An Analysis of Canada's Language Curriculum-Assignment

An Analysis of Secondary Language Arts Curriculum in

Canada:

A Case Study

Background

It has been so long that English as a foreign language has been part of the

mainstream curriculum of formal education in Indonesia. It is part of

mainstream curriculum of secondary school and is also taught in elementary

school as the so-called “local content” and has been introduced in

kindegarten level too. This means that the amount of time of English

learning is considerably long. A person might have learned English for 9 to

14 years from kindegarten to senior high school. But this considerable

amount of time of learning English seems not to result in good competence

at the end of the progam –school. After years of learning English, high

school graduates still lack the competence of communicating in English.

Only some students –especially in big cities- master and are able to

communicate in English. But this competence comes not from the result of

the learning in the school, rather students in big cities really learn English

from the informal courses they take outside school. Students who get

English lesson only from subject in school and do not take any additional

courses lack of competence in communicating in English. Some students

may have knowledge of English such as tenses, sentence structure, etc. but

lack the competency of using it as tool of communication.

This indicates failure in English language education in Indonesia. This

failure may be the result of various factors –ranging from lack of

competence of the teachers, facilities, management, curriculum, to

language policy. The curriculum of English as foreign language in Indonesia

hasn’t succeeded in developing communicative competence in students

(Nanang, 2012). Moreover, the English language education in Indonesia

1 | C u r r i c u l u m A n a l y s i s – A i n u n J a r i y a h

does not equip and inculcate critical thinking which is of vital importance in

the era of globalization. The curriculum of English in Indonesia should be

revised (Alwasilah, 1998).

For the improvement of English language education in Indonesia, a review

of other country’s language curriculum and policy is worth undertaking. In

a report “Education at Glance, 2011” the Organization for Economic Co-

operation and Development (OECD) reported ten most educated countries

in the world (Stockdale and Sauter, 2012). They are –in order from top to

tenth position- Canada, Israel, Japan, United States, New Zealand, South

Korea, Norway, United Kingdom, Australia, and Finland. The report rated

the countries based on the educational attainment of the countries in the

world. These ten countries with most-educated people are also some of the

wealthiest countries in the world as with the largest GDPs. These countries

invest aggressively in education.

As an attempt to improve EFL teaching in Indonesia, it is worth finding out

what the most educated countries have done in their language education,

here foreign or second language education.

We may take a look on Canada –the number one most educated country- as

a reference. We may take a look on the curriculum of the foreign or second

language in Canada. French is the language taught as second language in

Canada, and therefore we can compare Indonesia’s EFL curriculum with the

curriculum of FSL (French as Second Language) in Canada, although the

different status may implicate different practices and managements, but it

shares the same thread as curriculum of non-native languages.

From the examination of the secondary curriculum documents of EFL of

Indonesia and FSL of Canada, it is found that the EFL curriculum of

Indonesia and the curriculum of FSL in Canada share some common

features. They are the emphasis on the mastery of the so-called ‘four

language skills’ (BSNP, 2006: 123) which is termed as ‘strands’ in Canada’s


curriculum (Ministry of Education and Training Ontario, 1999: 6). Both are

aimed at developing the four language skills which are grouped into three

strands in Canada’s curriculum: oral communication (listening and

speaking), reading, and writing. The other common item is that the learning

objectives or expectations of both curriculums expect students to attain the

same level of literacy which is functional literacy –a level of literacy in

which students are able to read and write to fulfill their daily purposes

(Wells, 1987 in Alwasilah, 2008: 145). The functional literacy skills include

the oral skills such as transactional conversations, and the literateness of

written materials such as the understanding of brochures, advertisements,

posters, ability to write a letter, a postcard, email message, greeting card,

etc. Both curriculums also include the reading of texts such as narratives,

shorts stories, recount and the like. Both curriculums are behavioral

curriculum, since they list the expected behaviors of the students at the end

of the program.

Some distinct features are also found in the secondary curriculum of second

language in Canada compared to one of Indonesia. The first difference is

that since French is a second language in Canada, the FSL program offers

students with choices of programs. They are Core French, Extended French

and French Immersion. Students can choose the program which suits their

needs best. In grade 11 and 12, there are two types of Core French offered:

the university preparation and the open course. So students have chances

to choose the programs which suit their needs, purposes and interest. Of

course, this varied programs offered in FSL cannot be compared to

Indonesia’s EFL since the status of the languages is different, but the point

to make is that there is an accomodation and facilitation of students’

differing interests and needs in the language curriculum of Canada. The

foreign language curriculum in Canada also accommodates students with

special needs –in primary education (Ministry of Education, The Ontario

Curriculum, 2006).


