KOMPETENSI INTI DAN KOMPETENSI DASAR BAHASA INGGRIS KURIKULUM 2013

KELAS VII SMP/ MTS

KOMPETENSI INTI	KOMPETENSI DASAR
1. Menghargai dan menghayati ajaran agama yang dianutnya	Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2.  Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya	2.1. Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 2.2. Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.3. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata	3.1 Memahami teks lisan berupa sapaan, pamitan, ucapan terimakasih, dan permintaan maaf untuk menjalin kedekatan pribadi dengan orang lain di lingkungan sekolah dan rumah. 3.2 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk perkenalan diri, dengan sangat pendek dan sederhana. 3.3 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun. 3.4 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis, untuk penyebutan jati diri, dengan sangat pendek dan sederhana. 3.5 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari. 3.6 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks khusus berbentuk label nama (label) dan daftar barang (list). 3.7 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk penyebutan sifat orang, binatang, dan benda. 3.8 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebutkan tingkah laku/tindakan/fungsi dari orang/ binatang/benda. 3.9 Memahami tujuan, struktur teks, dan unsur kebahasaan dari jenis teks khusus berbentuk instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis, sangat pendek dan sederhana. 3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat pendek dan sederhana. 3.11 Memahami pesan dalam lagu.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori	4.1 Menyusun teks lisan untuk mengucapkan dan merespon sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, dengan unsur kebahasaan yang benar dan sesuai konteks. 4.2 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon perkenalan diri, dengan sangat pendek dan sederhana, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 4.3 Menyusun teks lisan dan tulis untuk menyebutkan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan unsur kebahasaan yang benar dan sesuai konteks. 4.4 Menyusun teks lisan dan tulis untuk menyebutkan jati diri, sangat pendek dan sederhana, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 4.5 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan publik yang dekat dengan kehidupan siswa sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks. 4.6 Menyusun teks tulis untuk membuat label nama (label) dan daftar barang (list), dengan unsur kebahasaan yang benar dan sesuai konteks. 4.7 Menyusun teks lisan dan tulis untuk menyebutkan sifat orang, binatang, dan benda, dengan unsur kebahasaan yang benar dan sesuai konteks 4.8 Menyusun teks lisan dan tulis untuk menyebutkan tingkah laku/tindakan/fungsi dari orang, binatang, dan benda, dengan unsur kebahasaan yang benar dan sesuai konteks. 4.9 Menyusun teks khusus berbentuk instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis, sangat pendek dan sederhana, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 4.10 Menangkap makna dalam teks instruksi (instruction), tanda atau rambu (short notice), dan tanda peringatan (warning/caution), lisan dan tulis. 4.11 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana tentang orang, binatang, dan benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan sederhana. 4.13 Menangkap pesan dalam lagu.

RECOMMENDED TOEFL & TOEIC PRACTICE

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THE EXAMPLE OF SEMINAR ON LINGUISTIC PAPER

Below is the example of paper of Seminar on Linguistic. I made it with my teams and guided by our best consultant lecturer of this subject. Mr. KR. (Kristiandi Pradipta, MA). 

Error In / Overgeneralization In Form Used

 As The Result Of Too Focus On Form

By. Dwi Utomo (K2210018), Eska Norma Fatikah (K2210020),

 Nur Kartika Soffiany (K2210062)

A.    INTROCUCTION

           Many people have error to write sentence in English caused by overgeneralization. The form or structure that is learned becomes standard for someone to make a real sentence and also needs another form. For example, when someone used present tense structure to write sentence, they write on the form of past tense. It is happened when form based grammar is over emphasizing in learning English.

The overemphasizing on form or just focuses on form makes the ability to use language not intact. Learning that is focused on form assumes part of the language is separately learned and in stages.  It is also get gradual accumulation from parts until get a whole language. Learning that focuses on form will yield understanding about language not intact. When someone known about present tense then they is requested to write or speak in the past, he did not do well. They wrote the requested sentence (past tense) on the form of present tense. Once again, it caused by the understanding of grammar just on the surface not as a whole.

Larsen - Freeman (1995) argues that grammar is acquired naturally, and doesn’t have to be taught. It means that people do not need form based grammar to be learned. In addition, it is very contrast with the real situation. Language that is just focused on meaning will give bad impact in the ability in communication especially, to develop proper grammar. In French immersion programs, where the focus is on meaning alone, students have demonstrated a less than expected understanding of grammar in the language (Harley & Swain, 1984). It shows that the understanding only in meaning give minimum grammar knowledge in the use of language. Supported by Larsen - Freeman (1995) students may develop the ability to convey meaning, without developing proper grammar. Selective form-focused instruction may therefore be necessary to ensure that as language develops, so does grammar. Therefore, the role of form based grammar is very important. If both meaning and form based grammar is not balance, it will make imbalance in the ability to communicate.

B.     THE CONCEPT OF FORM BASED GRAMMAR

According to Mariani (1984 : 39) form based concentrate on the formal properties of language as structured system, and thus highlight the ‘ rules’ by which we can discriminate sound (phonology) and written symbols (graphology), and by which words are structured (morphology) and put together in sentences (syntax). It means that the major goal of form base grammar is to arrange good sentence based on rules or syntax. Mariani (1984: 39) has already been said  that this level of analysis belongs to the traditional area of concern of grammars, and continues to be an important and essential way of looking at the language. It shows that form based grammar becomes the basic to understand about language. Learner must consider to study from basic until high for the example nouns, verbs, participles, articles, pronouns, prepositions, adverbs, conjunctions. So, the basic one is learned than move to the high one. It will make the understanding of grammar  becomes maximum.

