Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC

8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC

http://slidepdf.com/reader/full/full-comparison-of-ina-2004-cbc-andn-phil-2010-sec 1/18

By

Asep Suarman



Backgroundy An issue to review 2004 CBC

y The importance of comparing CBC to other

curriculumsy Philippine as the neighboring country



Research questiony W hat are the similarities and differences between

Indonesians and Philippines junior high school

curriculums of English?y W hat are the strength and the weaknesses of

curriculums?



Methody Document analysis of Indonesian 2004 CBC and

Philippine SEC of English

y Syllabus document of Elementary School Syllabusy The focuses were the ultimate orientation, the goals,

the belief, the educational experiences (process), theorganization of materials, the expected learning

activities, and the evaluation



Findings and DiscussionComparison Aspects Indonesian Philippine

Y ear of release 2004 2010

English functions as EFL ESL

Orientation UbD : Framework to ensure

deepening Ssunderstanding by aligningstandards, assessment andinstruction.It is a modification to W iggin and McTighes UbD:Identify desired

results/Results andOutcome; Determinedacceptable evidence/ Assessment; Plan learningexperience/Learning plan

Goals to develop communicative

and discourse competencein certain literacy level

to develop a functionally

literate Filipino who caneffectively function in



Levels of Literacy (Wells, 1987)y Performative : able to read, write, listen and speak

using certain symbols;

y functional : able to use language to fulfill daily needs;y informational : able to access knowledge;

y epistemic : able to convey knowledge through targetlanguage.



Comparison Aspects

Indonesian Philippine

Underlying Belief Language is viewedas

Psychology

Constructivismthe means of socialcommunication andas a set of rulesavailable in human

brain (Depdiknas,2005)

Piaget, (children are

active learners) Vygotsky (Zone of ProximalDevelopment)Bruner (scaffolding

talk)

ConstructivismNot explicit

The theories should

be in line with thecurrent pedagogicalpractice andoriented on learning

by doing, reflectivelearning, sociallearning, learnerslearning strategiesand transformative

learning



Comparison Aspects Indonesian Philippine

Approaches Applies GBA (Derewianka, 1990,

2003, Butt et al, 2001)etc..

Applies CBI,underscores the use of

CALLA And employs the PTCBLapproaches wherein Sscollaboratively solveproblems and reflect on

their experiences.Organization of materialsStructured in

3 years; 6 semesters.The Content Standardconsisting of a series of Standard Competenceand Basic Competencerespectively

4 years, 16 quartersProgram Standardconsisting of GeneralStandard which then bedivided into severaltopics which areorganized in 3 stages:results/outcomes,assessment andlearning plan



Comparison Aspects Indonesian Philippine

Expected learningactivities/ Process

Pre main post activitiesMain stages: exploration,

elaboration andconfirmation (all subject)BKoF, MoT, JCoT andICoT(English)

Sequence: explore, firm-up, deepen and transfer

(English)Key elements and logic of learning plans in form of WHERE TO ( W here,Hook, Equip & Experience,Rethink, Evaluate, Tailor

and Organize)

Assessment Knowledge, affective andpsychomotor.The classroom assessmentshould be authentic and

continuous

Product and performancetask, evidence at all levelof understanding andevidence at all level of

performance.The faucets of understanding areexplanation,interpretation, application,empathy and self-knowledge respectively



Learning processIna Phil

exploration : T should involve Ss to exploreextensive and deep information about thefollowing topic/theme, use various teachingapproaches, media and resources; facilitate the

process of interaction among Ss with resources;involve learners in learning process; etc..elaboration process, T get Ss to read and write various meaningful tasks; facilitate Ss throughassignments, discussion or else to arise newideas either orally or written; to think, analyze,solve problems and behave fearlessly; to learn

cooperatively and collaboratively; etc.confirmation process, a teacher should givefeedback and reinforcement orally, written,facilitate Ss to do self-reflection to confirmprevious learning experience; to obtainmeaningful experience in achieving theirlearning basic competence through providing

some information to explore further andmotivating the passive or less active learners.

