Posting 20b1 SMP English
B. SMP
1. BAHASA INGGRIS
I.
PENDAHULUAN
Penyusunan kurikulum Bahasa Inggris pada Sekolah Bertaraf Internasional mengacu pada
Standar Isi dan Standar Kompetensi Lulusan yang diperkaya dengan kurikulum,
pembelajaran, dan penilaian dari salah satu negara anggota OECD dan/ atau negara maju
lainnya yang mempunyai keunggulan tertentu dalam bidang pendidikan dan dikembangkan
dengan cara mengadaptasi atau mengadopsi.
Pendekatan kurikulum “SBI” di bidang
pembelajaran Bahasa Inggris dilakukan secara
menyeluruh untuk mempersiapkan suatu struktur pengembangan kemampuan berpikir,
tingkah laku dan individu yang dapat berdiri sendiri serta menciptakan suatu pembelajaran
seumur hidup.
Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi
adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan
ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian
yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau
menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan
berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan
inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan
bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk
mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi
dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu.
Pada akhirnya akan menciptakan sosok manusia yang mampu berkomunikasi secara efektif,
memiliki percaya diri yang tinggi, kritis dalam berfikir dan mampu memecahkan masalah
serta berperan aktif baik secara mandiri maupun dalam kelompok.
Dalam pelaksanaannya, pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta
didik dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulisan secara
Model Kurikulum Bertaraf Internasional - 2007
75
lancar untuk menyelesaikan masalah sehari-hari.
Namun demikian, tidak hanya secara
fungsional – memahami kaidah bahasa—tetapi juga secara kritis memahami bahwa bahasa
terkait dengan budaya, dan masyarakat.
Pada bagian berikut akan ditemukan materi/ kalimat yang diberi tanda garis bawah (under
lined), yang merupakan bagian yang memperkaya Standar Isi (SI) dengan cara adopsi atau
adaptasi dari kurikulum negara yang diacu.
II.
OBJECTIVES
The objective of teaching English in International Standard Schools is to develop the abilities
of students to make them able to:
a.
b.
c.
develop listening skills through using various media.
communicate with others in English orally and in written correctly.
present information, opinions, ideas, etc. in organized manners with correct
grammar and pronunciation
d.
comprehend more variety of readings with the maximum of 200 pages novels by
using many kinds of reading techniques.
e.
write various types of writings (narratives, descriptions, argumentations,
procedures, reports, formal letters, poems, drama scripts, etc).
f.
appreciate simple literatures in verbal and in written.
g.
analyze films, poems, books, and other media.
h.
i.
III.
use English in daily life and in formal settings
develop the understanding of relationship between language and cultures
LEARNING PROCESSES
Learning processes that are used in teaching English are as follows:
a.
b.
c.
d.
e.
applying experiential learning
providing challenges to achieve required progress
relating materials with students’ abilities and interests
using language skills
explaining the goals of study to motivate students
Model Kurikulum Bertaraf Internasional - 2007
76
f.
encouraging students to appreciate different people, races, nations, and religions
g.
motivating students to be independent learners
h.
training students how to work either in big groups or small groups
i.
creating conducive physical and psychological environment to support students’
development
IV.
SCOPE AND SEQUENCE
There are five aspects that should be taught continuously to students so they can master the
language. Those aspects are:
a.
Listening
b.
Speaking
c.
Reading
d.
Writing
e.
Viewing
f.
Grammar
The descriptions of each aspect are as follows:
a.
Listening
-
to comprehend more complex instruction
-
to comprehend more diverse and longer narratives, procedures, reports,
speeches, lectures, announcements, etc. for thirty minutes at the maximum.
-
to comprehend more complex information from what they hear through
audio and audio-visual media.
-
to comprehend long conversation from two or more than two people.
-
to identify different pronunciation of speakers (Americans, Australians,
British, etc.)
b.
Speaking
-
to interact with other people fluently and accurately in daily conversation
and/or in a formal setting directly and/or on the phone using a broad range
vocabularies and accurate structures in sentences.
Model Kurikulum Bertaraf Internasional - 2007
77
-
to express personal opinions, agreements, disagreements, suggestions,
praises, appreciation, admiration, attention, desires, etc.
-
to lead discussions in small groups.
-
to present fifteen-minute speeches, information, and presentations
accurately and fluently.
-
to make comments on films, books, or any other media in details.
-
to use more complex sentences in expressing ideas and opinions.
c.
Reading
-
to pronounce four syllables words correctly and fluently
-
to use intonation and punctuation accurately
-
to comprehend various types of writings (simple scientific writings,
newspapers, magazines, reports, business letters, etc.)
-
to use various reading techniques in reading any reading materials
-
to comprehend 200-page novels.
-
to comprehend some terminologies in reading various materials (not only
school textbooks).
d.
