Curiculum English

BAB I PENDAHULUAN
A. RASIONAL
Sebagai salah satu alat untuk berkomunikasi, bahasa Inggris sangat diperlukan.
Dengan menguasai bahasa Inggris, seseorang dapat meningkatkan pengetahuan dan
keterampilannya dan ini akan dapat dijadikan sebagai bekal untuk memperoleh serta
membuka lapangan kerja. Dengan demikian, seluruh elemen lembaga pendidikan dan
pelatihan dalam negeri harus berbenah dan memperbaiki diri jika ingin eksis di persaingan
mendatang, atau akan ditinggalkan masyarakat. Mereka dituntut untuk mengkreasikan
visi yang cocok pada lembaga yang dimiliki. Kenyataan menunjukkan bahwa kursus dan
pelatihan bahasa Inggris di Indonesia diselenggarakan dalam berbagai program dan
proses pembelajaran yang berbeda-beda sesuai dengan kebutuhan masyarakat, dan
pengguna jasa kursus dan pelatihan.
Proses pembelajaran dengan kurikulum kursus dan pelatihan bahasa Inggris
yang telah direvisi ini berbasis kompetensi dengan menggunakan rancangan
komunikatif “Communicative Approach”. Hal ini dimaksudkan agar peserta didik mampu
berkomunikasi dalam bahasa Inggris dengan baik dan benar baik secara lisan maupun
tulisan.
Sumber Daya Manusia di bidang bahasa Inggris ini dituntut lebih proaktif
sehingga mampu merespon perubahan dan tren perkembangan dunia usaha baik di
tingkat nasional, regional maupun internasional. Standar kompetensi yang dimiliki
seseorang harusnya berorientasi pada standar kompetensi yang digunakan pada tingkat
regional dan internasional.
Kursus bahasa Inggris merupakan program pendidikan dan pelatihan yang berbasis
kompetensi dan memberikan keterampilan agar peserta didik terlibat dalam berbagai
pengalaman belajar, dan memiliki arti bagi kehidupannya.
Oleh karena itu, perlu disusun program pembelajaran dengan standar kompetensi,
standar ini akan menjadi acuan dalam penyusunan kurikulum berbasis kompetensi
sehingga dapat dijadikan standar oleh lembaga kursus dan pelatihan sesuai dengan
UU No. 20 tahun 2003 tentang Sistem Pendidikan Nasional dan PP No. 19 tahun 2005
tentang Standar Nasional Pendidikan, dengan demikian disusunlah Kurikulum Berbasis
Kompetensi untuk menjawab permasalahan di atas.
B. TUJUAN
1. Tujuan Umum
Kurikulum ini diharapkan dapat menjadi salah satu komponen dalam upaya
meningkatkan kualitas Sumber Daya Manusia dalam hal pengalaman dan keterampilan
berbahasa Inggris sehingga mampu berkomunikasi baik secara lisan maupun
tulisan.
2. Tujuan Khusus
a. Peserta didik diharapkan memiliki pengetahuan dan keterampilan berbahasa
Inggris, baik secara lisan maupun tulisan dengan menggunakan kalimat sederhana
sampai dengan kalimat yang rumit atau sukar.
b. Peserta didik diharapkan mampu berkomunikasi dalam bahasa Inggris secara
baik dan benar dengan menggunakan kosa kata yang sesuai dengan program
1
tertentu.
2
C. HAKIKAT PEMBELAJARAN BAHASA INGGRIS
Hakikat pembelajaran bahasa Inggris dilaksanakan dengan sistem yang terintegrasi

(four languages skills) yang dilaksanakan di lembaga kursus atau lembaga pelatihan
serta sesuai dengan dunia nyata sehingga pada akhirnya setelah proses pembelajaran
selesai peserta didik kompeten dalam melakukan dan melaksanakan kegiatan
komunikasi baik lisan maupun tulisan.
Pembelajaran bahasa Inggris dirancang untuk memberikan peserta didik
kemampuan dan pengalaman melakukan komunikasi dalam bahasa Inggris baik lisan
maupun tulisan.Peserta didik akan diperkenalkan pada sistem yang terintegrasi
dan seiring dengan pembaharuan berjalannya kurikulum proses belajar peserta
didik dapat meningkat.
D. RUANG LINGKUP
Kurikulum Berbasis Kompetensi ini disusun dengan memperhatikan kemampuan
dan kewenangan peserta didik dalam menyelesaikan materi pelajaran untuk
berkomunikasi di lingkungan pekerjaan. Untuk itu, penyusunan kurikulum ini telah
dibagi menjadi tiga program, yakni program: Basic English, English for Communication
dan Advanced Communication in English.
Pembagian ini merupakan bagian dari penyusunan kurikulum berbasis kompetensi
yang tidak lagi mengenal tingkatan (leveling) seperti tingkat dasar (elementary), trampil
(intermediate) dan mahir (advanced). Tingkatan ini telah diubah menjadi Basic English
sebagai pengganti tingkat dasar satu dan dua, English for Communication sebagi
pengganti tingkat terampil tiga dan empat, dan Advanced Communication in English
sebagai pengganti tingkat mahir (lima dan enam).
Kursus dan pelatihan bahasa Inggris mengembangkan kemampuan yang dirinci
dalam cakupan sebagai berikut:
1. Pemahaman tentang pengetahuan mengenai hal-hal yang berkaitan dengan prinsip-
prinsip dan elemen-elemen kompetensi yang dibutuhkan untuk mendengarkan,
membaca, menulis dan berbicara dalam bahasa Inggris.
2. Kemampuan berkomunikasi dalam lingkup pekerjaan yang berkaitan dengan
bahasa Inggris.
3. Nilai-nilai, sikap, dan kemampuan berkomunikasi dalam bahasa Inggris.
E. PENDEKATAN PEMBELAJARAN DAN PENILAIAN

1. Pendekatan Pembelajaran
Pembelajaran bahasa Inggris dapat dimulai dari usia dini sampai pada mereka yang
telah berusia lanjut. Untuk menjaga motivasi mereka dalam pembelajaran bahasa
Inggris maka diperlukan pendekatan pembelajaran:
a. Melalui proses yang dikerjakan sendiri dan dilakukan di tempat kursus.
b. Belajar sambil bekerja
c. Belajar dapat menimbulkan rasa senang dan menyenangkan.
3
2. Dasar Penilaian
Penilaian Standar Kompetensi dari Sertifikasi mengutamakan kestabilan dari

pencapaian standar penilaian yang cermat dan teliti. Penilaian diciptakan untuk
menghasilkan lulusan yang kompeten sesuai dengan kompetensi yang diajarkan.
Penilaian ini berhubungan dengan tujuan dan sasaran program sertifikasi, dan akan
menilai kapasitas para peserta didik secara adil dan dapat dipercaya. Peserta didik
akan dinilai melalui berbagai macam cara yang mengutamakan kemampuan
mengimplementasikan materi ajar yang telah diberikan secara terintegrasi.
3. Prosedur Penilaian
Penilaian akan dilakukan sesuai dengan program yang diambil oleh peserta
didik. Penilaian untuk masing-masing program dilakukan setelah peserta didik
menyelesaikan seluruh unit kompetensi.
Untuk dapat mengikuti uji kompetensi, peserta didik menghubungi lembaga
sertifikasi kompetensi atau tempat uji kompetensi untuk
mendaftarkan diri sesuai dengan jadwal dan program yang akan diujikan. Peserta
didik pun melengkapi persyaratan administarsi yang diperlukan.
Selanjutnya penguji yang ditunjuk oleh Lembaga Sertifikasi Kompetensi akan
melakukan uji kompetensi yang meliputi materi teori dn praktik yang
terintegrasi dalam keterampilan membaca, menulis, mendengarkan dan berbicara.
F. PROFIL LULUSAN
Lulusan kursus dan pelatihan bahasa Inggris ini mampu berkomunikasi dalam bahasa
Inggris baik secara lisan maupun tulisan.
G. HUBUNGAN DENGAN PROGRAM LAIN

