“English curriculum of “Kurtilas”

Introduction

The curriculum has a very important position in educational institutions, namely as one of the
determinants of educational success. Curriculum changes always lead to the improvement of the
education system and the changes are made based on the problems of the implementation of the previous
curriculum which is considered less than optimal both materially and in the learning system so that the
need for curriculum revitalization. Efforts to improve the curriculum must be done in order to create
better changes for the education system in Indonesia. The 2013 curriculum is a set of subjects and
science-based educational programs provided by an educational provider with the aim of preparing for the
birth of the golden generation of the Indonesian nation, with a system where students are more active in
teaching and learning activities. The purpose of this article is to find out the teaching system and learning
of English curriculum in kurtilas.

English curriculum of kurtilas

The 2013 curriculum aims to encourage students or students to better observe, ask questions,
reason, and present what they have gained or know after receiving learning material. Tessmer and
Wedman (1990) describe this view as a "waterfall" model, where one stage of curriculum design, for
example environment analysis. b) The content of the English curriculum as in the communicative
competency model is used in designing the Content Standards for English subjects. This was emphasized
in the formulation of the objectives of English subjects, namely to carry out communicative functions
verbally and in writing in interpersonal, transactional, and functional discourse. The KD (Basic
Competence) English formulation includes discourse competencies, sociocultural competencies, linguistic
competencies, language action competencies, and strategy competencies. The interpersonal, transactional,
and functional discourse competencies are formulated in basic competencies for communicating both
verbally and in writing (listening, speaking, reading, and writing). Helen Barnard (1980), contains a word
list, word study material, pre-dictation activities and dictations, reading texts and a vocabulary test. c)
Next is the difference between kurtilas and KTSP. (1) In kurtilas aspects of graduate competencies there
is a balance of soft skills and hard skills which include aspects of competency attitudes, skills, and
knowledge while in KTSP more emphasis on aspects of knowledge. (2) In Kurtilas done with a scientific
approach (scientific approach), namely the standard process in learning consists of Observing, Asking,
Processing, Presenting, Concluding, and Creating, whereas in KTSP the standard process in learning
consists of Exploration, Elaboration, and Confirmation. (3) In kurtilas standard assessment uses authentic
assessment, which measures all attitudes, skills and knowledge competencies based on process and results
while in KTSP the evaluation is more dominant in the aspect of knowledge. d) Then furthermore, there
are principles of teaching and learning in kurtilas. Murdoch (1989) describes a similar sequence,
beginning with an analysis of learners 'present proficiency and necessities, and a study of the learners'
reasons for studying English and long-term learning aims (needs analysis). First the principles of teaching
teachers must prepare students psychologically and physically to follow the learning process; motivate
students to learn contextually according to the benefits and application of teaching materials in daily life,
by providing examples and comparisons of local, national and international, and adjusted to the
characteristics and levels of students, asking questions that link previous knowledge with material will be
studied; explain the learning objectives or basic competencies to be achieved; and convey the scope of
material and explain the description of activities in accordance with the syllabus. The two principles of
learning in kurtilas are: Learning based on various learning resources; Process based learning for
strengthening scientific approaches; Competency based learning; Integrated learning, Learning with
multi-dimensional truth answers, Learning that is oriented towards developing applicative skills, Learning
that maintains a balance between physical skills (hardskills) and mental skills (softkills).

Conclusion

The 2013 curriculum is a set of subjects and science-based educational programs provided by an
educational provider with the aim of preparing for the birth of the golden generation of the Indonesian
nation, with a system where students are more active in teaching and learning activities. In the English
curriculum of kurtilas there are verbal and written communicative functions in interpersonal,
transactional, and functional discourse. Interpersonal, transactional, and functional discourse
competencies are formulated in basic competencies to communicate both verbally and in writing
(listening, speaking, reading, and writing). In Kurtilas done with a scientific approach (scientific
approach), namely the standard process in learning consists of Observing, Asking, Processing, Presenting,
Concluding, and Creating and assessment standards using authentic assessment, which measures all
competency attitudes, skills, and knowledge. In addition, in this curriculum there are principles of
teaching and learning that maintain the balance of the skills of hardskills and soft skills in their students.