This document summarizes an English curriculum implementation study conducted at SMPN 3 Tangerang Selatan in Indonesia. It provides background on the importance of English in Indonesia and outlines the study's objectives, methodology, findings, and analysis. The methodology included interviews, observations, and document review. Key findings were that the school's English curriculum objectives aligned with national standards and focused on communicative competence. Teaching methods were teacher-centered with some student discussion. Materials and evaluations varied by class level and included authentic, non-authentic, practice, tests, and exams.

1. Qisti Prawulandari
109014000008
Siti Nurfajri Subharani
109014000011

2. THE IMPLEMENTATION OF
ENGLISH CURRICULUM IN TEFL
AT SMPN 3
TANGERANG SELATAN

3. INTRODUCTION
• Background of Study
– The important of language
– The status of English in Indonesia
– English curriculum in Indonesian Education System
• Problem Formulations
– Is English Curriculum implemented properly in
Teaching English as a Foreign language at SMPN 3
Tangerang?
– How is English Curriculum implemented in Teaching
English as Foreign Language (TEFL) at SMPN 3
Tangerang?

4. RELATED LITERATURE
• According to Renandya (2000) "Indonesia, a
former Dutch colony, used to emphasize the
teaching of Dutch . . . . The movement
towards English as a foreign language began at
independence, and English is now the main
foreign language being learned in Indonesia.
English is taught for eight or nine years from
primary school (from Grade 4 or 5) through high
school.”
• English as a Foreign Language (EFL) is commonly
related to the speaker who studies different
native languages.  TEFL

5. CONT’D
• Curriculum : perspective and descriptive
• Undang-Undang No. 20 year 2003 about the National
Education System, “Kurikum adalah seperangkat
rencana dan pengaturan mengenai isi dan bahan
pelajaran serta cara yang digunakan sebagai pedoman
penyelenggaraan kegiatan pembelajaran untuk
mencapai tujuan pendidikan tertentu.”
• Components of Curriculum
– The objectives
(national, institutional, curricular, instructional)
– The materials
– The methods
– The evaluations (diagnostic, formative, summative)

6. CONT’D
• English Curriculum in Indonesia
Starting Year Name of Curriculum Approach
1945 Unknown Grammar Translation
1968 Oral Approach Audio Lingual
1975 Oral Approach Audio Lingual
1984 Communicative Approach Communicative
1994 Meaning-Based Curriculum Communicative
2004 Competency-Based Communicative
Curriculum
2006 School-Based Curriculum Communicative
• English curriculum in Junior High School
– Discourse skills
– Ability to understand and create a variety of functional text and
short monologue and essay
– Supporting competencies

7. Research Methodology
– Research Design: This study is an analytical
descriptive.
– Place and Time of The Study: This study is conducted
at SMPN 3 Tangerang Selatan in seventh, eighth and
ninth grade on Friday, September 21st 2012.
– Data and Source of Data: The data that writers found
were from some sources. Those were interview,
observation and documentation.
– Technique of Collecting Data: interview and
observation.

8. Research Findings
A. Data Description
1. The Objectives
a. National Objective : developing
communicative competence in spoken and
written English, raising the awareness regarding
the nature and importance of English as a
foreign language and as a major means for
learning, developing understanding of the
interrelation of language and culture
b. Institutional Objective : to complete the
indicators from DIKNAS and make the students
implements the results of learning English at
school and home

9. Cont’d
c. Curricular Objective:
– Objective of teaching English at seventh grade is
to repeat and review the materials in Elementary
school then adding some new materials from the
syllabus.
– Objective of teaching English at eighth grade is to
widen and deeper in English.
– At ninth grade is preparing into national
examination but steel forward to syllabus.
d. Instructional Objective : for examination 
indicator, not competence

10. Cont’d
2. The Methods : explaining, answer-
question, doing some exercises in student
worksheet, with seldom discussion
3. The Materials : according to the classes
(regular, bilingual, and acceleration).
Authentic and non-authentic materials
4. The Evaluation: practice in class, written
test, and oral test

11. Cont’d
B. Data Analysis
1. The Objective : SMPN 3 Tangerang Selatan is
public school which the curriculum is following
the government’s curriculum
2. The Method : student-centered
(interview), teacher waits for students’ questions
then explaining
3. The Materials : Authentic and non-authentic
materials
4. The Evaluation : practice in class, written
test, and oral test