CP Bahasa Inggris NEW

Machine Translated by Google
BOARD OF EDUCATIONAL STANDARDS, CURRICULUM, AND ASSESSMENT

MINISTRY OF EDUCATION, CULTURE, RESEARCH AND TECHNOLOGY
REPUBLIC OF INDONESIA
2022
Subject Learning Outcomes
English
Phase A – Phase F
For SD/MI/Package A Program,
SMP/MTs/Package B Program, and
SMA/MA/SMK/MAK/Package C Program
Learning Outcomes for English Language Subjects Phase A - Phase F for SD/MI/Package A Program,
SMP/MTs/Package B Program, and SMA/MA/SMK/MAK/Package C Program
About English Learning Achievements

Learning Outcomes (CP) are learning competencies that students must achieve in each phase. For
English subjects, targeted outcomes start from Phase A and end in Phase F (see Table 1 for
English subject phases).
Table 1. Division of English Subject Phases
Phase Classes and Levels in General
A Class I – II SD/MI/Program Package A
B Class III – IV SD/MI/Program Package A
C Classes V – VI SD/MI/Package A Program
D Class VII – IX SMP/MTs/Package B Program
E Class X SMA/SMK/MA/MAK/Package C Program
F Classes XI – XII SMA/SMK/MA/MAK/Package C Program
CP is a reference for intracurricular learning. Meanwhile, project activities to strengthen the profile
of Pancasila students do not need to refer to CP, because the project for strengthening the profile of
Pancasila students is prioritized primarily to develop the dimensions of the Pancasila student profile as
regulated in the Decree of the Head of BSKAP concerning Dimensions, Elements and Subelements
of the Pancasila Student Profile. in the Independent Curriculum. Thus, CP is used for intracurricular
activities, while the dimensions of the Pancasila student profile are for the project to strengthen the
Pancasila student profile.
As a reference for intracurricular learning, CP is designed and established based on National Education
Standards, especially Content Standards. Therefore, educators who design learning and assessment
for English subjects no longer need to refer to the Content Standards document, they only need to refer
to the CP. For primary and secondary education, CP is prepared for each subject. Students with special
needs with intellectual disabilities can use special education CP. Students with special needs
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without intellectual barriers using this regular CP by applying the principles of

curriculum and learning modification.
The government determines Learning Outcomes (CP) as targeted competencies.

However, as a policy regarding learning targets that each student needs to achieve, CP
is not concrete enough to guide daily learning activities. Therefore, operational curriculum
developers or educators need to prepare more operational documents that can
guide the intracurricular learning process, which is known as the learning objectives
flow. The development of the learning objective flow is explained in more detail in
the Learning and Assessment Guide.
Understand Formulate Arranging the flow Designing

Achievements objective learning objectives learning
Learning learning from the goal and assessment
learning
Figure 1. Learning and Assessment Design Process
Understanding CP is the first step in planning learning and assessment (see

Figure 1 taken from the Learning and Assessment Guide).
To be able to design learning and assessment for English Subjects well, CP for
English Subjects needs to be understood in its entirety, including the rationale for the
subject, objectives and characteristics of English Subjects. This document is
designed to help educators teaching English Subjects understand the CP of this
subject. For this reason, this document is equipped with several explanations and
guidelines for reflective thinking after reading each part of the English Subject CP.
3
To be able to understand CP, educators need to read the CP document in its

entirety starting from the rationale, objectives, subject characteristics, to
achievements per phase. Educators in junior high schools, for example,
also need to know the CP for the previous phases (Phases A to C in
elementary school) and also the CP for the following phases (Phases E and
F in high school) to find out the developments that have been and will be
experienced by students. . Likewise educators in other phases.
English Subject Rationale

