CHAPTER II REVIEW OF RELATED LITERATURE
B. Theoretical Framework
1. English Language Teaching
According to Richard, learning is the process of gaining new understandings of knowledge, behavior, skills, values, attitudes, and preferences.17 So, learning refers to the process of acquired and understood the new knowledge and experiences.
In addition, Rusman defines learning as a process of interaction between teachers and students, interaction activities in the form of face to face or virtual, using various learning media to achieve learning objectives.18 From the statement above, learning means the process of interaction occurred between teachers and students in acquiring knowledge, either face-to-face or virtual. The use of media in the learning process is also used to achieve the objectives of learning.
Based on the definition above, the researcher concluded that learning is part of education where there are learning activities between teachers and students carried out using learning media. Learning is the process of getting knowledge and understands the lesson or the subject. The process of
17 Richard Gross, Psychology:The science of mind and Behaviour (eight edition), (London: Hodder Education, 2020), 48.
18 Muhammad Yaumi, Media dan Teknologi Pembelajaran, (Jakarta: Prenada media Group, 2018), 22
interaction between students and educators in their environment is a process that cannot be ignored in the context of learning management.
Richard says that language teaching is hence a complex issue, encompassing socio-cultural linguistics, psycholinguistics, as well as curricula, and instructional dimensions. Concerning the foreign language teaching is any activity on the part of one person in a language that is not his native one.19 So, language learning is a process of conveying knowledge about language to students who use a second language.
According to Nazaruddin, there are several learning tools that are an important part of learning process:20
a. Curriculum
Based on Law No. 20 of 2003 concerning the national education system, it is stated that the curriculum is a set of plans, arrangements regarding objectives, content, and learning materials, and methods used as guidelines for implementing learning activities to achieve learning objectives.21 The 2013 curriculum is the applicable curriculum in Indonesia.
Based on the rules of PENDIKBUD No. 69 of 2013, the 2013 curriculum is a curriculum that prioritizes understanding, skills, and character education. In this curriculum, students are required to
19 Jack C. Richards, Approaches and Methods in Language Teaching (London: Hodder Education, 2001), 37.
20 Nazaruddin, Manajemen Pembelajaran: Implementasi Konsep Karakteristik dan Metodologi Pendidikan Agama Islam di Sekolah Umum, (Yogyakarta: Teras, 2007), 17.
21 Kemendikbud, Peraturan Pemerintah No 66 Tahun 2003 Tentang Kurikulum Pembelajaran, (Jakarta: Kementrian Pendidikan dan Kebudayaan Republik Indonesia, 2003).
provide material, be active in discussions and presentations, besides that student are expected to have good manners and a disciplined attitude.22 This ruleaimed to made Indonesian citizens had creative, productive, innovative personalities, and are able to contribute to social life.
b. Syllabus
According to BSNP (National Educational Standards Board), the syllabus is a lesson plan in a group of subjects that includes competency standards, basic competencies, learning materials, learning activities, indicators, assessments, time allocation, and learning materials.23 The use of the syllabus could be adapted to the needs and conditions of the school environment.
The syllabus as a learning plan is needed because the learning process in schools is carried out within a predetermined time period.
In addition, the learning process is a process that is organized and regulated according to certain steps so that the process can achieve the expected results and basic competencies can be achieved effectively.
Syllabus development is submitted to each educational unit, especially for those who are already able to do so. Therefore, each educational unit is given the freedom and flexibility in developing a
22 Kemendikbud, Peraturan Pemerintah No 66 Tahun 2003 Tentang Kurikulum Pembelajaran, (Jakarta: Kementrian Pendidikan dan Kebudayaan Republik Indonesia, 2003)
23 BSNP, Permendiknas RI No.Tahun 2006 tentang silabus pembelajaran, (Jakarta: 2006)
syllabus according to the conditions and needs of each. Here are the principles of syllabus development:24
1) Scientific: The development of the KTSP-based syllabus have to carry out with scientific principles, which means that all materials and activities contain in the syllabus must be correct, logistically, and scientifically accountable
2) Relevant: The scope, depth, level of difficulty, and order of presentation in the syllabus are appropriate or related to the level of physical, intellectual, social, emotional, and spiritual development of students
3) Systematic: The components of the syllabus are functionally interconnected in achieving competence
4) Consistent: There is a consistent relationship between basic competencies, indicators, subject matter, learning experiences, learning resources, and assessment systems
5) Adequate: Coverage indicators, subject matter, learning experiences, learning resources, and adequate systems to promote basic competencies
6) Actual and Contextual: Coverage of indicators, basic materials, learning experiences, learning resources, and systems taking into account the latest developments in science, technology and art in real life, and events that occur
24 Haryono Anung, Penyusunan Silabus Manuskrip, (Jakarta: Universitas Indraprasta PGRI Jurusan P-IPS, 2011), 44.
7) Flexible: All components of the syllabus can accommodate the diversity of students, educators, as well as the dynamics of changes that occur in schools and community demands
8) Comprehensive: the components of the syllabus cover all areas of competence (cognitive, effective, and psychomotor).
c. RPS
According to Permendikbud No. 49 of 2014, RPS is determined and developed by teachers independently or together with a group of experts in the field of science and technology in the study program.25 RPS is a set of plans and arrangements on how to fulfil graduate learning outcomes using a variety of relevant study materials with appropriate learning strategies or methods and through correct assessments as guidelines for implementing course learning.
The elements in the RPS:
1) Name of study program, name and course code, semester, credits, name of lecturer, supervisor
2) Learning achievement learning objectives
3) The final capabilities planned at each learning stage to meet the achievement of learning objectives
4) Study materials related to the abilities to be achieved 5) Learning methods
6) The time provided to achieve the ability at each stage of learning
25 Permendikbud, Peraturan Mentri Pendidikan dan Budaya No. 49 tentang Perangkat Pembelajaran, (Jakarta: 2014).
7) Learning experience embodied in the job description 8) Criteria, indicators, and assessment weights
9) List of references used