Setelah peserta didik menyelesaikan program Basic English, English for
Communication dan Advanced Communication in English, dan memperoleh ketiga
sertifikat kompetensi tersebut, mereka dapat menambah keahlian dengan
pelatihan keterampilan yang lain untuk melengkapi kompetensi dan memperluas lingkup
pekerjaan yang dapat diperoleh.
H. EVALUASI
Untuk mewujudkan proses pembelajaran bahasa Inggris yang efektif dan mencapai
sasaran yang diharapkan, maka diperlukan evaluasi yang terintegrasi, sehingga bila
terjadi kelemahan dan kekurangan dapat diantisipasi dan dilakukan perbaikan. Penilaian
yang dilakukan lebih menekankan pada proses dan hasil. Evaluasi yang akan dilakukan
melingkupi evaluasi kelas dan evaluasi program.
1. Evaluasi Kelas
Pendidik dan tenaga kependidikan harus memiliki komitmen terhadap terwujudnya
pelaksanaan proses pembelajaran yang efektif sehingga setelah mengikuti program
ini, peserta didik siap mengikuti dan berhasil dalam uji kompetensi sesuai dengan
unit kompetensi yang ada dalam program kursus yang diikuti.
Pendidik dan tenaga kependidikan harus mampu mendeteksi kelemahan atau
kekurangan ketika proses pembelajaran tidak mencapai tujuan pembelajaran dan
4
ketika peserta didik tidak mencapai standar kompetensi pada akhir pembelajaran.
Peserta didik dapat memberikan umpan balik atas proses pembelajaran yang telah
diikuti dengan harapan proses pembelajaran selanjutnya dapat lebih efektif.
2. Evaluasi Program
Evaluasi atas program akan dilakukan untuk mengetahui apakah program yang
dilaksanakan senantiasa dapat memenuhi standar kebutuhan pemakai lulusan yang
digunakan di lingkungan dunia kerja. Evaluasi program yang akan dilakukan
meliputi:
a. Kurikulum akan ditinjau setiap 5 (lima) tahun sekali yang meliputi kesesuaian
antara kebutuhan peserta didik dengan pokok pembelajaran.
b. Bahan Ajar sudah memenuhi standar kompetensi yang dikehendaki pasar.
c. Metode pembelajaran yang digunakan sudah efektif atau belum.
d. Apakah sistem evaluasi penilaian sudah memenuhi tujuan pencapaian program
pembelajaran.
5
BAB II
STRUKTUR KURIKULUM
Ringkasan Program
Kurikulum Bahasa Inggris Berbasis Kompetensi yang akan digunakan oleh Lembaga Kursus dan
Pelatihan dalam melaksanakan proses pendidikan dan pelatihan terdiri dari tiga program:
1. Program BASIC ENGLISH dengan 22 unit kompetensi dengan lama belajar 144 jam dan
distribusi waktu 30% teori dan 70% praktek yang diberikan secara terintegrasi.
2. Program English for Communication dengan 20 unit kompetensi dengan lama belajar 144
jam dan distribusi waktu 30% teori dan 70% praktek yang diberikan secara
terintegrasi.
3. Program Advanced Communication in English dengan 23 unit kompetensi dengan lama
belajar 144 jam dan distribusi waktu 30% teori dan 70% praktek yang diberikan secara
terintegrasi.
ADVANCED
ENGLISH FOR
PROGRAM BASIC ENGLISH COMMUNICATION IN
COMMUNICATION
ENGLISH
Metode Teori Praktik… Jumlah Teori Praktek Jumlah JamTeori… Praktek Jumlah
& Jumlah …. Jam .Ja m @ Jam … Jam …. Jam Jam ….Jam Jam
Jam @ 60 60 @ 60 @60 @ 60 @60
------- menit menit menit menit menit menit
Gugus mata
pelajaran
*Structure, 144 144 144
Vocabulary,
Reading,
Writing,
Speaking
and
Listening
*Penyajian setiap kemahiran dilaksanakan secara terintegrasi dalam setiap pokok bahasan pada setiap program.
6
BAB III
KOMPETENSI DASAR DAN INDIKATOR
BASIC ENGLISH
UNIT CODE :
COMPETENCY STANDARD : INTRODUCING AND EXCHANGING PERSONAL
INFORMATION
PROGRAM : BASIC ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND ATTITUDE
NEEDED TO INTRODUCE AND EXCHANGE PERSONAL
INFORMATION
NO BASIC INDICATORS TASKS DURATION

COMPETENCY
1.1 To state excuse for
1. Initiating a interrupting Listening 8 hours
conversation 1.2 To express greeting Listening for personal
2.1 To introduce oneself information from job
2. Introducing oneself to another interviews
2.2 To introduce
oneself to an Speaking
informal group Giving personal
2.3 To introduce information at an
oneself at interview
meetings/forum
3.1 To introduce others Reading
3. Introducing others at informal occasions Classifying different
3.2 To introduce others types (personal,
at formal occasions educational,
professional and etc) of
4.1 To give personal to personal information
4. Exchanging information
personal 4.2 To ask for personal Writing
information information Filling out a passport
4.3 To check accuracy of application form
personal information
5.1 To express
5 Leave taking intention to take
leave
5.2 To respond to
leave taking
7
COMPETENCY STANDARD : LEAVING AND TAKING MESSAGES OVER THE TELEPHONE
NEEDED TO LEAVE OR TAKE MESSAGES OVER THE TELEPHONE

COMPETENCY
1. Asking for numbers 1.1 To identify Listening 4 hours

telephone code Taking a message
system
1.2 To ask for numbers of Speaking
emergency services Giving or conveying a
1.3 To respond to message
enquiries for
information Reading Identifying
other means of
quick
2. Leaving a message 2.1 To make request to communications
leave a message
2.2 To identify self Writing Explaining
2.3 To request identity of the meanings of
message taker some recent popular
2.4 To convey message symbols or
2.5 To re-check “emoticons” for
message emails and text
2.6 To express messages
appreciation
3. Taking a message 3.1 To express offer to

take message
3.2 To ask identity of
caller
3.3 To take message
3.4 To check accuracy of
message
3.5 To accept
appreciation
8
COMPETENCY STANDARD : LOCATING PERSONAL ITEMS AND PLACES
NEEDED TO GIVE GENERAL LOCATION OF ITEMS AND PLACES

COMPETENCY
1. Locating personal 1.1 To ask for location of Listening 8 hours

items in the home items Listening for locations of
1.2 To describe items and/or
locations of items places
Speaking
2. Locating items in 2.1 To ask location of Locating personal
the workplace items items and giving
2.2 To describe directions to a place
locations of items
Reading
Drawing a road map
3 Locating public 3.1 To identify types of
from written
places in your location
description
neighborhood 3.2 To ask for locations of
places
Writing
3.3 To describe
Giving written
locations
instructions on locating
a place, from a street
map
9
COMPETENCY STANDAR : EXPRESSING APOLOGIES
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO EXPRESS APOLOGIES.

COMPETENCY
1. Expressing an 1.1 To express Listening Grouping 4 hours

apology apologies expressions into
1.2 To give reasons formal and informal
1.3 To convey categories
apologies
1.4 To acknowledge Speaking
apologies Expressing or asking
for an apology
2. Accepting an 2.1 To accept Reading Scanning for

apology apologies words/expressions that
2.2 To convey show apologies.
acceptance of
apologies Writing
Writing an apology to
3 Asking for an 3.1 To seek apologies your teacher explaining
apology 3.2 To mention a mistake you’ve made
reason/s
3.3 To accept
apologies
10
COMPETENCY STANDARD : BUYING AND SELLING FOR PERSONAL NEEDS AND
GROCERY
NEEDED TO BUY AND SELL FOR PERSONAL NEEDS AND
GROCERY

COMPETENCY
1. Describing quantity 1.1 To ask questions Listening 8 hours

regarding specific Listening for prices
and non-specific and quantity
quantities
1.2 To state weight Speaking Shopping
1.3 To state at your local grocer
measurements
1.4 To state non- Reading
specific quantities Describing various
payment methods
2. Talking about 2.1 To ask about prices of
Writing
prices goods
Making a monthly
2.2 To state prices
shopping list for
2.3 To compare prices
household needs
3. Selecting a 3.1 To ask for

purchase assistance
3.2 To request for
alternatives
3.3 To confirm
purchase preferred
4. Making payment 4.1 To ask about modes

of payment
4.2 To state of payment
preferred
11
COMPETENCY STANDARD : BUYING AND SELLING CURRENCIES
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND ATTITUDE NEEDED
TO BUY AND SELL FOREIGN CURRENCIES

