The Field of Language

Language can be understood as an interplay of sound and meaning. The discipline that studies linguistic sound is termed as phonetics, which is concerned with the actual properties of speech sounds and non-speech sounds, and how they are produced and perceived. The study of language meaning, on the other hand, is concerned with how languages employ logic and realworld references to convey, process, and assign meaning, as well as to manage and resolve ambiguity. This in turn includes the study of semantics (how meaning is inferred from words and concepts) and pragmatics (how meaning is inferred from context). There are a system of rules (known as grammar) which govern the communication between members of a particular speech community. rammar is influenced by both sound and meaning, and includes morphology (the formation and composition of words), syntax (the formation and composition of phrases and sentences from these words), and phonology (sound systems). Through corpus linguistics, large chunks of text can be analysed for possible occurrences of certain linguistic features, and for stylistic patterns within a written or spoken discourse. The study of such cultural discourses and dialects is the domain of sociolinguistics, which looks at the relation between linguistic variation and social structures, as well as that of discourse analysis, which involves the structure of texts and conversations. !esearch on language through historical and evolutionary linguistics focuses on how languages change, and the origin and growth of languages, particularly over an extended period of time.

Method

"very activity that we do absolutely have factors that influence it either motivate of demotivate factors.Like as others activities,learning achievement is also influenced by some factors.#actors that influence learning achievement can be divided into two general groups these are internal and external factors.
1. $nternal #actor

$nternal factors consist of two general groups these are

%hysiological factors & This condition influences students learning process %sychological factors & %sychological factor into two types,these are cognitive and non-cognitive variable.'ognitive variable consist of talent and intelligence.(hile non-cognitive variable consist of interest,motivation and students maturity.

2. "xternal #actor

"xternal #actor is factors that come from students) environment."xternal factor can be divided into some kinds such as &
a. #amily b. *chool c. *ocial and +ass +edia

Scientific Approach

Teaching approaches are used and whether or not the following teaching approaches may or may not be appropriate &

rammar Translation +ethod ,udio Lingual +ethod -irect +ethod *ilent way -isuggestopedia Total %hysical !esponse 'ommunicative Language Teaching .atural ,pproach 'ommunity Language Learning Task /ased Learning 'ontent /ased learning

Media

There are four types of media which are print,visual ,audio and audio-visual Printed Media & These include text books,magazines,newspapers,journal,bulletins ,web pages ,blogs etc. Visual Media : These composed of photographs,graphics,pictures,maps ,models ,spacemen,game puzzle,artfacts,wall charts,poster, cartoon,etc. Audio Media : ,udio is sound within the acoustic range available to humans. To extending voice and music of Telephone ,Voicemail,Radio,Song,Note, udiotape ,!igital audio, udio conference "Teleconferencing#. Audio -visual Media (Video and film) :

/ecause of the visual element is attractive and commands attention.The sounds produced is much easier to understand the facial impressions,gestures ,physical background shown and learning becomes doser to real life situation.

Introduction 0nder the previous curriculum (1T*% 2 school-based curriculum), teachers had to design their own syllabus after identifying the needs of their students. 'urriculum prescribes the ob3ectives, whereas syllabus describes the means to achieve them. 'urriculum guides teachers about 4what5 to teach, syllabus tells 4how5 to teach it. This process re6uires teachers) creativity and commitment. *ome teachers might be burned out due to their heavy workload. /ut at least this system encourages teachers to teach what is needed for their students to work creatively. 7uality work takes time. 0nlike the previous curriculum, the newly introduced curriculum of 89:; comes in a package. $n an interview, "ducation and 'ulture +inister +ohammad .uh stated that the government would provide the curriculum in a package with its syllabus. This could be good news for some teachers, but maybe not for some others. $n explaining about the new curriculum in its familiari<ation program, the minister analogi<ed the curriculum to tailoring a suit. =e claimed that the 89:; curriculum was a nice suit, because it was designed first prior to the tailoring. -id not the previous curricula undergo the same procedure too> There are at least three flawed assumptions in the new curriculum. #irst, the curriculum planners have misidentified the problem. They assume that teachers are like 4dirty water in a reservoir5. The phrase was actually presented in a national meeting of the new curriculum. $t is not only that the words chosen are offensive, the assumption underlying the phrase itself is also flawed.

Teachers are positioned at the center of the educational problem, and that is why they have to be represented in an appropriate way. The misidentified problem is that teachers are incapable of writing a syllabus. Therefore, the panacea is the one-si<e-fits-all curriculum 89:; with its syllabus. *econd, 3ust like the one-si<e-fits-all shirt may not always be flattering, the syllabus made by the government may fit one school, but may also be irrelevant to others. +ore worryingly, some schools may get neglected when they have uni6ue needs and issues. The curriculum basically assumes that all schools, facilities, teachers and students are the same, which is clearly untrue. Third, that teachers are not trustworthy in terms of exploring their creativity in developing the curriculum based on contextual needs and the uni6ue demands in each region. /y the assumption of curriculum 89:;, teachers would be steered from a distance by using a universal remote control called syllabus. The teaching and learning process in schools aims to shape our students) characters and to achieve a goal where there is no child left behind. ?et 'urriculum 89:; suddenly comes out of the blue and purports to act as an instant solution. $f these sudden changes continue, teachers and students, the core sub3ects of education, will instead fall victim to the errors of our national education system. $ agree that we should not oppose change. /ut to strive for change, we need to make sure that the changes are for the better, not worse. *hould one si<e fit all> *hould we employ this one-si<e-fits-all approach to education> *o, is your body the problem> These 6uestions could hardly end. The problem is not only for curriculum planning. (inston 'hurchill said that 4he who fails to plan is planning to fail5. /ut let)s hope it does not lead to that.