Writing
-
to write short writing (book reports, procedures, journals, short stories,
essays) for the maximum of 2 pages
-
to use more complex grammar rules in writing
-
to make compositions, poems, advertisements, comments, notes, letters,
etc. with correct grammars.
-
to review books, articles, films, poems, etc. in 500 words
-
to master the processes of writing (collecting materials, determining the
readers, explaining ideas in written, making outlines, writing, rewriting, editing, and
finalizing the writing)
e.
Viewing
-
to identify gestures, body languages, facial expressions, and other
behaviors of speakers in details.
Model Kurikulum Bertaraf Internasional - 2007
78
-
to comprehend various types of films, dramas, and other performances.
-
to analyze the maximum of one-hour news, scientific films, dramas, and
other performances with critical thinking.
f.
Grammar
The level of grammar teaching in middle school is in intermediate level. Students
should be able to understand more complex grammars. However, the teaching of
grammar should be internalized in every aspects of English learning. Students should
also apply the grammars in their speaking, responding, and writing.
V.
EVALUATION
The evaluation is used to develop students in learning English, to provide guidance and
feedback to students’ achievements, and to evaluate the effectiveness of the programs.
a.
Types of Evaluation
-
Formative
The evaluation is done in each unit to diagnose what students have known and
understood. The result can be used to plan the following programs.
-
Summative
The evaluation is done at the end of teaching learning process. This evaluation is for
giving opportunities to students in showing their whole comprehension.
b.
Principles of Evaluation
a.
Valid
b.
Educative
c.
Open
d.
Fair
e.
Comprehensive
c.
Criteria
-
Knowledge and Concept
-
Skills
-
Attitudes
Model Kurikulum Bertaraf Internasional - 2007
79
d.
Action
Techniques of Evaluation
-
Observation
Teacher observes and records all situations happening in class including the
development of students in learning English.
-
Production
Teacher evaluates students’ writings and/or “pen and pencil tests.
-
Performances
Students can show their abilities in English by performing many kinds of plays
(dramas, skits, monologues, etc.).
-
Presentation
Teacher can evaluate how students explain their ideas, opinions, speeches, etc.
-
Reflection
Students write what they have learned in English class that is useful and beneficial for
their development as a person.
-
Project
Students should do a task in a period of time determined by the teacher. The project
includes planning, collecting data, organizing information, reporting, and presenting
the results.
-
Portfolio
The portfolio is a continuous evaluation based on the collection of information that
shows the development of students’ abilities individually in a period of time.
Model Kurikulum Bertaraf Internasional - 2007
80
1. BAHASA INGGRIS
I.
PENDAHULUAN
Penyusunan kurikulum Bahasa Inggris pada Sekolah Bertaraf Internasional mengacu pada
Standar Isi dan Standar Kompetensi Lulusan yang diperkaya dengan kurikulum,
pembelajaran, dan penilaian dari salah satu negara anggota OECD dan/ atau negara maju
lainnya yang mempunyai keunggulan tertentu dalam bidang pendidikan dan dikembangkan
dengan cara mengadaptasi atau mengadopsi.
Pendekatan kurikulum “SBI” di bidang
pembelajaran Bahasa Inggris dilakukan secara
menyeluruh untuk mempersiapkan suatu struktur pengembangan kemampuan berpikir,
tingkah laku dan individu yang dapat berdiri sendiri serta menciptakan suatu pembelajaran
seumur hidup.
Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi
adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan
ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian
yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau
menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan
berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan
inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan
bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk
mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi
dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu.
Pada akhirnya akan menciptakan sosok manusia yang mampu berkomunikasi secara efektif,
memiliki percaya diri yang tinggi, kritis dalam berfikir dan mampu memecahkan masalah
serta berperan aktif baik secara mandiri maupun dalam kelompok.
Dalam pelaksanaannya, pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta
didik dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulisan secara
Model Kurikulum Bertaraf Internasional - 2007
75
lancar untuk menyelesaikan masalah sehari-hari.
Namun demikian, tidak hanya secara
fungsional – memahami kaidah bahasa—tetapi juga secara kritis memahami bahwa bahasa
terkait dengan budaya, dan masyarakat.
Pada bagian berikut akan ditemukan materi/ kalimat yang diberi tanda garis bawah (under
lined), yang merupakan bagian yang memperkaya Standar Isi (SI) dengan cara adopsi atau
adaptasi dari kurikulum negara yang diacu.
II.
OBJECTIVES
The objective of teaching English in International Standard Schools is to develop the abilities
of students to make them able to:
a.
b.
c.
develop listening skills through using various media.
communicate with others in English orally and in written correctly.
present information, opinions, ideas, etc. in organized manners with correct
grammar and pronunciation
d.
comprehend more variety of readings with the maximum of 200 pages novels by
using many kinds of reading techniques.
e.
write various types of writings (narratives, descriptions, argumentations,
procedures, reports, formal letters, poems, drama scripts, etc).
f.
appreciate simple literatures in verbal and in written.
g.
analyze films, poems, books, and other media.
h.
i.