C.    THE IMPLEMENTATION OF FORM BASED GRAMMAR

According to Mariani (1984 : 40) morphological items such as personal pronouns will certainly continue to be described in terms of their formal properties (form, concord, position in relation to verbs, etc.) , but we will also highlight their semantics values in identifying notions of entities (such as people, places and objects) and above all, their functional role in ensuring the cohesion of discourse. From this statement, meaning and form have very close relationship and influence each other. In addition, the function based grammar shows the communication usage in social daily activities. It can be clear by understanding this example

(1)   John like playing football. He always plays with his friends.

The word John  is replaced by word he at the second sentence. We know that John  is name for a man. Than the singular word for person in pronoun is he. So, he as a form and John as meaning.

(2)   Could you please to turn down your radio volume? It irritates me.

The form of the utterance is interrogative sentence. It is showed by wording could in the first sentence. The meaning is asking someone to turn down the volume of the radio. The function is to make polite request or command since it uses could not can.

            The writer find the other example to give deep understanding about form, meaning, and function based grammar. So, it can be used to differentiate whether focused on form, meaning, or function.

(3)   A fish is flying in the sky.

The utterance focuses on form. The form is correct based on subject, predicate, object and the tenses. But the meaning is semantically ill or meaningless since we know that the fin can not fly. The function is can not be understood because it does not makes senses.

(4)   I eat apple yesterday.

The utterance focuses on meaning. The form is incorrect since it uses eat not ate. But, the meaning can be understood. The function is also understandable although the utterance is used in the past.

(5)   I ain’t no stich but I need a keep on stackin’ up da daugh

The utterance is black English common used. It focuses on function. The form is incorrect structure and so does the meaning. But, the function is acceptable by people that always used this utterance. From the all example above, the learner must consider form, meaning, and function in the use of grammar to make effective learning. It also can create ability in use grammar to communicate.

D.    THE ADVANTAGES AND DISADVANTAGES Of FORM BASED GRAMMAR

There are some advantages if just learning form based grammar. Lightbrown and Spada (1990) believes that this study looked at 4 (primarily communicative) French immersion classes, each of which incorporated a varying level of form-based instruction in grammar. Their results demonstrated that the class that never focused on grammatical form performed the worst according to the assessment used. Part of the reason for this, according to Larsen-Freeman (1995), is that focusing student attention may facilitate learning.  It means that form based grammar can make learning process successful by making students focus on learning grammar which separated into some parts. So, we know that form based grammar very important to be learned.

The writer find the contradiction between meaning based grammar and form based grammar. The proponents of form-based and grammar-based instruction maintain that foreign language should be taught on the basis of pieces of grammatical parts, and learners have to put each part together by deductive learning; then they try to apply the rules to oral production (Nishimura, 2000). It shows that form based learns the theory first than move on the example or application. It will create easy understanding to learn it and uses it in communication. Because, we learn start form the basic.

The disadvantages of understanding just focuses on form based learning is the learner fail to get effective communication. Because, they just know about form but they do not know meaning and function. It also can make misunderstanding, misconception, and miscommunication. Based on Hui Fang Shang journal, teachers who place too much emphasis on grammar-based instruction may sacrifice learners’ fluency. However, if teachers only focus on meaning-based instruction, then learners will not attain accuracy in their FL oral produce. So, if the learner just focuses on form they will low in fluency since they just understand the form but weak of knowing the meaning.

E.        THE CONCLUSION AND SUGGESTION

In conclusion, Form based grammar inseparable with meaning based grammar. Form based grammar represents the accuracy, meaning based grammar represents fluency and function based grammar represents the uses in social communication.  Form, meaning, and function based grammar influenced each other and cannot be separable to create effective communication. It also must be consider the answer about when, why, and any given structure.  It is suggested for learner not only master in form but also in meaning and function. Because the goal of study linguistics is to have good skill in communication.

References

Harley, B. & Swain, M. (1984). The interlanguage of immersion students and its

implications for second language teaching. In A. Davies, C. Criper & A.

Howatt (Eds.), Interlanguage (pp. 291-311). Edinburgh: Edinburgh University Press

Krashen, S. D., & Terrell, T. D. (1998). The natural approach: Language

      Acquisition in the classroom. Prentice Hall International.

Larsen-Freeman, D. (1995). On the teaching and learning of grammar. In F.R.

      Eckman, D. Highland, P.W. Lee, J. Mileham & R. Rutkowski Weber

      (Eds.), Second language acquisition theory and pedagogy (131-148).

      Mahweh, New Jersey: Lawrence Erlbaum Associates, Inc.

Lightbown, P. & Spada, N. (1990). Focus-on-form and corrective feedback in

      communicative language teaching: effects in second language learning.

Nishimura, K. (2000). Effective ways of communicative instruction in the

      Japanese EFL classroom : Balancing fluency and accuracy. Retrieved  March 20, 2006, from the ERIC database.

Wagner-Gough, J. (1975). Comparative studies in second language learning. Va: Arlington.