KTSP
KTSP
KTSP
KTSP
Since 2006 to 2013, Kurikulum Tingkat Satuan Pendidikan (KTSP) or School-
based curriculum has been issued by Indonesia National Education Department. Based
on Permen No 22/ 2006, BSNP develops the content stadard which covers the scope of
each subject matter and competency levels to achieve the standard of graduate
competence in certain educational levels. The content stadard includes the basic
framework, the curriculum structure, competency standard (SK) and basic competency
(KD) of each subject matter in each semester of each educatioal level.
1. Definition of KTSP
According to the education regulation number 20 year 2003 about National Education System,
Kurikulum Tingkat Satuan Pendidikan KTSP is
defined as an operational curriculum arranged and applied by each education unit. Furthermore,
Badhowi 2004 stated that KTSP is as an operational curriculum
that is arranged, applied by the school and adapted to the characteristics, the conditions and the
potency of regency had by the region, school and the pupils. Based on the definition above, KTSP
can be defined as the operational
curriculum of the competency-based curriculum that is arranged and applied by each educational unit,
which is suited and adapted to the characteristics of school,
region and socials and pupils.
The literacy levels according to Wells (1987) in the standard of content of English
issued by KTSP in 2006 cover performative, functional, informational, and epistemic
levels. In performative level, learners are expected to be able to read, write, listen, and
speak in the target language. In functional level, learners are expected to be able to use
the target language to fulfill their daily needs such as to read newspaper, manuals, or
direction. In informational level, learners are expected to be able to access information
using the target language. In epistemic level, learners are expected to be able to convey
knowledge in the target language.
The target of English learning in Junior High School (SMP/MTs) is that learners are able
to achieve functional level, in which they communicate both oral and written to solve
daily life problems. Meanwhile, Senior High School (SMA/MA) students are expected to
achieve informational level, because they are prepared for taking higher education.
Epistemic level is considered too demanding for Senior High School students because
in Indonesia, English functions as a foreign language.
The objective of English subject in Senior High Schools is to provide learners with the
following abilities:
1) to develop their communicative competence both oral and written to achieve
informational literacy level,
2) to possess awareness towards the nature and importance of English in enhancing
the nation’s competitiveness within a global community, and
3) to improve learners’ understanding towards the interconnection between language
and culture.
Characteristic of ktsp:
According to Ahiri 2007: 6, KTSP is the development model of the Competency Based Curriculum that
has some characteristics:
a. It is oriented to the learner outcomes and its effects.
b. It is based on competency standard and basic competency that is spelt out
into content standard
c. It is based on the graduation competency standard.
d. It is concerned more on the diversity of curriculum model e. It develops the whole and overall
competencies
f. It applies complete learning
g. using special terms such as Standar Kompetensi (Standard of Competence) refers to a minimum
statement covering knowledge, skills, attitudes, and values which are reflected in the way of thinking
and acting after students learned and finished one of the four language skills (listening, speaking,
reading, and writing); Kompetensi Dasar (Basic Competence) refers to a minimum statement covering
knowledge, skills, attitudes, and values which are reflected in the way of thinking and acting after
students learned and finished one of the four language skills (listening, speaking, reading, and writing);
Indikator (Achievement Indicators) refers to a specific basic competence that can be taken as a standard
to assess the attainment of a learning process; Materi Pokok (Core Materials) refers to materials or
lessons that students have to learn in a learning process. (Hartoyo:2011)
5. Syllabus
The syllabus is a learning plan for a particular subject or subject that
includes competency, competency standards. basic, subject matter / learning,
indicators, assessment, time allocation, and learning resources / materials /
tools.
The implementation of curriculum is the actualization of written curriculum in the learning form
which consists of program development, learning implementation, and the evaluation.
Kusnandar (2007) states that the implementation of KTSP is a process of applying the idea,
concept, and policy of the curriculum in the learning activity so the students can master some
competencies.
This suggests that the implementation of KTSP is a process which needs some of teacher’s roles
in the teaching and learning process. The teacher is not only responsible for teaching in the
classroom but also able to manage the class administration. He is supposed to develop the annual
program, the semester program, the daily program, the remedial program, etc.
Hartoyo (2011) in his hand out stated that English Language Teaching in junior high school is
aimed at enabling students to reach functional level in a sense that they can communicate in
spoken and written way to solve daily problems.
He further explains that the purposes of English language teaching in junior high school are: 1)
developing communicative competence in spoken and written language to reach functional
literacy; 2) generating awareness about the nature and importance of English to improve nation’s
competitiveness in global society; and 3) developing students’ understanding about the
relationship between language and culture.
The scopes of English language teaching in junior high school are: 1) discourse competence or
ability to understand and/or produce spoken text and/or written text which is integrated
comprehensively in four skills, such as listening, speaking, reading, and writing to reach
functional literacy level; 2) the ability to understand and create various short functional texts,
monologues as well as essay in a form of procedure, descriptive, recount, narrative, and report.
Variations in teaching materials are found in the use of certain vocabulary, grammar, and
rhetoric devices; 3) supporting competencies included are: linguistic competence (ability to use
grammar, vocabulary, pronunciation, and writing arrangement), socio-cultural competence
(ability to use speech and language act appropriately in various context of communication),
strategic competence (ability to overcome problems in communication to ensure the process of
communication), and discourse competence (ability to use discourse instruments).
Different from the Curriculum 2006 or Kurikulum Tingkat Satuan Pendidikan (KTSP), the
curriculum 2013 is the revision of the curriculum 2006,. So, it is still the operational curriculum
made and done by each unit of education (KTSP;2007:1). Curriculum 2013 is arranged and
developed by seeing the potential students, the developing of era, and the students’ needs. And
the important thing is curriculum 2013 offer some models of teaching. Trhee models are
suggested by the curriculum 2013, but not only three models, the government also gives special
approach that is called scientific approach, (Pemendikbud 81A: 2013). In the assessment teachers
must use the authentic assessment. It will be helpful for teachers so that they do not use false
assessment since in curriculum 2013, they will also assess the affective aspect. The former
curriculum does not give the way how to assess the affective, but the curriculum 2013 has been
existed the way how to assess it.
Curriculum 2013 was implemented in the school year 2013/2014 on specific schools
(limited). Curriculum 2013 was officially launched on July 15, 2013 in ministry of Education
and Culture. While, in Ministry of Religion it was begun in July 2014. Something new would
have differences with the old curriculum. Basically the curriculum in 2013 is similar with
curriculum 2006. However, it has differences with Curriculum 2006 or Kurikulum Tingkat
Satuan Pendidikan ( KTSP). Here is the some differences between curriculum 2013 and
curriculum 2006:
CURRICULUM 2013
SBC
1.Scouts be ekstrakuler which is mandatory for all students .
The number of hours of lessons a little more and the number of subjects more than the
Curriculum 2013
4.For Guidance and Counseling ( BK ) prioritize the development potential of the students .