Evaluation

KURIKULUM 201 K"M!"#E# $

1. 1ompetensi -asar 2. +ateri %okok 3. %embela3aran 4. %enilaian 5. ,lokasi (aktu 6. *umber bela3ar

KURIKULUM KTS! K"M!"#E# $

1. *tandar 1ompetensi 2. 1ompetensi -asar 3. +ateri %embela3aran 4. .ilai /udaya @ 1arakter /angsa 5. 1ewirausahaanA"konomi 1reatif 6. 1egiatan %embela3aran 7. $ndikator %encapaian kompetensi 8. %enilaian 9. ,lokasi (aktu 10. *umber /ela3ar

MATERI $ 1. Teks lisan dan tulis sederhana,untuk memaparkan,menanyakan,dan merespon pemaparan 3ati diri
2. TindakanAke3adian yang

MATERI $
1. !esponding to initial greetings 2. "xpressing happiness 3. +aking,accepting and declining an invitation 4. !esponding to initial greetings 5. +eeting a star 6. The =ole ame

dilakukanAter3adi diwaktu lampau yang meru3uk waktu ter3adinya dengan yang meru3uk kesudahannya
3. Teks deskriptif lsan atau

tulis,sederhana,tentang orang,tempat wisata dan bangunan berse3arah

4. Teks tulis berbentuk announcement 5. Teks recount lisan dan tulis. 6. Teks naratif lisan dan tulis.

KURIKULUM 201

KURIKULUM KTS!

K"M!ETE#SI %ASAR $ 1. +ensyukuri

2. +enun3ukkan perilaku santun 3. +enganalisis fungsi social,struktur

K"M!ETE#SI %ASAR &

1. +erespon ( ;) 2. +engungkapkan (;)

teks.
4. +enyusun Teks lisan,#ungsi 5. TindakanA1e3adian yang diwaktu

lampau
6. Teks deskriptif lisan dan tulis 7. Teks narrative lisan dan tulis

berbentuk legenda sederhana.

STA#%AR K"M!ETE#SI $ 1. Listening

2. *peaking

STA#%AR K"M!ETE#SI $ 0

3.

roup -iscussion

4. Bocabulay

!E#ILAI#A# 1. 7ui< !E#ILAIA# $ 1. 1riteria %enilaian

2. 1iner3a (%raktik) 3. %enilaian diri dan penilaian se3awat 2. 0langan tertulis 3. Tugas 4. %erformance 5. Tugas performance

SUM&ER &ELA'AR & - ,udio '-AB'-A-B-

SUM&ER &ELA'AR - -eveloping "nglish competence

-

1aset 'Tape 1amus

*uara uru 1oranAma3alah berbahasa inggris $nternet

$nternet ambar

AL"KASI (AKTU $ - ( 8 C 8 D% )
-

AL"KASI (AKTU
-

( : C 8 D% ) ( E C 8 D%) ( F C 8 D% ) ( G C 8 D% )

(:H x HI ) ( : x HI ) ( 8 x HI ) ( ; x HI )

MATERI !EM&ELA'ARA#
-

+engamati +enanya +engeksploirasi +engasosiasi +engkomunikasi +empertanyakan

-

MATERI !EM&ELA'ARA#
+endengarkan percakapan $nterpersonalATransaksional +endiskusikan berbagai tindak tutur +engidentifikasi beberapa pengumuman /erdiskusi secara kelompok /ermain peran secara berpasangan +elakukan tourist hunting dan merekam percakapannya +embaca nyaring bermakna teks narrative /erlatih menggunakan kalimat past tense +embuat draft teks narrative +elakukan koreksi teman se3awat untuk menyempurnakan draft

I#%IKAT"R $ 0

I#%IKAT"R
+erespon teks,dengan benar terhadap

tindak tutur +en3awab pertanyaan teks lisan fungsional pendek +empresentasikan teks lisan fungsional pendek +enulis teks gagasan +embaca nyaring bermakna wacana ragam tulis +enggunakan tata bahasa +engelaborasi gagasan utama

#ILAI &U%A)A * KARAKTER &A#+SA KE(IRAUSA,AA#-EK"#"MI KREATIF

.onclu/ion

$n the conclusion , $ got the point between 'urriculum of 89:; and 'urriculum 1T*% based on the paper has shared last week. $n the *yllabus of 89:; more specific about the what should be learn in the process of teaching learning.,nd for the *yllabus 1T*% , there is no signifantly different both . $n the *yllabus of 1T*% more detail about what should be learn in the process of teaching learning . $n the syllabus of 89:; has G components ,there are such as kind of $ompetensi dasar,%ateri &okok,&embelajaran,&enialian, lokasi waktu,and Sumber belajar. $n the *yllabus of 1T*% has :9 components there are such kinds of Standar $ompetensi,$ompetensi dasar,%ateri pembelajaran,Nilai buda'a ( karakter bangsa,$ewirausahaan)ekonomi kreatif,kegiatan pembelajaran,*ndikator pencapaian kompetensi,&enilaian, lokasi waktu,Sumber belajar. $n the syllabus of 89:;, there are $ompetensi *nti "$*# that include the re6uirement in the syllabus ."venthough , $n the *yllabus 1T*% there is no $ompetensi *nti "$*# .These two syllabus have commonly and siginificantly different.

.urriculu0 Material %evelop0ent

A#AL)SIS .URRI.ULUM 201 A#% KTS!

. " M ! I L E % &) $

%ESS) !UTRI UTAMI E1TE#SI"# A

FA.ULT) LA#+UA+ES A#% ARTS STATE U#I2ERSIT) "F ME%A#