters understand of technical documents and write business letters and simple reports.
4. Task-Based Language Teaching
a. Task-based Language Teaching Procedure
In developing units of works, Nunan 2004, p. 31 proposes six steps procedure of developing unit of works. The steps are as follows.
1 Schema Building
The first step is to introduce the topic and also some of the key of vocabulary and expressions that is going to be learnt. For example, students may
be given a number of newspaper advertisements. 2
Controlled Practice In this step, the students are provided with controlled practice in using the
target language vocabulary, structures and functions. Example of this step is by giving students a brief conversation, and then practices it in pairs.
15 3
Authentic listening practice The next step involves the students in intensive listening practice. The
students listen to speakers who talk about the topic. This step would expose them to authentic or simulated conversation.
4 Focus on linguistic element
In this step, the students take a part in sequence of exercises in which the focus is one or more linguistics elements. The function of this step is to make it
easier for the students to see the relationship between communicative meaning and linguistic form.
5 Provide freer practice
After involving within the constraints of the language models provided by the teacher and materials, it is the time for the students to in freer practice. They
can work individually, in pairs or in group. 6
Introduce the pedagogical tasks The final step is the introduction of the pedagogical task. Students can have
group work discussion and decision making task.
b. Principles of Task-Based Language Teaching
According to Nunan 2004, p. 35-37 Task-based language teaching has seven principles. They are:
1 Scaffolding: the teacher provides supporting frameworks on lessons and
materials when learning process takes place. 2
Task dependency: the students spend a greater proportion of time engaged in receptive tasks.
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