English curriculum and syllabus designs in a nationally-leading to internationally standard school in Lampung province  

Oleh:

Suparman, Ujang

Jenis: Article from Proceeding
Dalam koleksi: Seventh Conference on English Studies ( CONEST 7), Jakarta, 26-27 November 2010, page 61-72.
Topik: Curriculum development; RSNBI concept; function of language; and second language acquisition.
Fulltext: page 13.pdf (182.66KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 CES 7 Non-tandon: tidak ada Tandon: 1

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Indonesian government has tried to develop the quality of education in every level including in elementary, junior high, and senior high schools. One of the government efforts is the implementation of Nationally-Leading-to-Internationally Standard School or as it is known in Indonesian Rintisan Sekolah Nasional Bertarap Internasional (RSNBI). To a great extend, the RSNBI has different aspects from the conventional or regular schools. However, little research on the differences of such aspects that has ever been published especially in Lampung Province. Therefore, this study tries to explore one of the key components of the RSNBI which might represent the implementation of the government program. This research is focused on the English curriculum and its syllabus design at the junior high school level in Lampung. The research is qualitative by nature, because it is intended to explore what is going in the field. The data are collected by means of interview and observation. The interview was conducted with the English teachers and the headmaster. By contrast, the observation was conducted inside the classroom when the teacher and students were involved in the teaching and learning process. Therefore, the research participants comprised the headmaster, English teachers, and students of RSNBI. Based on the observation and interview with the headmaster and the English teachers, it was found that the curriculum which is applied in the RSNBI in Lampung still needs developing to meet the needs of the objectives of the RSNBI. In general, the curriculum is still hard to be implemented because the human resources are not ready yet. For example, majority of the teachers are very weak in using English and a medium of instruction. Only one out four teachers who has high score on TOEC. Based on the findings, it is suggested that the government should improve the quality of all teachers especially on teaching English. However good the objectives are, it will never result in expected product.

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