1. PLANNING OF TEACHING ENGLISH
THE CORE COMPETENCE-3 IN CURRICULUM 2013
C
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M
P
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L
E
D
By group 3 :
1. Rika Madani Aruan 5. Juniarti Ayu Pane
2. Amaliah Nur Chatimah 6. Sapta Sari
3. Nur badrillah 7. Siti Marhamah Manik
4. Arif Diniwan Putra
Class : PBI- 6, the Fifth Semester
The lecturer : Yani Lubis, S.Ag
ENGLISH DEPARTMENT
TARBIYAH AND TEACHER TRAINING FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
2014
2. ACKNOWLEDGEMENT
Bismillahirrahmanirrahim. In the name of Allah Swt, the most gracious, the most
merciful. All praise to Allah Swt, the Lord of universe who has given blessing, love, and
health to complete this paper “The Core Competence of Curriculum 2013”. Peace and
blessing be upon Muhammad Saw, his family, his companions, and his followers.
We as the writer would like to thanks to all of people that have help us in this
writing, and specially to Mr. Yani Lubis, S.Ag, as our lecturer in Planning of Teaching
English class. This paper has purpose to give brief information about the
implementation of core competence 3 and we encourage if there are critics and
suggestion.
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3. TABLE OF CONTENT
Acknowledgment ................................................................................i
Table of content ..................................................................................ii
Chapter I
Introduction .........................................................................................1
Chapter II
Discussion
A. Definition of Curriculum.....................................................................2
B. Core Competence (KI) ......................................................................3
C. Core Competence-3 ...........................................................................3
Chapter III
Conclusion...........................................................................................7
References ...........................................................................................8
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4. CHAPTER I
INTRODUCTION
The curriculum is a plan that contains a set of objectives, content, process, and
evaluation where used as a reference by educators to educate the learners. In Indonesia,
where the curriculum is an initial foundation in Indonesian education can run well.
Curriculum 2013 is a new curriculum that is applied to create a human character that can
apply learning to social interests. As the formation of the new curriculum in 2013 and
still many people do not know detail about the content of the curriculum, then this
section we present one of the contents of Curriculum 2013 specifically about the Core
Competence 3.
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5. CHAPTER II
THE CORE COMPETENCE-3 IN CURRICULUM 2013
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A. Definition of Curriculum 2013
Curriculum 2013 is defined as a set of plans and arrangements regarding the
objectives, content and learning materials and methods used to guide the implementation
of learning activities to achieve the objectives of national education and compliance
with particularity, the condition and potential of the region, educational unit, the
competency of graduates in the educational unit, and learners.
Curriculum 2013 as the national curriculum includes Rational, Structure
Curriculum and Expense Study, Implementation Framework, Syllabus, and Books
baboons for each type and level of education, national education program prepared in
accordance with the needs and potential in the area and set forth in the curriculum area ,
which is part of the National Curriculum. SBC is still relevant as operational curriculum
developed by and implemented in each educational unit, and should include curriculum
national, curriculum area, school calendars, and lesson plans.
The structure of the curriculum is also an overview of the application of the
principles of curriculum the position of a student in completing a learning unit or level
of education.
In the structure of the curriculum describes the learning curriculum ideas about the
position of a students that if they have to complete all subjects listed in the structure or
curriculum provide opportunities for students to determine the various choice. The
structure of the curriculum consists of a number of subjects, the burden of learning, and
calendar education.
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B. Core Competence (KI)
The core competence (KI) is the translation or the SKL operationalization in the form
of a must-have quality people who have completed education at a particular educational unit
or level of education, an overview of the key competencies that are grouped into aspects of
attitudes, knowledge, and skills (affective, cognitive, and psychomotor) learners to be learned
for a school level, class and subject. Core competencies should describe the quality of the
balance between the achievement of hard skills and soft skills.
Core competencies serve as elements organizers (organizing element) basic
competence. As an organizer element, Core Competence is a binder for vertical organization
and horizontal organization of basic competency. Basic Competence vertical organization is
the relationship between the content of the basic competencies or education class to class /
level on it so it meets the principles of learning that occurs a continuous accumulation
between content learned. Horizontal organization is the relationship between the content of
the subjects Basic Competence Basic Competence with the content of different subjects in the
weekly meetings and the same class so that a process of mutually reinforcing.
Core competencies are designed in four inter-related groups, namely with regard to
religious attitudes (core competency 1), social attitudes (competency 2), knowledge (3 core
competencies), and application of knowledge (competency 4).