COMPETENCY
1. Talking about 1.1 To identify major Listening 4 hours

major foreign currencies Identifying names of
currencies 1.2 To state foreign currencies and
denominations in their denominations
currencies
Speaking Buying
foreign currency at a
2. Asking for 2.1 To ask about money changer/bank
exchange rate exchange rates
2.2 To state request to Reading
make a transaction Finding instructions
on how to transfer
money to a foreign
3. Requesting smaller 3.1 To state request
bank
denominations of 3.2 To express
currencies appreciation for
Writing
service/business
Filling out a bank
transfer form
12
COMPETENCY STANDARD : TALKING ABOUT ONE’S FAMILY AND RELATIONSHIPS
NEEDED TO TALK ABOUT ONE’S FAMILY AND
RELATIONSHIPS

COMPETENCY
1. Talking about one’s 1.1 To describe Listening

family relationships in a Listening for family
family relationships
1.2 To ask about
relationships among Speaking
members of the Describing one’s
family family tree
1.3 To describe roles
played by family Reading
members Comparing life style in
nuclear and extended
2. Talking about 2.1 To identify families
relationships within a relationships within
family tree a four generation Writing Describing
family one’s extended
2.2 To describe family
relationships in an
extended family
3. Talking about the 3.1 To identify special

influences of roles/influences
extended family of some family
members in such
relationships
3.2 To agree/disagree
with suggested
influences
13
COMPETENCY STANDARD : DESCRIBING PERSONAL ROUTINES
ATTITUDE NEEDED TO DESCRIBE PERSONAL DAILY
ROUTINES

COMPETENCY
1. Talking about 1.1 To ask questions Listening 6 hours

personal routines at about routines Identifying frequency
home 1.2 To describe and routines
frequency of
routines Speaking Describing
1.3 To describe one’s routines at
duration of home, at school or at
routines work
2. Talking about 2.1 To ask questions Reading

personal routines at about routines Sorting out routines
school 2.2 To describe from non-routines
frequency and
duration of Writing
routines Giving reasons why
2.3 To describe some routines are
schedules of important to you
routines
3. Talking about 3.1 To ask questions

personal routines at about routines
work 3.3 To describe frequency
and duration of
routine
3.4 To describe
schedules of
14
COMPETENCY STANDARD : DESCRIBING PEOPLE’S APPEARANCE
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND ATTITUD
NEEDED TO DESCRIBE PEOPLE’S APPEARANCE.

COMPETENCY
1. Describing people’s 1.1 To describe age Listening 10 hours

age, height and 1.2 To describe height Guessing the person
weight 1.3 To describe weight from spoken
1.4 To ask questions about descriptions
physical appearance
Speaking Describing
2. Describing general 2.1 To describe hair the appearance of
features of a person styles some well-known
2.2 To describe body persons
build/shape
2.3 To ask questions Reading Recalling
relating to general special features of
features famous personalities
3. Describing a 3.1 To describe face Writing

person’s facial shapes Writing a complete
appearance 3.2 To describe facial description of
features oneself.
3.3 To describe facial
expressions
3.4 To ask questions
relating to facial
4. Describing a 4.1 To describe men’s
person’s clothing clothing
4.2 To describe ladies’
clothing
4.3 To describe unisex
clothing
4.4 To describe
traditional clothing
relating to clothing
15
COMPETENCY STANDARD : EXPRESSING ONE’S EMOTION
ATTITUDE NEEDED TO EXPRESS ONE’S EMOTION

COMPETENCY
1. Expressing 1.1 To identify events Listening 6 hours

happiness 1.2 To express Listening for words
happiness or phrases that
match various
emotions
2. Expressing 2.1 To identify events
disappointments 2.2 To express
disappointments Speaking Expressing
your feelings at
different types of
Expressing regrets 3.1 To identify events occasions/events
3. or sympathy 3.2 To express
sympathies Reading Matching
expressions of feeling
4. Responding to 4.1 To acknowledge to events or
others’ concern concern occasions
4.2 To respond to
acknowledgement Writing
Writing a note to
show appropriate
feelings for a
specified occasion
16
COMPETENCY STANDARD : CONVEYING GOOD WISHES
ATTITUDE NEEDED TO CONVEY GOOD WISHES.

COMPETENCY
1. Congratulating 1.1 To identify Listening 4 hours

others occasions Matching
1.2 To express good expressions to events or
wishes occasions
1.3 To acknowledge
good wishes Speaking
Making a toast at a
wedding or other
2. Complimenting 2.1 To match happy occasions
others compliments with
occasions Reading Identifying
2.2 To express how people
compliments celebrate happy
2.3 To accept occasions
compliments
Writing Responding
to an invitation
3. Wishing others on 3.1 To identify types of
anniversaries anniversaries
3.2 To express wishes
3.3 To acknowledge
wishes
17
COMPETENCY STANDARD : DESCRIBING PLACES OF INTEREST.
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND ATTITUDE
NEEDED TO DESCRIBE PLACES OF INTEREST.

COMPETENCY
1. Classifying places of 1.1 To identify places of Listening 6 hours

interest interest Classifying types of
1.2 To classify places of places of interest
interest
Speaking
Comparing places of
2. Matching 2.1 To identify interest in different
description with descriptive words cities in Indonesia
places of interest 2.2 To match places of
interest with Reading
activities Scanning for details and
descriptive words for
places of interest
3. Recommending 3.1 To seek
places to visit suggestions Writing
3.2 To offer Creating a poster to
suggestions promote places of
3.3 To support interest in your town
suggestions with
reasons
18
COMPETENCY STANDARD : GIVING ADVICE FOR COMMON SICKNESSES
NEEDED TO DISCUSS AND GIVE ADVICE FOR COMMON
SICKNESSES.

COMPETENCY
1. Identifying common 1.1 To identify Listening 8 hours

tropical sicknesses common Matching symptoms
sicknesses with sickness
1.2 To identify
symptoms Speaking Suggesting
1.3 To identify causes of home remedies or
sicknesses medication or
changes in diet.
2. Talking about 2.1 To identify names of
doctor’s common and over
prescription the counter Reading
medication Identifying common
2.2 To identify dosage causes of sickness
directions
3. Recommending 3.1 To seek home Writing

home remedies remedies
Making 10 rules for a
3.2 To recommend
healthy life.
remedies
3.3 To state
prohibitions and
precautions
4. Suggesting life- 4.1 To express common

style changes sanitary habits
4.2 To express
common unhealthy
habits
4.3 To suggest
keeping fit
routines
19
COMPETENCY STANDARD : TALKING ABOUT EATING-OUT IN RESTAURANTS
NEEDED TO GIVE GENERAL INFORMATION ABOUT EATING-
OUT.

COMPETENCY
1. Discussing a menu 1.1 To identify main ingredients Listening 8 hours

in dishes Listening for
1.2 To identify cooking methods names of dishes
1.3 To match dishes with in different
courses courses
Speaking
2. Recommending 2.1 To seek recommendation Ordering a full
dishes 2.2 To recommend dishes course Chinese
2.3 To give reasons for or western meal
recommendation
Reading
3. Ordering a meal at a 3.1 To ask for preferences of Summarizing
restaurant others reasons that
3.2 To give reasons for make a
personal preference restaurant
3.3 To order a full famous
course meal
Writing
Comparing
4. Identifying table 4.1 To identify general rules of table manners
manners table manners for Indonesians of Indonesian
4.2 To identify differences from and other Asian
other cultures cultures
4.3 To contrast table manners from
East and West
20
COMPETENCY STANDARD : GIVING GENERAL INFORMATION ABOUT COUNTRIES IN THE
WORLD
NEEDED TO GIVE GENERAL INFORMATION ABOUT
COUNTRIES IN THE WORLD.

COMPETENCY
1. Identifying 1.1 To identify general Listening 8 hours

geographical facts and information Listening for general
features of 1.2 To identify major geographical facts – capital,
countries in the geographical features population, seasons, natural
world resources, geographical
features and etc - of
countries in the world
2. Identifying people 2.1 To identify
from different nationalities
Speaking
parts of the world 2.2 To identify languages
Making & answering
spoken
questions on geography for
2.3 To match activities
quiz show
that are unique to
some countries
Reading
Sorting out features that are
3. Identifying eating 3.1 To identify varieties unique to countries with
habits of people in diets different seasons
from different 3.2 To identify famous
countries dishes from different Writing
parts of the world Describing unique features
ofIndonesia
4. Identifying famous 4.1 To identify popular
tourist sites from tourist destinations
different countries 4.2 To describe
of the world famous sites
4.3 To match
activities with
tourist sites
21
COMPETENCY STANDARD : MAKING PLANS FOR LEISURE ACTIVITIES
NEEDED TO EXTEND INVITATION FOR LEISURE ACTIVITIES.