The other distinction of Indonesia’s EFL curriculum of secondary education

and Canada’s language curriculum is that while the application of critical

thinking is expected to be demonstrated by students in grade 10 in

Canada’s curriculum, there is no mention of critical thinking in the

curriculum of English language in Indonesia’s secondary education, Standar

Isi KTSP, 2006. This indicates a backwardness of our language education in

that our language education does not inculcate critical thinking in students.

The other distinctive feature found is the assignment of independent

reading in Canada’s secondary curriculum. In the curriculum of FSL in

Canada students are required to read independently a minimum of 40 pages

fiction and non-fiction narratives and make the summary of the story or

present it to the class. Another feature is the teaching of dictionary skills

are stated explicitly in the curriculum. Such skills are recognizing short

forms for parts of speech, pronunciation cues, abbreviations, etc. While in

Indonesia, the skills of using dictionary are not mentioned in the curriculum

and thus do not get much attention from the teachers. There are also

explicit lists of language structures which need to be learned by students in

order to be able to reach the objectives and expectations stated in the

curriculum. These explicit lists of language structures function as guidelines

for teachers to teach language structures required for attaining the learning

expectations and objectives. Whereas in Indonesia’s EFL curriculum, there

is no guideline for teachers to teach language structures. There is no

explicit list of language structures required for attaining the learning

objectives. Indonesia’s EFL curriculum comprises certain competence

standards and basic competences which reflect the behaviors that the

students are expected to demonstrate. To fulfill the expected outcomes,

teachers need to formulate on their own the prerequisite knowledge and

activities to attain the expectations. This is of course, not easy for novel

teachers, since the official curriculum document from the government does

not provide the guidelines for attaining the curriculum expectations.


There is another distinct and interesting feature of Canada’s secondary

language curriculum that is the teaching of research skills in the writing

strand. One of the expectations of the writing strand is that students can

prepare and conduct a survey to gather information, and summarize the

data in short sentences in grade 9. In grade 11, students are expected to be

able to write for audience. These research skills are not taught in the

secondary language curriculum in Indonesia.

It is worth considering that we may adopt some of the aspects of the

language curriculum in other country for the improvement of the EFL

teaching in Indonesia.

Objectives of the Paper

The objectives of this paper are:

1. To broaden our knowledge on language arts curriculum

2. To give description of how other country, Canada, provides second or

foreign language education for secondary students as one of

references

3. To synthesize best practices for EFL in Indonesia

Literature Review

The review of the literature covers discussions about curriculum in general,

and curriculum of foreign language education.

Curriculum

There are many disputes about what curriculum is and how we should deal

with education. According to Posner (1992: 3), educational decision is best

approached using reflective eclecticism. Being eclectic means that we do

not believe or stick to one single approach or method in dealing with

education, rather we flexibly use various approaches and methods and the

combination of them depending on the kinds of the cases and contexts we


are dealing with. This is because there is no ‘panacea’ in education. The

eclecticism is also accompanied with reflective attitude. So, in adopting

various kinds of methods and approaches, we have to be reflective. We have

to reflect whether certain method or the combination of approaches we use

suits the contexts and purposes, whether it meets its goal effectively, or

whether it has been implemented well.

The word ‘curriculum’ originated from ‘the running’/ chariot tracks of

Greece. It comes from Latin ‘currere’ which means to run/ the running/

course (Smith, 1996; Posner, 1992). In a race, there is a place or the finish

line as our destination, and to get to the destination, there is a course which

we have to go through. This means that in learning, there is a destination or

goals which we want to achieve as the result of our learning, and to achieve

the result, there are learning experiences that we must undergo. A starting

point in defining curriculum was offered by John Kerr in Kelly (1999) which

is quoted by Smith (1996). Kerr defines curriculum as “all the learning

which is planned and guided by the school, whether it is carried on in

groups or individually, inside or outside school”. Smith (1996) suggests

there are two features which are implied by this definition. The first is that

learning is planned and guided. This suggests that in learning, we should

determine what we would like to achieve and how to go about it. The second

is that the definition refers to schooling. We just appreciate and recognize

the concept of curriculum in the school. The thing to highlight is that

curriculum is that in learning, we should determine in advance what we

would like to achieve and the way to go about it. It implies that learning has

ends and takes process/ way/ means to reach the expected ends.