In explore stage, a T should make the Ss awareof the desired result to demonstrateunderstands to facilitate comprehension andappreciation of narratives; take up the essential

question why important? firm-up, a T should make the Ss crystallizetheir knowledge of the sources of information;engage them in meaningful and challengingactivities that will enrich what they havelearned; provide feedback.deepen, a T should provide the Ss with thought

provoking questions that will make themreflect, rethink, and revise their assumptionsabout sources of information,transfer , the T must have the learners makeindependent applications of the variousprocesses in locating and utilizing appropriateservices of information, have them see the

connections between tasks and the world andprovide feedback to check for understanding.



Learning processIna Phil

in BKoF T prepare students with properknowledge about the text to be taught. Itmight be about grammar, vocabularies,skills or knowledge about the topics.

In MoT, teachers present the text tofamiliarize the learners with the targettext-type or genre, and to draw attention toorganizational and linguistic features.in JCoT, make use of the knowledge andawareness gained from MoT, Ss work with

the teacher and peers to construct theirown texts (spoken or written) in the text-type or genre.ICoT, Ss work individually andindependently, to produce individual textthrough peer editing or teacher feedback.

In W here, the T have Ss answer the W hy questions to ensure seeing the big picture andknow the final demanded performance.In hook, the T get Ss interested immediately in

the idea and issues of the unit, engage themthought-provoking experience or challengingquestions at the heart of the unit.In equip and experience, a T provide tools,resources, skills and information needed toachieve the desired understanding.In rethink a T take the unit deeper by shifting

perspective, considering different theories,challenging prior assumptions etc. and provideopportunity to revise or to polish the prior work.In evaluate, a T ensure students get diagnosticand formative feedback to self-asses and self-adjust.In tailor, a T personalizes learning through

differentiated assignments and assessment.in organize, a T need to sequence the work to



Faucets of understandingy explanation involves the kind of understanding that emerges from a well

developed and supported theory, to makes sense of puzzling or opaquephenomena, data feelings or ideas.

y interpretation of narratives/stories and translation should provide meaning;

could be relative.Explanation and interpretation are thus related but different.Ss need to work through the problem to where they can see their explanationand interpretation as valid one.

y application, refers to the ability to use knowledge effectively in a new situation which means matching the understood idea or action to context.

y perspective, refers to critical and rightful point of view. the indication of theunderstanding reflected in the capacity to represent problem in various way and to approach solution from various point of views.

y empathy, is the ability to get inside another persons feeling and worldview. It isthe ability to walk in anothers shoes, to escape ones emotional reactions tograsp anothers.

y self-knowledge, refers to the wisdom to know ones pattern of thought andaction.



Strength and Weaknessesy Strength

y Both curriculums utilize standards in setting goals,

aims and objectivesy Both curriculums provide freedom for the users to

elaborate more about the objective

y Both curriculums require and can lead to be creative,

innovative, knowledgeable and skillful usersy The proper implementation can yield independent,

creative and skillful generation.



Strength and Weaknesses W eaknesses

y The freedom might lead the users to confused or out of

controlled situation.y The curriculum users who have poor knowledge and

skills might feel puzzled to formulate their ownteaching appropriate objectives

y The users-made objectives might not in line with thelisted standard.

y Or, the objectives are not included in the curriculum.



Conclusiony Indonesian 2004 CBC and Philippine 2010 SEC have

some similarities and differences.

yThe similarities lie on the formulating goals, theevaluation, the expected teaching process

y The differences are on the great design of curriculum,the suggested approach, the organization of

experience.



Recommendationy Before revising or changing a curriculum, it is

necessary to review it to eliminate weaknesses and to

ensure that its implementation has met thepredetermined concept and compare it.



Aims Indonesia Philippine

to develop communicative competenceorally and written to achieve functional literacy level;to own awareness of the nature and the

importance of English to improvenational competitive competence inglobal society and to improve learnersunderstanding about the interconnectionbetween language and culture.

To demonstrates the following criticalcompetencies: ability to express clearly ones ideas and feelings orally, in writing,and non-verbally;

ability to learn on his own;ability to read, comprehend and respondin turn to ideas presented;ability to write clearly ones ideas andfeelings,and the ability to access, process, andutilize available basic and multimediainformation



UbDy Framework to ensure deepening Ss understanding by

aligning standards, assessment and instruction.

y

It is a modification to W iggin and McTighes UbDIdentify desired results Results and Outcome

Determined acceptable evidence Assessment

Plan learning experience Learning plan

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Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC

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