English is one of the dominant languages used globally in aspects of
education, business, trade, science, law, tourism, international relations, health and
technology. Studying English gives students the opportunity to communicate with world
citizens from different cultural backgrounds. By mastering English, students will have
greater opportunities to interact using various texts. From these interactions, they gain
knowledge, learn various skills and human behavior needed to be able to live in
diverse world cultures.
Learning general English at the Primary and Secondary Education levels (SD/MI/
Package A Program; SMP/MTs/Package B Program; and SMA/MA/Package C
Program) in the national curriculum provides opportunities for students to open up
insights related to self, social relationships, culture, and job opportunities available
globally. Studying English gives students the ability to gain access to the outside
world and understand different ways of thinking. Their understanding of socio-cultural
and intercultural knowledge can improve critical thinking skills. By understanding
other cultures and their interactions with Indonesian culture, they develop a deep
understanding of Indonesian culture, strengthen their identity, and can appreciate
differences.
English learning is focused on strengthening the ability to use English in

six language skills, namely listening, speaking, reading, viewing, writing and
presenting.
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in an integrated manner, in various types of text. The minimum learning outcomes for
these six English language skills refer to the Common European Framework of Reference
for Languages: Learning, Teaching, Assessment (CEFR) and are equivalent to level B1.
Level B1 (CEFR) reflects specifications that can be seen from students' abilities to:
ÿ maintain interaction and convey something desired, deep

various contexts with clear articulation;
ÿ express the main ideas you want to convey comprehensively; And
ÿ maintain communication even if there are occasional gaps.
English language learning at the Primary and Secondary Education levels (SD/
MI/Program Package A; SMP/MTs/Package B Program; and SMA/MA/Package C
Program) is expected to help students successfully achieve the ability to communicate
in English as part of life skills. The approach used in general English learning is a text-
based approach (genre-based approach), namely learning is focused on text, in
various modes, whether oral, written, visual, audio, or multimodal. This is in accordance
with the statement made by Halliday and Mathiesen (2014: 3) that "When people speak
or write, they produce text, and text is what listeners and readers engage with and
interpret." There are four stages in the text-based approach, and these four stages are
carried out in discussions on the same topic.
1. Building Knowledge of the Field (BKOF): Teachers build knowledge or

students' background knowledge of the topic to be written or discussed. At this stage,
the teacher also builds the cultural context of the text being taught.
2. Modeling of the Text (MOT): The teacher provides a model/example of the text
reference for students in producing work, both orally and in writing.
3. Joint Construction of the Text (JCOT): The teacher guides students and jointly
produces text.
4. Independent Construction of the Text (ICOT): students produce text
independently orally and in writing (Emilia, 2011).
5
Communication will occur at the text level, not just sentences. This means that
meaning is not only conveyed by words, but must be supported by context. Every
text has a purpose, such as describing, explaining, telling a story, etc. (Agustien,
2020).
Learning general English in the national curriculum helps students to prepare themselves
to become lifelong learners, who have the Pancasila Student Profile such as faith
and noble character, independence, critical reasoning, creativity, mutual cooperation,
and global diversity. This profile can be developed in general English learning,
because the learning is dynamic and fluid, that is, it provides opportunities for students
to be involved in selecting texts or types of learning activities. English language
learning has the opportunity to achieve the Pancasila Student Profile through written,
visual, oral text materials, as well as activities developed in the teaching and learning
process.
English subjects at the Primary and Secondary Education levels (SD/MI/Package

A Program; SMP/MTs/Package B Program; and SMA/MA/Package C Program)
can be held as elective subjects for educational units that have ready resources .
Education units that are not ready to provide English as an elective subject can
integrate English content into other subjects and/
or extracurricular activities involving the community, school committee, student

volunteers, and/or parental guidance.
After reading the Subject Rationale section, can you understand

why this subject is important? Can the main purpose be understood?
6
English Subject Objectives

English subjects aim to ensure students can do the following things.
1. Develop communicative competence in English with various multimodal

texts (spoken, written, visual and audiovisual).
2. Develop intercultural competence to understand and appreciate Indonesian and
foreign cultural perspectives, practices and products.
3. Develop self-confidence to express as an independent and responsible individual.
4. Develop critical and creative reasoning skills.
After reading the course objectives above, can you begin to imagine the
relationship between competencies in CP and competency development
in the Pancasila student profile?
To what extent do you, as a teacher of this subject, support the
development of these competencies?
Characteristics of English Subjects