There are differing concepts of the definition of curriculum, concerning the

ends and means. The first concept defines curriculum as the expected ends

of education, e.g. the intended learning outcome, and the second defines

curriculum as the expected means of education, i.e. instructional plans

(Posner, 1992: 4). But then, plans, either for ends or means, are


insignificant when the actual implementation and practice differ from the

plans. So there appear fundamentally different conceptions of curriculum,

one focusing on curriculum as means or ends and curriculum as a plan for

or a report of actual educational report.

The followings are some common concepts of curriculum that people would

think of (Posner, 1992).

1. Scope and Sequence: scope and sequence curriculum document is a

document listing a series of intended learning outcomes in each grade

level, thus giving sequence. The outcomes are grouped based on

topics, themes, thus giving the scope of the curriculum.

2. Syllabus: Syllabus is a plan for a course. It consists of goals/ the

intended outcomes, topics covered, resources used, assignments, and

evaluation strategies. Syllabus represents both elements of means and

ends.

3. Content outline: some people when asked for their curriculum, they

give content outline. Content outline is a list of contents to be taught.

When we consider teaching as merely transmission of knowledge, this

equation of curriculum to content outline may be sufficient. But when

learning has other purposes, content outline lacks the information

about objectives, rationale, teaching and learning modes, etc.

4. Textbooks: Textbooks are usually used by teachers as day-to-day

guide, that is guide to both the ends and means of instruction.

5. Course of Study: set of courses, that curriculum is a series of courses

that students must get through.

6. Planned experiences: curriculum comprises all the experiences of the

students planned by the school.

Curriculum Models

In planning a curriculum, framework is needed. A curriculum model can

provide a framework for getting a procedure to plan a curriculum. One


model which is very influential in the field of curriculum work is one of

Ralph Tyler, often called the Tyler Rationale (Posner, 1992). The Tyler

model consists of four questions which guide a curriculum planner in

developing a curriculum.

The four questions of the Tyler Rationale are as follow:

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain

these purposes?

3. How can these experiences be effectively organized?

4. How can we determine whether these purposes are being attained?

First, a curriculum planner should determine what educational objectives

the school should seek to attain. These objectives come from the studies of

the learners, the study of contemporary life in society, and the study of

subject matter by the experts. The objectives should be formulated as

specifically and unambiguously as possible, so that the evaluation of the

attainment of these objectives can be undertaken.

Second, after formulating the objectives precisely, a curriculum developer

should determine what experiences can be provided to attain the objectives.

The experiences are choosen as a means of learning with regard to the

consistency with the objectives and the financial expense.

Third, the next step after choosing educational experiences is about the

organization of the experiences. The planner should organize the

experiences in such a way so that it can result cumulative effects on

students. Experiences are organized, buliding on one another and should

enable students to understand the relationship of the experiences across

fields. Organizing experiences also deals with sequence. Experiences should

be put in appropriate sequence, that experiences build on one another, and

that certain experiences might require other certain experiences to be


undergone earlier. Attention should also be given to the integration of

knowledge and skills gained from the experiences. Certain concepts,

knowledge and skills are considerably complex that they need repeated

study across grades or levels with increasing degree of complexity and

sophistication.

Fourth, a curriculum planner should determine whether the educational

objectives are being attained. Learning should be evaluated whether the

objectives are attained. Evaluation is conducted using instruments such as

tests, project work, observation of students’ performance, questionnaires,

etc. The instruments are developed to check the effectiveness of the

curriculum. The criterion of success is behavioral evidence.

Curriculum Theoretical Framework

Each curriculum has their underlying assumptions or beliefs, or theoretical

perspective. Posner (1992: 47) summarizes the most famous theoretical

perspectives of curriculum with their central question are as follow:

1. Traditional: What are the most important aspects of our cultural

heritage that should be preserved?

2. Experiential: What experiences will lead to the healthy growth of the

individual?

3. Structure of the Discipline: What is the structure of the disciplines of

knowledge?

4. Behavioral: At the completion of the curriculum, what should the

learners be able to do?

5. Cognitive: How can people learn to make sense of the world and to

think more productively and creatively?

Foreign Language Curriculum

According to McLaren and Madrid (2004), foreign language curriculum is

concerned with planning, implementation, management, administration,


and evaluation of the foreign language program. According to them, in

designing curriculum for foreign language, we combine the principles of

language learning and the elements brought by learners into the classroom

such as, experiences, knowledge, interests, needs, and motivation.