COMPETENCY
1. Identifying leisure 1.1 To identify leisure Listening Listening 8 hours

activities activities for invitations to
1.2 To match leisure join some leisure
activities with activities
clothing
Speaking
Making plans for a
2. Classifying leisure 2.1 To classify indoor weekend activity
activities and outdoor
activities Reading
2.2 To classify Classifying indoor
individual and /outdoor, individual
group activities and group sports and
other leisure activities
Writing
3. Making plans for 3.1 To seek plans for Giving advice for fun
leisure activities activities and inexpensive
3.2 To make plans leisure activities
3.3 To include
precautions to be
taken
22
COMPETENCY STANDARD : COMPARING EVENTS AND CHANGES IN ONE’S LIFE
NEEDED TO COMPARE EVENTS AND CHANGES IN ONE’S
LIFE.
NO BASIC INDICATORS TASK DURATION

COMPETENCY S
1. Describing one’s 1.1 To describe past Listening 6 hours

childhood facts about oneself Identifying events
experiences 1.2 To describe past /activities of
events and activities childhood
between two or
2. Describing one’s 2.1 To describe three generations
recent and present present facts of people
events about oneself
2.2 To describe recent Speaking
events / activities Give a
2.3 To explain effect motivational talk
of past activities on to a group of
the present unemployed
youth.
3. Identifying 3.1 To identify
Reading
changes in one’s changes
Evaluating
present life styles 3.2 To identify regrets in
factors that
changes in self
make for
3.3 To identify regrets in
success in life
life style changes in
your community
Writing
Comparing facts
4. Making plans for 4.1 To express and changes in life
future self- personal goals - from one’s
improvements 4.2 To describe plans childhood to the
to achieve those present.
goals
23
COMPETENCY STANDARD : RECALLING PAST EXPERIENCES
NEEDED TO TALK ABOUT PAST EXPERIENCES

COMPETENCY
1. Identifying one’s 1.1 To identify past Listening Recalling past 6 hours

past activities and habits and events and activities
habits activities
1.2 To express past Speaking Comparing
habits and childhood activities
activities with those of
present generations
2. Contrasting one’s 2.1 To identify Reading Identifying

present activities present habits and past social or economic
and habits with activities events that affected
those of the past 2.2 To express people in your
present habits and community
activities
2.3 To contrast past Writing
habits and activities Writing a success story
with those of the of someone in your
present neighbor or city.
3. Describing past 3.1 To identify past

events in history events
3.2 To identify important
recent/ present
events
3.3 To describe effects of
events have on people
24
COMPETENCY STANDARD : TALKING ABOUT PUBLIC TRANSPORTATION SERVICES
NEEDED TO COMPARE PUBLIC TRANSPORTATION SERVICES.

COMPETENCY
1. Classifying public 1.1 To identify modes of Listening Classifying 8 hours

transportations public transportation modes and means of
1.2 To classify means of city transportation
public transportation
Speaking Asking for
information on
schedules and fares for
public transportation
2. Comparing public 2.1 To identify
transportation benefits
Reading
services 2.2 To identify
Identifying problems of
problems
mass transportations
2.3 To suggest
including low cost
improvements
airlines
3. Talking about fare 3.1 To identify Writing Suggestions

structures schedules for improving public
3.2 To identify class transportation
and fares
3.3 To describe
amenities provided
for different classes
4 Booking a seat for a 4.1 To ask for

trip schedules
4.2 To provide
information
4.3 To make a booking
25
COMPETENCY STANDARD : TALKING ABOUT HOUSING IN CITIES
NEEDED TO COMPARE PRICES AND HOUSING IN CITIES.

COMPETENCY
1. Identifying types 1.1 To identify types of Listening 8 hours

of housing in cities housing Types of housing and
1.2 To identify utilities utilities identified
provided
1.3 To describe room Speaking
functions Negotiating a lease.
1.4 To describe
furnishing Reading
Comparing costs of
living in city and
2. Contrasting living in 2.1 To identify benefits suburb.
an apartment and a of living in
house apartment Writing Describing
2.2 To identify one’s dream house
benefits of living in
houses
2.3 To express
preferences and
reasons for them
3. Negotiating a lease 3.1 To offer a lease

3.2 To negotiate a
lease
3.3 To agree/disagree
with lease
26
COMPETENCY STANDARD : TALKING ABOUT RECIPES AND TABLE SETTING
NEEDED TO DISCUSS FOOD AND TABLE SETTING.

COMPETENCY
1. Identifying 1.1 To classify Listening Identifying 6 hours

ingredients and ingredients words that describe
cooking methods 1.2 To identify ingredients,
weights and quantities and
quantities cooking methods
1.3 To describe cooking
methods Speaking
Giving a cooking
lesson to prepare a
2. Giving cooking 2.1 To state quantities popular local dish.
instructions and ingredients
2.2 To express Reading Identifying
sequences from some rules for table
cooking setting in your
instructions culture
3. Comparing table 3.1 To identify Writing

settings Indonesian table Giving ideas on how to
settings promote Indonesian
3.2 To identify food to foreign tourists
western table
settings
3.3. To compare
Indonesian and
Western table
settings
27
ENGLISH FOR COMMUNICATION
UNIT CODE :
COMPETENCY STANDARD : DESCRIBING VACATIONS AND ITINERARY UNIT
DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND ATTITUDE NEEDED TO DESCRIBE
VACATIONS AND ITINERARY.
NO BASIC
COMPETENCY INDICATORS TASKS DURATION
1. Identifying 1.1 To identify Listening 6 hours

vacation vacation sites Identifying vacation
destinations 1.2 To identify plans and itinerary
purposes for described.
vacation
Speaking Deciding
on a specific
vacation plan.
2. Seeking travel 2.1 To seek travel
advice safety advice Reading
2.2 To give travel Getting information
safety advice about vacations and
itinerary.
Writing
Writing about a
vacation plan and
3. Planning itinerary 3.1 To decide itinerary.
vacation
destination
3.2 To plan vacation
arrangement
28
COMPETENCY STANDARD : MAKING REQUESTS, COMPLAINTS AND APOLOGIES UNIT
DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO MAKE REQUESTS, COMPLAINTS AND
APOLOGIES
NO BASIC
1. Making requests 1.1 To identify Listening 6 hours

purposes of Identifying request,
requests. complaints and
1.2 To identify apologies.
settings of
requests. Speaking
1.3 To express Making requests,
requests. complaints and
apologies.
Reading
2. Making complaints 2.1 To identify Getting information
reasons to about requests,
complain. complaints and
2.2 To express apologies.
complaints.
Writing Writing about
requests, complaints
and apologies.
3. Making apologies 3.1 To identify

reasons
for apology.
3.2 To offer
apologies.
3.1 To accept
Apologies.
29
COMPETENCY STANDARD : DESCRIBING TECHNOLOGICAL DEVICES AND GIVING
INSTRUCTIONS
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND ATTITUDE
NEEDED TO DESCRIBE TECHNOLOGICAL DEVICES AND GIVE
INSTRUCTIONS
NO BASIC
1. Identifying 1.1 To identify Listening 7 hours

technological technological - Identifying technological
devices devices. devices.
1.2 To classify
technological - Identifying how
devices. technological devices
operate.
2. Speaking
Describing impact of 2.1 To changes in technology
- Describing technological
technological devices. devices in the past 50 years
devices.
identified
- Giving instructions
2.2 To explain usefulness
devices. how to operate
technological devices.
Reading
- Getting information
3 Giving instructions 1 To demonstrate about technological
comprehension of devices.
instructions from manual. - Getting information
3.2 To make about how to operate
sequential instructions. technological devices.
3.3 To write
instructions for manual. Writing:
-Writing about
technological devices.
- Writing about how
to operate technological
devices.
30
COMPETENCY STANDARD : DESCRIBING CELEBRATIONS AND CUSTOMS
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE CELEBRATIONS AND
CUSTOMS
NO BASIC
1. Describing 1.1 To identify types of Listening Identifying 7.5 hours