1. The types of texts taught in general English are varied, for example narratives,
descriptions, expositions, procedures, arguments, discussions, special texts (short
messages, advertisements), and authentic texts. These various texts are
presented not only in the form of written texts, but also spoken texts (monologues
or dialogues), visual texts, audio texts, and multimodal texts (texts that contain
verbal, visual and audio aspects), both authentic and texts created for teaching
objectives, both single and multiple texts, produced on paper or screen. This is
attempted to facilitate students to be skilled in using technology (technological
literacy), so that they can improve their ability to navigate digital information.
2. The teacher can determine the type of text he wants to teach according to the
conditions in the class. Learning can start from a type of text that contains
topics that are already known to students to help them understand the content of the text
7
what he reads and then is able to produce that type of text in oral and written
form. Next, the teacher can introduce students to types of texts that are new to
students. Teachers can help them build an understanding of this new type of text,
so that students are able to produce work in this type of text, both oral and
written. The choice of text type can also be adjusted to the conditions often
experienced by students both in the school context and at home so that
students have the opportunity to study and practice the text in real life.
3. The learning process focuses on students (learner-centred) (Tyler, 1949,

1990), namely that the learning process must be focused on efforts to change
students' behavior (from unable to capable), in using English in six language skills
in various types of texts.
4. General English learning focuses on students' language skills according to the

stages of development of language skills.
General English learning includes elements of receptive skills (listening, reading,
and viewing), as well as productive skills (speaking, writing, and presenting).
8
The following are the elements of the subject and their descriptions
Element Description
Listen The ability to understand information, give

appreciation to the person you are talking to, and understand
the information you hear, so that you can convey
responses in a relevant and contextual manner. The
processes that occur in listening include activities
such as listening, identifying, understanding, interpreting
language sounds, and then understanding meaning.
Listening skills are also non-verbal communication skills
which include how well a person captures the meaning
(implied and explicit) in an oral presentation and
understands the main and supporting ideas in the information
content and the context underlying the presentation (Petri,
2017).
Read The ability to understand, use and reflect on texts

according to their goals and interests, to develop
a person's knowledge and potential so that he or she can
participate in society (OECD, 2000).
Viewing Ability to understand, use and reflect on visual text

according to its goals and interests.
Speak The ability to convey ideas, thoughts and feelings

verbally in social interactions.
Write The ability to convey, communicate ideas, express

creativity and create in various genres of written text,
in a way that is effective and understandable, and of
interest to readers with the right organizational structure
and linguistic elements.
9
Element Description
Presenting The ability to present ideas eloquently, accurately, responsibly in a

communicative manner through various media (visual,
digital and audiovisual), and can be understood by
listeners.
Delivery in speaking and presenting needs to be structured
and developed according to the needs or
characteristics of the listeners.
General English learning in Phase A focuses on the introduction of English and spoken
English skills.
In Phase B, learning focuses on spoken English skills, but written language is

introduced. In this phase of learning, teachers need to help students understand that
the way English is pronounced and written is different.
In Phase C, at the final level (SD/MI/Program Package A), learning focuses on

spoken and written English skills.
In general English learning in Phase D (SMP/MTs/Package B Program), learning

focuses on strengthening spoken English and strengthening written language skills.
In general English learning in Phases E and F (SMA/MA/Package C Program), English

learning focuses on strengthening spoken and written language with the target CEFR
B1.
What competencies and/or essential materials do students continuously learn

and develop from phase to phase?
To what extent have you taught all the elements of this subject?
10
Learning Outcomes for Each English Subject

Phase
Learning Outcomes are delivered in two forms, namely (1) a

summary of all elements in each phase and (2) more detailed achievements
for each element in each phase.
When reading CP, use the following questions to understand CP:
• What competencies must students achieve in each

phase?
How can these competencies be achieved?