III.
use English in daily life and in formal settings
develop the understanding of relationship between language and cultures
LEARNING PROCESSES
Learning processes that are used in teaching English are as follows:
a.
b.
c.
d.
e.
applying experiential learning
providing challenges to achieve required progress
relating materials with students’ abilities and interests
using language skills
explaining the goals of study to motivate students
Model Kurikulum Bertaraf Internasional - 2007
76
f.
encouraging students to appreciate different people, races, nations, and religions
g.
motivating students to be independent learners
h.
training students how to work either in big groups or small groups
i.
creating conducive physical and psychological environment to support students’
development
IV.
SCOPE AND SEQUENCE
There are five aspects that should be taught continuously to students so they can master the
language. Those aspects are:
a.
Listening
b.
Speaking
c.
Reading
d.
Writing
e.
Viewing
f.
Grammar
The descriptions of each aspect are as follows:
a.
Listening
-
to comprehend more complex instruction
-
to comprehend more diverse and longer narratives, procedures, reports,
speeches, lectures, announcements, etc. for thirty minutes at the maximum.
-
to comprehend more complex information from what they hear through
audio and audio-visual media.
-
to comprehend long conversation from two or more than two people.
-
to identify different pronunciation of speakers (Americans, Australians,
British, etc.)
b.
Speaking
-
to interact with other people fluently and accurately in daily conversation
and/or in a formal setting directly and/or on the phone using a broad range
vocabularies and accurate structures in sentences.
Model Kurikulum Bertaraf Internasional - 2007
77
-
to express personal opinions, agreements, disagreements, suggestions,
praises, appreciation, admiration, attention, desires, etc.
-
to lead discussions in small groups.
-
to present fifteen-minute speeches, information, and presentations
accurately and fluently.
-
to make comments on films, books, or any other media in details.
-
to use more complex sentences in expressing ideas and opinions.
c.
Reading
-
to pronounce four syllables words correctly and fluently
-
to use intonation and punctuation accurately
-
to comprehend various types of writings (simple scientific writings,
newspapers, magazines, reports, business letters, etc.)
-
to use various reading techniques in reading any reading materials
-
to comprehend 200-page novels.
-
to comprehend some terminologies in reading various materials (not only
school textbooks).
d.
Writing
-
to write short writing (book reports, procedures, journals, short stories,
essays) for the maximum of 2 pages
-
to use more complex grammar rules in writing
-
to make compositions, poems, advertisements, comments, notes, letters,
etc. with correct grammars.
-
to review books, articles, films, poems, etc. in 500 words
-
to master the processes of writing (collecting materials, determining the
readers, explaining ideas in written, making outlines, writing, rewriting, editing, and
finalizing the writing)
e.
Viewing
-
to identify gestures, body languages, facial expressions, and other
behaviors of speakers in details.
Model Kurikulum Bertaraf Internasional - 2007
78
-
to comprehend various types of films, dramas, and other performances.
-
to analyze the maximum of one-hour news, scientific films, dramas, and
other performances with critical thinking.
f.
Grammar
The level of grammar teaching in middle school is in intermediate level. Students
should be able to understand more complex grammars. However, the teaching of
grammar should be internalized in every aspects of English learning. Students should
also apply the grammars in their speaking, responding, and writing.
V.
EVALUATION
The evaluation is used to develop students in learning English, to provide guidance and
feedback to students’ achievements, and to evaluate the effectiveness of the programs.
a.
Types of Evaluation
-
Formative
The evaluation is done in each unit to diagnose what students have known and
understood. The result can be used to plan the following programs.
-
Summative
The evaluation is done at the end of teaching learning process. This evaluation is for
giving opportunities to students in showing their whole comprehension.
b.
Principles of Evaluation
a.
Valid
b.
Educative
c.
Open
d.
Fair
e.
Comprehensive
c.
Criteria
-
Knowledge and Concept
-
Skills
-
Attitudes
Model Kurikulum Bertaraf Internasional - 2007
79
d.
Action
Techniques of Evaluation
-
Observation
Teacher observes and records all situations happening in class including the
development of students in learning English.
-
Production
Teacher evaluates students’ writings and/or “pen and pencil tests.
-
Performances
Students can show their abilities in English by performing many kinds of plays
(dramas, skits, monologues, etc.).
-
Presentation
Teacher can evaluate how students explain their ideas, opinions, speeches, etc.
-
Reflection
Students write what they have learned in English class that is useful and beneficial for
their development as a person.
-
Project
Students should do a task in a period of time determined by the teacher. The project
includes planning, collecting data, organizing information, reporting, and presenting
the results.
-
Portfolio
The portfolio is a continuous evaluation based on the collection of information that
shows the development of students’ abilities individually in a period of time.
Model Kurikulum Bertaraf Internasional - 2007
80