personal celebrations. special days and
celebrations 1.2 To classify events customs.
and celebrations.
1.3 To identify Speaking Describing
purposes for celebrations and
celebrating an customs.
event.
1.4 To describe a Reading
celebration. Getting information
about celebrations and
customs.
2. Describing national 2.1 To identify types of
celebrations. celebrations.
Writing Writing
2.2 To classify events
about celebrations
and celebrations.
and customs.
2.3 To identify
purposes for
celebrating an
event.
2.4 To describe a
celebration.
3. Describing customs of 3.1 To describe specific

different ethnic groups customs of ethnic
in groups.
Indonesia 3.2 To describe
differences in
customs.
3.3 To describe
community
events.
31
COMPETENCY STANDARD : COMPARING AND CONTRASTING LIFE IN THE PAST, PRESENT AND
FUTURE.
NEEDED TO COMPARE AND CONTRAST LIFE IN THE PAST, PRESENT
AND FUTURE.
NO BASIC
1. Comparing and 1.1 To compare life in Listening Identifying 9 hours

contrasting life in the past. descriptions of life in
the past 1.2 To contrast life in the past, present
the past. and future.
Speaking
Describing life in the
past, present and
2. Comparing and 2.1 To compare life in future.
contrasting life in the present.
the present 2.2 To contrast life in Reading
the present. Getting information
about life in the past,
present and future.
Writing
Writing about life in
3. Comparing and 3.1 To compare life in the past, present and
contrasting life in the future. future.
the future. 3.2 To contrast life in
the future.
32
COMPETENCY STANDARD : DESCRIBING JOB QUALIFICATIONS, SKILLS, AND
PERSONALITIES
ATTITUDE NEEDED TO DESCRIBE JOB QUALIFICATIONS,
ABILITIES AND SKILLS, AND PERSONALITIES
NO BASIC
1. Specifying job 1.1 To identify general Listening Identifying 7.5 hours

qualifications, qualifications for the job qualifications,
various jobs. abilities and skills and
1.2 To identify unique personalities.
qualifications for
specific jobs. Speaking Describing
job qualifications,
2. Describing skills 2.1 To identify general abilities and skills,
skills for in/out door and personalities.
jobs.
2.2 To identify specific Reading
skills needed for Getting information
special jobs. about job
2.4 To contrast skills qualifications, abilities
requirements for and skills, and
specific jobs. personalities.
3. Describing 3.1 To identify Writing

personalities personality traits. Writing about job
3.2 To identify qualifications,
personality traits abilities and skills,
suitable for specific and personalities
work. .
3.3 To make a job
vacancy
announcement with
all the basic
requirements.
33
COMPETENCY STANDARD : DESCRIBING BUILDINGS AND FAMOUS TOURIST SITES. UNIT
ATTITUDE NEEDED TO DESCRIBE BUILDINGS AND FAMOUS
TOURIST SITES.
NO BASIC
1. Classifying 1.1 To identify types of Listening 7.5 hours

buildings buildings. Identifying buildings
1.2 To classify different and famous tourist
kinds of buildings. sites described.
1.3 To classify
functions of Speaking
buildings. Describing buildings
and famous tourist
sites.
Reading
2. Describing famous 2.1 To identify famous Getting information
tourist sites historical sites. about buildings and
2.3 To identify famous famous tourist sites.
modern sites.
2.4 To describe Writing Writing
unique features of about buildings
sites. and
famous tourist sites.
3 Promoting national 2.1 To contrast features

tourist sites of local and national
sites.
2.3 To highlight
unique features of
national sites.
34
COMPETENCY STANDARD : DESCRIBING LIFE STORIES AND RECENT PAST HAPPENINGS. UNIT
DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS
ANDATTITUDE NEEDED TO DESCRIBE LIFE STORIES AND
RECENT PAST HAPPENINGS.
NO BASIC
1. Describing one’s 1.1 To identify past Listening Identifying 9 hours

early years childhood activities life stories and recent
and events. past happenings
1.2 To identify described.
current childhood
activities and events. Speaking Describing
1.3 To compare life stories and recent
childhood past happenings.
experiences
between two Reading
generations. Getting information
about life stories and
recent past happenings.
2.1 To identify
2. Describing special highlights of events Writing
events in one’s life in one’s life. Writing about life
2.2 To describe stories and recent
importance of past happenings.
these events to
one’s life.
3. Describing recent 2.1 To identify recent

happenings national happenings
.
2.2 To describe recent
international
happenings.
2.3 To describe
35
COMPETENCY STANDARD : DESCRIBING MOVIES AND ACTORS AND ACTRESSES UNIT
ATTITUDE NEEDED TO DESCRIBE MOVIES AND ACTORS AND
ACTRESSES
NO BASIC
1. Classifying movies 1.1 To identify types of Listening Identifying 7.5 hours

movies. movies, actors and
1.2 To classify movies. actresses described.
Speaking Describing
movies, actors and
actresses.
2. Describing features of 2.1. To identify features in Reading

movies movies. Getting information
2.4 To explain about movies, actors and
classifications of actresses.
movies.
movies, actors and
actresses.
3. Describing 3.1 To match talents and

recognition in the actors and actresses.
movie industry 3.1 To identify award
systems for
actors and
actresses..
36
COMPETENCY STANDARD : DESCRIBING LIKES AND DISLIKES AND DIFFERENTIATING FACTS
FROM OPINIONS
ATTITUDE NEEDED TO DESCRIBE LIKES AND DISLIKES
ANDDIFFERENTIATING FACTS FROM OPINIONS
NO BASIC
1. Describing likes 1.1 To identify Listening 9 hours

and dislikes expressions - Identifying likes
indicating likes and
and dislikes. dislikes described.
1.3 To mention - Identifying the
expressions difference about
indicating likes facts from
and dislikes. opinions.
1.4 To use
expressions Speaking
indicating likes Describing likes and
and dislikes dislikes and
contextually. differentiating facts
from opinions.
2. Expressing 2.1. To identify
opinions expressions for
Reading
opinions.
2.2. To identify Getting information
about likes and dislikes
supporting ideas
and the difference
about facts from
2.5 To express personal
opinions.
opinion.
3. Differentiating 3.1 To identify facts. Writing

facts from opinions 3.2 To identify Writing about likes and
supporting ideas. dislikes and the
3.2 To differentiate difference about facts
facts and opinions. from opinions.
3.4 To analyze
reports.
37
COMPETENCY STANDARD : SPECULATING ABOUT PRESENT AND PAST EVENTS UNIT
ATTITUDE NEEDED TO SPECULATE ABOUT PRESENT AND PAST
EVENTS
NO BASIC
Listening Identifying
1. Identifying past 1.1 To identify past present and past fact 7.5 hours
events. events.
1.2 To identify Speaking
simultaneous Speculating
events. About present and
1.3 To identify past events
sequential
events. Reading
Getting information on
description of
2. Identifying present 2.1 To identify present
speculation about
events events.
present and past
2.2 To identify
events.
Simultaneous
events.
Writing Writing
2.3 To identify
about present and
sequential
past speculation
events.
3. Speculating past 3.1 To speculate

and present events unreal present
events.
3.4 To speculate
unreal past
events.
38
COMPETENCY STANDARD : MAKING REPORTED STATEMENTS AND REQUESTS UNIT
ATTITUDE NEEDED TO REPORT STATEMENTS AND
REQUESTS