There are factors which need to be considered in designing curriculum for

foreign language. Sterns (1983) in McLaren and Madrid (2004) has put

forward the factors as follow.

1. Linguistic factors:

Linguistic uniformity and diversity in the community

Relationship between L1 and L2

2. Social and cultural factors

Attitudes of learners towards L2

Language differences and social groups

3. Historical setting and the national political situation

Choice of particular L2

Political relations with the L2 country

4. Geographical aspects

Geographical distance between the community

5. Economic and technological development

Need of L2 for economic development

6. Educational framework in the region/ Autonomous community

Starting age

Time allocated for L2 weekly

Introduction of other foreign languages

One of concepts of curriculum is a syllabus. Over years, foreign language

syllabus has been organized in different ways based on their underlying

theory or assumptions. There are two major kinds of syllabuses of foreign

language. The first is the product-oriented syllabus and the second is the

process-oriented syllabus (McLaren and Madrid, 2004).


The product-oriented syllabus has several characteristics. It is goal-centred.

In this kind of syllabus, there is a planning of learning outcome or

objectives. The objectives are usually the expected students’ performance.

The class tends to be teacher-directed as the teacher is conceived as the

model to be imitated. Initiatives come from the teacher. The assessments

are usually criterion-referenced. The criterion is based on the objectives

planned previously. Tests are administered. The product-oriented syllabuses

include the structural-grammatical syllabus and the notional-functional

syllabus.

The process-oriented syllabuses are usually concerned with tasks and

activities which students perform. Language will be used by students in the

activity and in doing the tasks. Process-oriented syllabuses aim at

developing efficient learning strategies. They accommodate individual

learning style. Students are allowed to negotiate activities with the

teachers. There is a special attention for affective factors such as students’

feelings, emotions, and values. Students’ metacognitive awareness is

developed as they are involved in decision-making. Examples of process-

oriented syllabuses are procedural syllabus, task-based syllabus, and

natural approach.

The curriculum above has their own strengths and weaknesses as they also

receive critiques.

Recent issues of language learning now consider the importance of

incorporating critical thinking into language teaching. Critical thinking in

language education is taught by raising issues related to social problems

and unjustice, about race, gender and class. This can be done by choosing

texts which discusses controversial social issues as teaching materials.

From the perspective of Critical Pedagogy, language is seen as “a practice

that constructs and is constructed by the ways language learners

understand themselves, their social surroundings, their histories and their


possibilities for the future” (Norton and Toohey, 2004). Here language

constructs and is also constructed by the way we understand themselves

and our surroundings. In the society, then language plays a role in the

production and reproduction of power and social unjustice. That means

adopting critical pedagogy for language education is very important.

Synthesis

There are some aspects that may be adopted from Canada’s secondary

curriculum of language education. They are the inculcation of critical

thinking in students, that language learning should promote critical

thinking skills. The critical thinking skills can be trained by using texts

which raise issues related to social problems, social unjustice, race, gender

and class. The critical thinking can also be trained during oral

communication activities in which students try to express their opinions and

ideas about the topics. The teaching of critical thinking in English as foreign

language in Indonesia can be started by employing simple but controversial

topics and themes e.g. about smoking, about Indonesia’s culinary heritage

vs western food, etc. Themes and topics which are selected by teachers

should be simple, regarding the limited language repertoire of the students.

Topics should be simple enough for the students so that, with their limited

language, they still can discuss the topics.

Another aspect that is important to be adopted is the promotion of literacy

habit in language learning with the assignment of independent reading.

While FSL students in Canada are expected to read independently a story or

a chapter of a book, or a novel, Indonesian EFL students can be assigned to

read simple anecdotes on English magazines. The assignment of

independent readings should be adjusted to students’ situation and their


interests and motivations. We cannot directly assign students to read

independently an article or chapter of a book (which is long). The

assignment of independent reading should be given step-by-step. Dictionary

skills are also important to be taught to students.

Other important thing to be considered is the itemization of language

structure in curriculum. It is very useful for novel teachers as guidelines.

While FSL students in Canada are taught research skills such as conducting

a simple survey, gathering data and summarizing data in short sentences,

EFL students in Indonesia can also be assigned to do the same thing.