C. Core Competence-3 (KI 3)
Actually the core competence-3 refers to cognitive theory of learning and the purpose
of education or instructional purposes has long been formulated by experts learning design.
Just as Benjamin S.Bloom and colleagues who published the work "Taxonomy of
Educational Objectives Cognitive, Affective domain." What then describes that there are
three which have a unified whole instructional classification purposes and one of them
belongs to the discussion of Core Competence-3 cognitive theory.
The aim of this sphere on the orientation of the ability to "think" includes more
modest intellectual abilities, that are "remember" up to one's ability in problem solving.
According to Benjamin S.Bloom, cognitive division is divided into six groups, namely:
1. Acceptance (Receiving / Attending)
7. Willingness to recognize the existence of a phenomenon in its environment. In
teaching the shape of getting attention, maintain it, and direct it.
2. Responses (Responding)
React to phenomena that exist in the environment. Includes approval, willingness,
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and satisfaction in your responses.
3 Award (Valuing)
Related to the price or value applied to an object, phenomenon, or behavior.
Assessment is based on the internalization of a particular set of values expressed in
behavior.
4 Organizing (Organization)
Combining different values, resolving conflicts between them, and establish a
consistent value system.
1. Characterization Based Values (characterization by a Value or Value Complex)
Has a value system that controls his behavior so that it becomes life-style
characteristics.
The example of Core Competence-3 and Basic Competence in English syllabus of
Senior High School.
Core Competences Basic Competences
1. Understand and apply
knowledge (factual,
conceptual, and procedural)
based on his curiosity
about science, technology,
arts, culture and events
related phenomena seem
eye.
1.1 Applying text structure and linguistic elements to
carry out social functions of expressions of hope or
prayer and congratulations on the happiness and
achievement, as well as the response, according to the
context of its use.
1.2 Applying text structure and linguistic elements to
carry out social functions of expressions of approval,
as well as the response, according to the context of its
use.
1.3 Applying text structure and linguistic elements to
carry out social functions declared and inquire about
the necessity and appeals perform an action / activity,
according to the context of its use.
8. 1.4 Applying text structure and linguistic elements to
carry out social functions declared and inquire about
the intent and purpose of doing an action / activity,
according to the context of its use.
1.5 Applying the structure of text and linguistic elements
to carry out social functions send and prohibit perform
an action / activity, according to the context of its use.
1.6 Applying text structure and linguistic elements to
implement social function of the text label drug / food
/ drinks, according to the context of its use.
1.7 Applying text structure and linguistic elements to
carry out the procedure with the social function of text
represents and inquire about recipes and manuals,
short and simple, according to the context of its use.
1.8 Applying text structure and linguistic elements to
carry out social functions declared and inquire about
the actions / activities / events that are done /
happening at the moment, past, and future, according
to the context of its use.
1.9 Applying text structure and linguistic elements to
carry out social functions declared and inquire about
the actions / activities / events that have / have done /
happened in the past without any specific mention of
the time, according to the context of its use.
1.10 Applying text structure and linguistic elements to
carry out social functions declared and asks causal
relationships and inverse relationships, according to
the context of its use.
1.11 Understanding the social function, the structure of the
text, and the linguistic elements of the text narrative
form of folklore, according to the context of its use.
1.12 Applying text structure and linguistic elements to
carry out social functions declared and inquire about
the actions / activities / events without mentioning the
culprit, according to the context of its use.
1.13 Applying text structure and linguistic elements to
carry out social functions factual text of the report by
stating and asking about factual scientific texts about
people, animals, objects, symptoms and natural and
social events, short and simple, according to the
context of learning in other subjects in Class IX .
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9. 1.14 Mentioning the structure of text, linguistic elements,
and the social function of text advertising products
and services, according to the context of its use.
1.15 Understanding the social and linguistic elements in
the song.
In basic competence above only contents affective and psychomotor domains
(shows the applying of text structure and linguistic elements that have to practice), but
all the above points include the cognitive (knowledge of English must be known and
understood well because everything is in learners behavior needed to have a basic
foundation of knowledge so that the domain of Bloom's Taxonomy can be fulfilled.
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10. CHAPTER III
CONCLUSION
Curriculum 2013 is defined as a set of plans and arrangements regarding the
objectives, content and learning materials and methods used to guide the implementation
of learning activities to achieve the objectives of national education and compliance
with particularity, the condition and potential of the region, educational unit, the
competency of graduates in the educational unit, and learners.
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