Material, Syllabus and Curriculum

while the predictive validity is focuss the level when a test can guess exami nee’s future action. 30

C. Material, Syllabus and Curriculum

The materials are the important parts of the teaching learning process that should be mastered by the teacher and should be passed to the students. The materials that given by the teacher must agree with the syllabus and it will be better if suit with the context learning. James D. Brown said that materials is defined as any systematics description of the technique and exercises to be used in clasroom teaching. 31 It is mean that a description of teaching and learning technique that used by a teacher and a lot of exercises that given to the student as a tool of test must arranged systematicaly, so that materials that taught in the classroom can be achieved effectively. Richard and Rodgers stated that materials designed on the assumptions that learning is initiated and monitored by the teacher must meet quite different requairements from those designed for student self-instruction. 32 It can be understood that materials that constructed for student must effective and systematic,because the teacher still a task to extend the material clearly to control learning process when the student do the task from the materials. From the statements above, the writer can conclude that materials is the descriptions of learning object that given to the students in the classroom by considering the approach, syllabus, technique, and exercises so that the learning purpose can be achieved effectively. A syllabus is designed based on school program and students degrees. Besides that, when a teacher constructs the syllabus, it must be suitable with students’ 30 Arthur Hughes, Testing for Language Teachers Second Edition, Cambridge: Cambridge University Press, 1989, pp. 27-29. 31 James D Brown, The Elemen of Language Curriculum: A Systematic Approach to Program Development, New Jersey:Heinle Heinle Publisher.,1995, p.139. 32 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press, 1986, p. .30. ability and relevant to early situation. It is hoped in other to the indicators that depeloved in the syllabus can be achieved. According to Richards, a syllabus is a specification of the content of a course of instruction and list what will be taught and tested. 33 from the definition mentioned, syllabus is a tool of instruction or reference and a lot of materials that will be taught to the student and finaly will be tested also to measure student’s understanding about the material that has learned based syllabus reference. In the content of syllabus indicator plays an important part, because indicator describing competence that has to mastered by the students. While, Brown said that syllabus are predominantly concerned with the choices necessary to organize the language content of a course or program. 34 It can be understood that when the teachers will teach the materials in the classroom, they can choice a lot of courses and organize the materials that needed. Whole must concerned to the syllabus so the materials or course not lateral. Syllabus is not separated with the curriculum, because the instructions or the content in the curriculum will be developed into syllabus based on the competency standard and basic competence. Posner said that curriculum is the set of instructional startegies teacher plan to use. 35 It means that curriculum hold the important role, that is the instructional strategies for the teacher where curriculum be basic reference in teaching and learning process. From the statements, the writer concludes that curriculum is the planned learning experiences of an educational system with attention to the elements of program of studies, program of activities and program of guidance. 33 Jack C. Richards, Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001, p. 2. 34 James D Brown, The Elemen of Language Curriculum: A Systematic Approach to Program Development, New Jersey:Heinle Heinle Publisher.,1995, p.141. 35 George J. Posner, Analyzing the Curriculum, New York: McGraw-Hill Companies, Inc., 2004, p. 5. The government decided competency standard and basic competence in the curriculum. The competency standard and basic competence based on the latest English syllabus for the second grade of Junior High School are states as follow: Table 2.1 Standard competence and Basic Competence of Listening, Speaking, Reading and Writing in School-Level Curriculum Standard Competency Basic Competence Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut sustained dalam konteks kehidupan sehari-hari 1.1 Merespon makna dalam percakapan transaksional to get things done dan interpersonal bersosialisasi resmi dan berlanjut sustained secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas 1.2 Merespon makna dalam percakapan transaksional to get things done dan interpersonal bersosialisasi resmi dan berlanjut sustained secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure 2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari 2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari 2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition Berbicara 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut sustained dalam konteks kehidupan sehari-hari 3.1 Mengungkap-kan makna dalam percakapan transaksional to get things done dan interpersonal bersosialisasi resmi dan berlanjut sustained dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas 3.2 Mengungkap-kan makna dalam percakapan transaksional to get things done dan interpersonal bersosialisasi resmi dan berlanjut sustained dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari 4.1 Mengungkap-kan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari 4.2 Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition Membaca 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 5.1 Merespon makna dalam teks fungsional pendek misalnya banner, poster, pamphlet, dll. resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari 5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition Menulis 6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari 6.1 Mengungkap-kan makna dalam bentuk teks fungsional pendek misalnya banner, poster, pamphlet, dll. resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari 6.2 Mengungkap-kan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition Content Standard for English Syllabus of Junior High School 2006, adapted from “Kemendikbud”

D. Previous Studies