Students can be assigned to conduct a survey on classmates’ favorite meals,

for instance. In gathering the data, they should interview their classmates

in English, asking what kind of food they like and why. They record the data

using field notes and then classify the data, which meals belong to healthy

food and which meals belong to unhealthy food, what is the percentage of

classmates who like healthy food and classmates who like the unhealthy

food. Then they should make judgment on the result. The assignment of

simple research like this integrates a number of language skills at the same

time that are speaking, listening, and writing. In addition to that, it also

promotes critical, analytical, and creative thinking as students are exposed

to issues (healthy vs unhealthy food), have to analyze the data they gather

and learn to judge and write their simple research. This mode of learning

language is in line with the process-oriented syllabus which incorporates

language learning through tasks and activities, and this mode of learning

also integrates critical thinking.

Therefore, a combination of process-oriented syllabus and critical thinking

through project work will be very beneficial for language learning and

worth implementing.


Curriculum of English as Foreign Language for Grade X Senior High

School

Semester 1

Objectives:

Listening:

Respond to functional conversation

Respond to interpersonal conversation

Respond to spoken texts

Speaking:

Communicate in the target language for functional purposes

Communicate in the target language for interpersonal purposes

Make a simple guided oral presentation

Reading:

Demonstrate an understanding of a functional and informational

reading material

Apply critical thinking as they read

(taking notes)

Writing:

Express ideas and opinions in short written text

Create short written texts, e.g. procedural, narratives, etc.

No. Objectives Competencies Modes of learning and teaching

Teaching Materials

Evaluation


Listening Respond to

functional conversation

Respond to interpersonal conversation

Respond to spoken texts

Respond to invitation, appoinment-accepting or rejecting

Respond to one’s self-introduction, greeting, meeting and parting

Respond to one’s recount, narrative and procedure texts

Listening to a taped conversation of inviting someone

Listening to a taped conversation of self-introduction, greeting, and parting

Listening to a narrative, recount spoken by the teacher, procedure spoken and acted by the teacher

Question and answer about the taped conversation

Teacher perform the invitation, self-intro, greeting and parting, students respond

Taped conversation,Script for teacher

Observation, students responding to stimulus by teacher

Speaking Communicat

e in the target language for functional purposes

Communicate in the target language for interpersonal purposes

Inviting someone, accepting or rejecting invitation

Students are able to introduce themselves to others, greet and part with others in English

Students are able to present guided presentation of narrative/ recount/ procedure text

Performing dialog on a given story line by teacher (self-introduction, invitation)

Students’ oral guided presentation of narrative/ procedure with Powerpoint they have made

Teacher’s prepared story line

Students’ presentation slides

Observation on student’s performance on dialog and Students’ oral presentation


Make a simple guided oral presentation

Reading Demonstrate

an understanding of a functional and informational reading material

Apply critical thinking as they read

(taking notes)

Students demonstrate an understanding of functional texts of advertisment, pamphlet, invitation, etc. by answering questions, or re-tell the texts.

Demonstrate critical thinking skills by identifying issues and values in reading selection, analysing root causes, expressing their views

Students are able to write point entries (summary) of their reading

Students’ reading and discussion

Students’ summarizing and note taking of texts

Examples of pamphlet, advertisement taken from C n S Magazine,

Narrative, recount, and procedure texts

Test

Writing Express ideas

and opinions in short written text

Create short written texts, e.g. procedural, narratives, etc.

Students are able to create simple texts/ presentation slide of narrative/ procedure/ recount texts.

Past Tense for Narrative and Recount

Imperative sentence for Procedure text, coherence in explaining every step in procedure (use of discourse marker)

Students writing simple narrative texts based on given pictures,

Students do project on practicing making something at home, then take pictures on each step, then compose presentation slides of a procedure text, with the pictures they have taken during the project

A series of pictures as writing prompt

Project

Writing assignment,Project work,

Simple survey project


Lesson Unit

School : SMA Muhammadiyah 1 Cimahi

Class : X

Subject : English

Time : 2 x 45 minutes (one session)

Objectives

Create short written texts, e.g. procedure

Competencies

Students are able to create simple texts/ presentation slide of procedure.


Accurate use of Imperative sentence for Procedure text and discourse marker such as, Firstly, then, after that, etc.

Content: Writing Procedure texts

Learning Activities:

Pre-Activities:

Prayer Apperception: Review of the previous reading of procedure texts

Whilst Activities:

Students are divided into groups of four. Teacher lists some kinds of food on the board for the students to

choose. Students choose the kinds of food that they will write the recipe

of the food. After deciding on the recipe that they will write, students start

making their draft in groups. Teacher walks around the class to help students with their

writing. After finishing their draft, students revise their draft with the

help and guidance of the teacher. Students produce final draft of their recipe with approval of the

teacher.