COMPETENCY
1. Using direct speech 1.1 To identify elements Listening 6 hours

in writing used in direct speech. Identifying reported
1.2 To identify direct statements and
speech. requests.
Speaking Reporting
Statements and
2. Using reported 2.1 To identify elements Requests.
speech used in reported
speech. Reading
2.2 To identify reported Getting information
speech. about statements and
2.3 To use reported requests.
speech.
Writing
Writing reported
3. Making direct 3.1 To identify direct statements and
requests requests. requests.
3.2 To state reported
requests.
39
COMPETENCY STANDARD : DESCRIBING PERSONALITY TYPE AND QUALITIES AND
RELATIONSHIPS.
NEEDED TO DESCRIBE PERSONALITY TYPES AND QUALITIES AND
RELATIONSHIPS.
NO BASIC
1. Describing 1.1 To identify personality Listening Identifying 7.5 hours

personality types types. personality types and
1.2 To describe one’s qualities and
personality. relationships.
Speaking Describing
2. Describing 2.1 To identify
personality types and
qualities qualities
qualities and
2.5 To compare
relationships.
Qualities.
Reading
3. Expressing 3.1 To identify Getting information
qualities in relationships of about descriptions of
relationship to qualities associated to personality types and
non-human non- human subjects. qualities and
subjects 3.2 To express relationships
specific
relationships of Writing Writing
qualities. about descriptions of
personality types and
qualities and
relationships
40
COMPETENCY STANDARD : DESCRIBING AND COMPARING UNUSUAL JOBS.
ATTITUDE NEEDED TO COMPARE UNUSUAL JOBS
NO BASIC
1. Describing unusual 1.1 To identify Listening Identifying 7.5 hours

jobs. unusual jobs. unusual jobs.
1.2 To describe
unusual jobs. Speaking Describing
and comparing unusual
Jobs.
2. Associating 2.1 To identify
personality types personality types Reading
with unusual job for Getting information
unusual jobs. about descriptions of
2.2 To match personality unusual jobs.
types
for Writing Writing
unusual jobs. about descriptions
of unusual jobs.
3. Comparing unusual 3.1 To identify
jobs. differences in
some
unusual jobs.
3.2 To compare
unusual
jobs.
41
COMPETENCY STANDARD : MAKING, ACCEPTING OR DECLINING INDIRECT REQUESTS UNIT
ATTITUDE NEEDED TO MAKE, ACCEPT OR DECLINE INDIRECT
REQUESTS
NO BASIC
1. Making indirect 1.1 To identify direct Listening Identifying 9 hours

requests requests. indirect requests.
1.2 To express direct
Speaking
requests.
Making, accepting or
1.3 To identify
declining indirect
Indirect requests. requests.
1.4 To express indirect
requests. Reading
Getting information
about descriptions of
2. Accepting indirect 2.1 To make indirect indirect requests.
requests requests.
2.6 To accept Writing Writing about
indirect descriptions of
requests. indirect requests.
3. Declining indirect 2.1 To note indirect

requests requests.
2.2 To decline
indirect requests.
2.7 To express
reasons for
declining.
42
COMPETENCY STANDARD : NARRATING NEWS STORIES AND EXCEPTIONAL EVENTS UNIT
ATTITUDE NEEDED TO NARRATE NEWS STORIES AND
EXCEPTIONAL EVENTS.
NO BASIC
1. Classifying news 1.1 To identify media for Listening Identifying 9 hours

narrating news. news stories and
1.2 To identify types of exceptional events.
news.
Speaking
1.3 To classify news.
Narrating news stories and
exceptional events.
2. Narrating news 2.1 To narrate news Reading

using direct speech. Getting information
2.2 To narrate news about news stories and
exceptional events.
stories in indirect
speech.
Writing
.
Writing news stories and
3. exceptional events.
Narrating exceptional 3.1 To identify
events qualities that
signify
exceptional
events.
3.2 To identify cause
and effect of an
exceptional
event.
3.5 To narrate
exceptional
events.
43
COMPETENCY STANDARD : COMPARING CULTURES AND DESCRIBING CULTURE SHOCKS UNIT
ATTITUDE NEEDED TO COMPARE CULTURES AND DESCRIBE
CULTURE SHOCKS
NO BASIC
1. Describing local 1.1 To identify Listening 7.5 hours

cultures different local - Identifying different
cultures. cultures exposed.
1.2 To compare local - Identifying culture
shocks exposed.
cultures.
2. Describing our 2.1. To identify different Speaking

national culture regional cultures. Comparing different
cultures and describing
2.2 to debate a
culture shocks.
national culture.
Reading
Getting information
3. Comparing eastern 3.1 To identify about the different
and western cultures different culture and culture
international shocks.
cultures.
3.3 to identify Writing
similarities of Writing about the
different culture and
cultures.
culture shocks.
3.1 To compare
differences in
cultures.
4. Describing culture 4.1 To identify

shocks differences in
culture.
4.2 To describe impacts
of culture shocks.
44
COMPETENCY STANDARD : DESCRIBING PROBLEMS AND MAKING COMPLAINTS UNIT
ATTITUDE NEEDED TO DESCRIBE PROBLEMS AND MAKE
COMPLAINTS
NO BASIC
1. Describing 1.1 To identify Listening 7.5 hours

problems or problems/defects. Identifying problems
product defects 1.2 To express Identifying complaints
problems/defects.
Speaking
Describing problems and
making complaints.
2. Requesting 2.1 To express
assistance requests for
Reading
information/
- Getting information
assistance.
about problems.
2.2 To convey reasons for - Getting
assistance.
information about
2.5 To express
complaints.
appreciation of
assistance.
Writing
Writing descriptions of
problems and making
complaints.
3. Making complaints 3.1 To convey
complaints.
3.2 To note
complaints
3.3 To seek assurance
3.6 To give assurance
45
COMPETENCY STANDARD : IDENTIFYING PROBLEMS AND OFFERING SOLUTIONS UNIT
ATTITUDE NEEDED TO IDENTIFY PROBLEMS AND OFFER
SOLUTIONS
NO BASIC
1. Identifying types of 1.1 To identify types of Listening: 7.5 hours

personal problems problems. - Identifying types of
1.2 To classify personal problems.
problems. - Identifying the
solutions.
Speaking
Describing personal
problems and offering
2. Eliciting 2.1 To offer solutions.
information assistance
2.2 To refuse Reading
assistance. - Getting information
2.6 To express about types of problems.
assurance. - Getting information
about solutions.

identifying problems and
offering solutions.
3. Offering solutions 3.1 To suggest

solutions.
3.2 To express
prohibitions.
46
COMPETENCY STANDARD : DESCRIBING LEARNING METHODS AND INDICATING PREFERENCES
NEEDED TO DESCRIBE LEARNING METHODS AND INDICATE
PREFERENCES
NO BASIC
1. Describing learning 1.1 To identify different Listening 9 hours

styles learning styles. - Identifying
1.2 To express specific different learning
learning styles. styles.
- Identifying
preferences.
Speaking Describing
the learning styles and
2. Matching 2.1 To identify
indicating preferences.
personality with learning problems.
learning styles 2.2 To match personality
Reading
traits with learning
- Getting
styles.
information
about descriptions of
learning styles.
3. Indicating 3.1 To express - Getting
preferences preferences for information
learning style. about preferences
3.2 To state reasons on learning styles.
for preferences.
learning styles and
preferred ones.
47
ADVANCED COMMUNICATIONIN ENGLISH
COMPETENCY STANDARD : INTERVIEWING

UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND ATTITUDE
NEEDED TO DO AND INTERVIEW.
NO BASIC
1. Opening an 1.1 To express Listening Identifying
interview Greetings main points in an 4 hours
1.2 To open an interview
interview
1.3 To give an Speaking Responding
Interview to main points raised
Introduction by interviewee
2.1 To prepare
2. Asking questions Questions
2.3 To answer
questions
3.1 To respond to
3. Responding to Information
interviewee’s 3.2 To comment on
answers answers
4.1 To convey a
4. Closing an summary
Interview 4.2 To convey
appreciation
4.3 To convey Leave-
takings
48
COMPETENCY STANDARD : SUMMARIZING AN ESSAY
NEEDED TO SUMMARIZE AN ESSAY.
NO BASIC
1. Recognizing 1.1 To identify Reading Getting
elements of an elements of an main ideas of an 8 hours
essay essay essay
1.2 Elements of an
essay written Writing
Summarizing an
essay
2. Identifying main 2.1 To identify main
ideas ideas
2.2 To write main
ideas
3. Compiling the 3.1 To link main ideas

main ideas with correct
connectors
3.2 To write a
summary
49
COMPETENCY STANDARD : SUMMARIZING A SHORT STORY
NEEDED TO SUMMARIZE A SHORT STORY.
NO BASIC
1. Identifying 1.1 To identify elements Reading Getting
elements of a of the stories main points of a 6 hours
short story 1.2 To write elements short story
of the stories
Writing
Summarizing a
short story
2. Identifying main 2.1 To identify main
points of a short points of the stories
story 2.2 To state main points
of the stories
3. Bringing together 3.1 To link main points

main points of a of the stories with the
short story right connectors
3.2 To correct a
summary draft
3.3 To write a
summary
50
COMPETENCY STANDARD : TELLING A STORY
NEEDED TO TELL A STORY.
NO BASIC
Planning a story 1.1 To identify Reading Getting
1. Genres main points of a 6 hours
1.2 To compare story
Genres
Speaking
Telling a story
Outlining stories 2.1 To organize plots

