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