Post-Activities:

Students are given homework that is project in which students practice their recipe at home in groups, and take pictures of every step they do in cooking. Using the pictures they’ve taken, and the recipe they have written, students create a PowerPoint presentation to be presented in the next session.

Learning resources:

Examples of procedure text in the previous session Teacher’s prepared themes (food recipes)


Assessment:

Assessment on students’ final draft Assessment on students’ PowerPoint presentation slides

Cimahi, 28 June 2012

Subject Teacher

Ainun Jariyah

References

Alwasilah, A.C. (1998). English Language Teaching Must Be Reformed (2). In Alwasilah (2001) Language, Culture, and Education: A Portrait of Contemporary Indonesia. Page 45. Bandung: Andira

Alwasilah, A.C. (2008). Pokoknya BHMN: Ayat-ayat Pendidikan Tinggi. Bandung: Penerbit CV. Lubuk Agung


BSNP. (2006). Standar Isi untuk Satuan Pendidikan Dasar dan Menengah: Standar Kompetensi dan Kompetensi Dasar SMA/ MA. Jakarta: Badan Standar Nasional Pendidikan retrieved 25 June 2012 from the World Wide Web: http://litbang.kemdikbud.go.id/content/BUKUST~1(4).pdf

K M, Nanang. (2012). Mengapa Pembelajaran Bahasa Inggris Kita Gagal?.PaGI. Retrieved 24 June 2012 from http://padepokanguru.org/2012/01/05/mengapa-pelajaran-bahasa-inggris-kita-gagal/

McLaren, N. y Madrid, D. (2004): “The Foreign Language Curriculum”, enMadrid, D. y McLaren, N. (eds.): TEFL in Primary Education. Granada:Editorial Universidad de Granada, pp. 144-176 Retrieved 28 June 2012

http://www.ugr.es/~dmadrid/DLI-3%20Primaria/Chapter%204-TEFL-UGR-FL%20Curriculum.pdf

Ministry of Education and Training Ontario. (1999). The Ontario Curriculum Grades 9 and 10: French as a Second Language: Core, Extended and Immersion French. Ontario. Retrieved 3 May 2012 from the World Wide Web site at http://www.edu.gov.on.ca.

Ministry of Education Ontario. (2000). The Ontario Curriculum Grades 11 and 12: French as a Second Language: Core, Extended and Immersion French. Ontario. Retrieved 3 May 2012 from the website at http://www.edu.gov.on.ca.

Ministry of Education Ontario. (2006). The Ontario Curriculum Grades 1 – 8: Language. Ontario: Ministry of Education. Retrieved 25 June 2012 website, at http://www.edu.gov.on.ca.

Norton, Bonny and Kelleen Toohey. 2004. (Editor). Critical Pedagogies and

Language Learning. Cambridge, United Kingdom: Cambridge

University Press.

http://catdir.loc.gov/catdir/samples/cam041/2003048557.pdf 23

May 2012

Posner, George J. (1992). Analyzing the Curriculum. United States of America: McGraw-Hill


http://catdir.loc.gov/catdir/samples/cam041/2003048557.pdf

http://www.edu.gov.on.ca/

http://www.edu.gov.on.ca/



http://padepokanguru.org/2012/01/05/mengapa-pelajaran-bahasa-inggris-kita-gagal/

http://padepokanguru.org/2012/01/05/mengapa-pelajaran-bahasa-inggris-kita-gagal/

http://litbang.kemdikbud.go.id/content/BUKUST~1(4).pdf

Smith, M. K. (1996, 2000) 'Curriculum theory and practice' the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm 24 June 2012

Stockdale, Charles B. and Michael B. Sauter. (2012, Feb 14). The 10 Most Educated Countries in the World. Retrieved 26 June 2012 from the World Wide Web: http://ca.finance.yahoo.com/news/the-10-most-educated-countries-in-the-world.html


http://ca.finance.yahoo.com/news/the-10-most-educated-countries-in-the-world.html

http://ca.finance.yahoo.com/news/the-10-most-educated-countries-in-the-world.html

(problems in countryside school, lack of performance compared to

knowledge, perlunya terobosan dlm pendiidkan bahasa di jaman globalisasi:

critical thinking)


An Analysis of Canada's Language Curriculum-Assignment

Documents

curriculum of english

foreign language

english lesson

knowledge of english

countrys language curriculum

language policy

years of learning english

time of english learning