2. 2.2 To prepare an
outline
Delivering a story 3.1 To identify

3. techniques of
delivery
3.2 To deliver stories
51
COMPETENCY STANDARD : WRITING AN INFORMAL LETTER
NEEDED TO WRITE AN INFORMAL LETTER.
NO BASIC
Identifying the 1.1 To identify types of Reading Getting
1. elements of informal letters information about 4 hours
informal letters 1.2 To mention elements elements of an
of informal letters informal letter
Writing Writing an
informal letter
Outlining informal 2.1 To outline

2. letters informal letters
outlined
2.2 To revise outlines
Composing 3.1 To draft informal

3. informal letters letters
3.2 To informal
letters
3.3 To make a final
draft
52
COMPETENCY STANDARD : WRITING A FORMAL LETTER
NEEDED TO WRITE A FORMAL LETTER.
NO BASIC
1. elements of formal letters information about 4 hours
formal letters 1.2 To mention elements of a formal
elements of formal letter
letters
Writing a formal
letter
Outlining formal 2.1 To outline formal

2. letters letters
2.2 To revise outlines
3.1 To draft formal

3. Composing formal letters
letters 3.2 To edit formal
letters
3.3 To make final a
draft
53
COMPETENCY STANDARD : WRITING A COMPLAINT LETTER
NEEDED TO WRITE A COMPLAINT LETTER.
NO BASIC
Identifying the 1.1 To identify types of Listening Identifying
1. elements of complaint letters main points of a 6 hours
complaint letters 1.2 To mention elements complaint
of complaint letters
Reading Getting
information about
elements of a
complaint letter
Outlining complaint 2.1 To outline a
2. letters complaint letter Writing Writing a
2.2 To revise an complaint letter
outline
Composing 3.1 To draft

3. complaint letters complaint letters
3.2 To edit complaint
letters
3.3 To make a final
draft
54
COMPETENCY STANDARD : WRITING AN APPLICATION LETTER
NEEDED TO WRITE AN APPLICATION LETTER.
NO BASIC
1. elements of an application letters information about the 6 hours
application letter 1.2 To mention elements of a
elements of complaint letter
application
letters Writing Writing an
application letter
Outlining application 1.1 To outline
2. letters application letters
2.2 To revise an
outline
Composing an 3.1 To draft
application letter application letters
3. 3.2 To edit application
letters
3.3 To make a final
draft
4.1 To identify styles of
4. Identifying the CV (Curriculum Vitae)
elements of CV 4.2 To mention
(Curriculum Vitae) elements of CV
(Curriculum Vitae)
5.1 To outline CV
5. Outlining CV (Curriculum Vitae)
(Curriculum 5.2 To revise outline
Vitae)application
letters
6. Composing CV 6.1 To draft CV

(Curriculum Vitae) (Curriculum Vitae)
6.2 To edit CV
(Curriculum Vitae)
6.3 To make a final
55
COMPETENCY STANDARD : WRITING A LETTER TO THE EDITOR
NEEDED TO WRITE A LETTER TO THE EDITOR.
NO BASIC
Identifying the 1.1 To identify types of a Listening Identifying
1. elements of a letter to the editor the main points of a 6 hours
letter to the editor 1.2 To mention problem
elements of a
letter to the Reading Getting
editor information about the
elements of a letter to
the editor and
Outlining a letter to 2.1 To outline a letter information related to
2. the editor to the editor the problem
2.2 To revise an
outline Writing a letter to the
editor
Composing a letter to 3.1 To draft a letter to

3. the editor editor
3.2 To edit a letter to
editor
3.3 To make a final
draft
56
COMPETENCY STANDARD : GIVING A PRESENTATION
NEEDED TO GIVE A PRESENTATION.
NO BASIC
Identifying the 1.1 To identify Listening Identifying
1. elements of purposes of parts of a presentation 10 hours
presentation presentations
1.2 To identify types of Reading Getting
presentations information
1.3 To identify related to the
audience topic of the
1.4 To identify presentation
elements of
presentations Writing
Outlining 2.1 To outline Writing the outline of
2. presentations presentations a presentation
2.2 To revise an
outline Speaking
Composing 3.1 To draft Delivering a
3. presentation texts presentation texts presentation
3.2 To edit
presentation texts
3.3 To make a final
draft
4. Delivering a 4.1 To identify
presentation techniques of
delivery
4.2 To deliver a
presentation
57
COMPETENCY STANDARD : WRITING A MANUAL
NEEDED TO WRITE A MANUAL
NO BASIC
1. elements of a manuals information about the 6 hours
manual 1.2 To identify elements elements and
of manuals contents of a manual
Writing
Writing a manual
Outlining manuals 2.1. To outline

2. manual
2.2 To revise outline
Writing a manual 3.1 To draft manuals

3. 3.2 To edit manuals
3.3 To make Final
draft
58
COMPETENCY STANDARD : PARTICIPATING IN A DISCUSSION EFFECTIVELY
NEEDED TO PARTICIPATE IN A DISCUSSION EFFECTIVELY
NO BASIC
Identifying the 1.1 To identify Listening
1. elements of types of Identifying the 6 hours
discussions discussion main points of a
1.2 To state discussion topic
Elements of
discussion Reading Getting
information about
Agreeing or 2.1 To express the discussion
2. disagreeing to opinions/ideas. topic
proposals 2.2 To agree
opinions/ideas Speaking
2.3 To refute Participating in a
opinions/ideas discussion
2.4 To execute effectively
Appropriate
Negotiating to a interruption
3.1 To identify
3. solution types of
negotiations
3.2 To identify
elements of
negotiations
4. Concluding 4.1 To summarize

discussions discussions
4.2 To conclude
discussions
59
COMPETENCY STANDARD : READING CRITICALLY
NEEDED TO READ CRITICALLY
NO BASIC
Identifying 1.1 To identify
1. purposes of different kinds of Reading Identifying 10 hours
reading purpose facts and opinions,
1.2 To identify genre of tones, purpose
texts and concluding the
implied meanings in
2.1 To identify facts the text
2. Differentiating 2.2 To identify
facts from opinions Speaking
opinions 2.3 To compare facts and Giving opinions about
opinions the reading materials
3.1 To identify
Writing
3. Recognizing tones various tones
Writing down the
3.2 To indicate
opinions
specific tone
4. 4.1 To identify
Making inferences implied meanings
4.2 To infer
meanings
5. Using pronoun 5.1 To identify pronoun

references references
5.2 To use pronoun
references
60
COMPETENCY STANDARD : WRITING A DESCRIPTIVE ESSAY
NEEDED TO WRITE A DESCRIPTIVE ESSAY
NO BASIC
Identifying the 1.1 To identify Listening Identifying
1. elements of Settings of the main points of a 6 hours
descriptive essays descriptive description
essays
1.2 Elements of Reading Getting
descriptive information about the
essays elements and the
main points of a
Outlining a 2.1 To outline essays descriptive essay
2. descriptive essay 2.2 To revise outline
Writing Composing a
descriptive essay
Composing a 3.1 To draft Essays

3. descriptive essay 3.2 To edit Essays
3.3 To make Final
draft
61
OMPETENCY STANDARD : WRITING A NARRATIVE ESSAY
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE NEEDED TO WRITE A NARRATIVE ESSAY
NO BASIC
Identifying the 1.1 To identify settings Listening Identifying
1. elements of a of narrative essays the main points of a 6 hours
narrative essay 1.2 To identify elements narration
of narrative essays
Reading Getting
information about the
elements and the
main points of a
narrative essay
Outlining narrative 2.1 To outline essays
2. essays 2.2 To revise an
Writing Composing
outline
a narrative essay
Composing a 3.1 To draft essays

3. narrative essay 3.2 To edit essays
3.3 To make final
draft
62
COMPETENCY STANDARD : WRITING AN ARGUMENTATIVE ESSAY
NEEDED TO WRITE AN ARGUMENTATIVE ESSAY
NO BASIC
Identifying the 1.1 to identify Listening Identifying
1. elements of an purposes of an the main points of an 8 hours
argumentative argumentative argumentative essay
essay essay
1.2 to identify Reading Getting
elements of an information about the
argumentative elements and the
essay main points of an
Outlining 2.1 To outline essays
argumentative essay
2. argumentative 2.2 To revised
essays essays
Writing
Composing an 3.1 To draft essays Composing an
3. argumentative 3.2 To edit essays argumentative
essay 3.3 To make final essay
draft
63
COMPETENCY STANDARD : WRITING A PERSUASIVE ESSAY
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE NEEDED TO WRITE A PERSUASIVE ESSAY
NO BASIC
Identifying the 1.1 To identify purposes Listening Identifying 8 hours
1. elements of a of persuasive essays the main points of a
persuasive essay 1.2 To identify settings of persuasive essay
persuasive essays
1.3 To identify Reading Getting
elements of information about the
persuasive essays elements and the
main points of
a persuasive essay
Outlining persuasive 2.1 To outline essays Writing Composing a

2. essays 2.2 To revise outline persuasive essay
Composing a 3.1 To draft essays

3. persuasive essay 3.2 To edit essays
3.3 To make final
draft
64
COMPETENCY STANDARD : WRITING A COMPARISON – CONTRAST ESSAY
NEEDED TO WRITE A COMPARATIVE ESSAY
NO BASIC
Identifying the 1.1 To identify Listening
1. elements of purposes of a Identifying the 6 hours
comparison- comparison- main points of a
contrast essays contrast essay comparison-
1.2 To identify contrast essay
elements of a exposed
comparison-
contrast essay Reading Getting
information about
Outlining 2.1 To outline essays the elements and the
2. comparison- 2.2 To revise outline main points of a
contrast essays comparison –
Composing a 3.1 To draft essays contrast essay
3. comparison 3.2 To edit essays
contrast essay 3.3 To make final Writing
draft Composing a
comparison-
contrast essay
65
COMPETENCY STANDARD : TAKING NOTES FROM A LECTURE
NEEDED TO TAKE NOTES FROM A LECTURE
BASIC
NO INDICATORS TASKS DURATION
COMPETENCY
Identifying the 1.1. to identify purposes Reading Getting
1. elements of note- of note takings information about 6 hours
takings 1.2. To identify symbols the elements of a
for note takings lecture from a lecture
1.3. To identify transcript
abbreviations used in
note takings Listening
1.4. To identify elements Identifying the
of note takings main points of a
lecture
Organizing notes 2.1. To identify major /

2. important points
2.2. To identify
minor/supporting
points
Writing complete 3.1 To outline drafts

3. draft from notes 3.2 To revise drafts
3.3 To make report
66
COMPETENCY STANDARD : PARTICIPATING IN A DEBATE SUCCESSFULLY
NEEDED TO PARTICIPATE IN A DEBATE SUCCESSFULLY
NO BASIC
Identifying the 1.1 To identify topics of Listening Identifying
1. elements of debates the main points of a 6 hours
debates 1.2 To identify settings lecture/talk related to
of debates the debate topic
1.3 To identify
elements of debate Reading
Getting
information from a
lecture/talk
Proposing the 2.1 To propose the topics
related to the
2. topics 2.2 To express
debate topic
supporting details
Speaking Participating
Supporting the 3.1 To deliver reasoning in a debate.
3. topics delivered
3.2 To express
Supporting details
4. Rebutting the 4.1 To deliver reasoning

topics 4.2 To express
supporting details
5. Concluding a 5.1 To summarize

debate opinions
5.2 To make conclusion
67
COMPETENCY STANDARD : WRITING A BOOK REVIEW
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND NEEDED TO
WRITE A REPORT A BOOK REVIEW
NO BASIC
Identifying the 1.1 To identify purposes Listening
1. elements of book of book reviews Identifying the 4 hours
reviews 1.2 To identify elements main points of a
of book reviews book review
identified
Reading Getting
Outlining book 2.1 To outline information about
2. reviews reviews the elements of a
2.2 To revise outline book review and the
main points of a
Composing book 3.1 To draft reviews book review
3. reviews 3.2 To edit reviews
3.3 To make final Writing
draft Composing a book
review
68
COMPETENCY STANDARD : WRITING A REPORT BASED ON NON-LINEAR TEXTS
NEEDED TO WRITE A REPORT BASED ON NON-LINEAR TEXTS
NO BASIC
Identifying non- 1.1 To identify Reading
1. linear texts various non- Getting 6 hours
linear texts information from a
1.2 To identify non-linear text report
specific non-
linear texts Writing Composing a
non- linear report
Outlining texts 2.1 To outline texts

2. 2.2 To revise outline
Composing texts 3.1 To draft texts

3. 3.2 To edit texts
3.3 To make final
draft
69

Curiculum English

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Curiculum English

Diunggah oleh

Hak Cipta:

Format Tersedia

BAB I PENDAHULUAN

Hakikat pembelajaran bahasa Inggris dilaksanakan dengan sistem yang terintegrasi

E. PENDEKATAN PEMBELAJARAN DAN PENILAIAN

Penilaian Standar Kompetensi dari Sertifikasi mengutamakan kestabilan dari

G. HUBUNGAN DENGAN PROGRAM LAIN

NO BASIC INDICATORS TASKS DURATION

NO BASIC INDICATORS TASKS DURATION

1. Asking for numbers 1.1 To identify Listening 4 hours

3. Taking a message 3.1 To express offer to

NO BASIC INDICATORS TASKS DURATION

1. Locating personal 1.1 To ask for location of Listening 8 hours

NO BASIC INDICATORS TASKS DURATION

1. Expressing an 1.1 To express Listening Grouping 4 hours

2. Accepting an 2.1 To accept Reading Scanning for

NO BASIC INDICATORS TASKS DURATION

1. Describing quantity 1.1 To ask questions Listening 8 hours

3. Selecting a 3.1 To ask for

4. Making payment 4.1 To ask about modes

NO BASIC INDICATORS TASKS DURATION

1. Talking about 1.1 To identify major Listening 4 hours

NO BASIC INDICATORS TASKS DURATION

1. Talking about one’s 1.1 To describe Listening

3. Talking about the 3.1 To identify special

NO BASIC INDICATORS TASKS DURATION

1. Talking about 1.1 To ask questions Listening 6 hours

2. Talking about 2.1 To ask questions Reading

3. Talking about 3.1 To ask questions

NO BASIC INDICATORS TASKS DURATION

1. Describing people’s 1.1 To describe age Listening 10 hours

3. Describing a 3.1 To describe face Writing

NO BASIC INDICATORS TASKS DURATION

1. Expressing 1.1 To identify events Listening 6 hours

NO BASIC INDICATORS TASKS DURATION

1. Congratulating 1.1 To identify Listening 4 hours

NO BASIC INDICATORS TASKS DURATION

1. Classifying places of 1.1 To identify places of Listening 6 hours

NO BASIC INDICATORS TASKS DURATION

1. Identifying common 1.1 To identify Listening 8 hours

3. Recommending 3.1 To seek home Writing

4. Suggesting life- 4.1 To express common

NO BASIC INDICATORS TASKS DURATION

1. Discussing a menu 1.1 To identify main ingredients Listening 8 hours

NO BASIC INDICATORS TASKS DURATION

1. Identifying 1.1 To identify general Listening 8 hours

NO BASIC INDICATORS TASKS DURATION

1. Identifying leisure 1.1 To identify leisure Listening Listening 8 hours

NO BASIC INDICATORS TASK DURATION

1. Describing one’s 1.1 To describe past Listening 6 hours

NO BASIC INDICATORS TASKS DURATION

1. Identifying one’s 1.1 To identify past Listening Recalling past 6 hours

2. Contrasting one’s 2.1 To identify Reading Identifying

3. Describing past 3.1 To identify past

NO BASIC INDICATORS TASKS DURATION

1. Classifying public 1.1 To identify modes of Listening Classifying 8 hours

3. Talking about fare 3.1 To identify Writing Suggestions

4 Booking a seat for a 4.1 To ask for

NO BASIC INDICATORS TASKS DURATION

1. Identifying types 1.1 To identify types of Listening 8 hours

3. Negotiating a lease 3.1 To offer a lease

NO BASIC INDICATORS TASKS DURATION

1. Identifying 1.1 To classify Listening Identifying 6 hours

3. Comparing table 3.1 To identify Writing

1. Identifying 1.1 To identify Listening 6 hours