• Are there any learning and assessment ideas that can be carried out?
to achieve and monitor the achievement of these competencies?
Learning Outcomes of Each Phase
ÿ Phase A (Generally for classes I and II SD/MI/Package A Program)

By the end of Phase A, students understand that spoken English can help them
interact with others in everyday social situations and classroom contexts. In developing
listening and speaking skills, students follow/respond to instructions or simple questions
in English and pronounce simple vocabulary well. In Phase A, students use a lot of
visual aids and non-verbal communication to help them communicate. Students
understand that reading is an individual or group activity that can be done to provide
pleasure (reading for pleasure). They understand that the pictures contained in the
books read by the teacher or the pictures the students observe have meaning. They
respond verbally, visually, and/or non-verbally to simple texts read or images they
see.
11
ÿ Phase B (Generally for classes III and IV SD/MI/Program Package A)

At the end of Phase B, students understand and respond to simple spoken and visual texts in English. In
developing listening and speaking skills, students follow/respond to instructions or simple questions in English
and share information with simple vocabulary. Students respond to various texts/images verbally and
in simple writing with visual aids and non-verbal communication. In Phase B, students can interact using
simple English.
ÿ Phase C (Generally for classes V and VI SD/MI/Package A Program)

At the end of Phase C, students understand and respond to simple spoken, written and visual texts in
English. They use simple English to interact and communicate in familiar/usual situations.
routine. Students understand the relationship of letter sounds in simple vocabulary in English and use
this understanding to understand and produce simple written and visual texts in English with
example help.
ÿ Phase D (Generally for classes VII, VIII and IX SMP/MTs/Program

Package B)
At the end of Phase D, students use spoken, written and visual texts in English to interact and communicate
in more diverse contexts and in formal and informal situations. Students can use various types of texts
such as narratives, descriptions, procedures, special texts (short messages, advertisements) and authentic
texts to become the main reference in learning English in this phase. Students use English to discuss and
express desires/feelings. Their understanding of written texts continues to develop and inference skills
begin to appear when understanding implicit information. They produce written and visual texts in
structured English with a more diverse vocabulary. They understand the purpose and audience when
producing written and visual texts in English.
12
ÿ Phase E (Generally for class X SMA/MA/SMK/MAK/Program

Package C)
At the end of Phase E, students use spoken, written and visual texts in English to
communicate according to the situation, purpose and audience/
the reader. Various types of texts such as narratives, descriptions, procedures,
expositions, recounts, reports and authentic texts are the main references in learning
English in this phase. Students use English to express desires/feelings and discuss
topics that are close to their daily lives or hot issues according to the age of students in
this phase. They read written texts to learn something/get information.
Implicit inference skills when understanding information, in English begin to develop.

Students produce more diverse written and visual texts, with awareness of the goals
and target readers.
ÿ Phase F (Generally for classes XI and XII SMA/MA/SMK/MAK/

Program Package C)
At the end of Phase F, students use spoken, written and visual texts in English
to communicate according to the situation, purpose and audience/reader. Various
types of texts such as narratives, descriptions, expositions, procedures, arguments,
discussions and authentic texts are the main references in learning English in this
phase. Students use English to discuss and express desires/feelings. Students
use English language skills to explore various texts in a variety of contextual topics.
They read written texts to learn something/get information and for fun. Their understanding
of written texts deepens. Inference skills are implied when understanding information,
and the ability to evaluate various types of texts in English is developed. They produce
spoken and written texts as well as visuals in structured English with a more diverse
vocabulary. Students produce a variety of written and visual texts, fiction and non-
fiction with awareness of the goals and target readers/audience.
13
After reading the CP above, in your opinion, can the achievements in this
phase be achieved if students cannot successfully complete the previous
phases? What will you do if students are not ready to study in the higher
Phase?
Learning Outcomes of Each Phase Based on Elements
When reading the CP per element below, what we can learn is:
• Are there elements that are not achieved in a phase, or

all elements need to be achieved at each phase?
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12
After reading CP, can you understand:

What abilities or competencies do students need to have before they
enter a higher phase? How can educators know whether students have the
competency to learn in a phase? What will you do if students are not ready
to learn in that phase?
Educator's Reflection
Understanding CP is a very important step in planning, implementing, and
evaluating learning and assessment. Every educator needs to understand what
they need to teach, regardless of whether or not they will develop their own
curriculum, flow of learning objectives, or syllabus.
Some examples of reflective questions that can be used to guide teachers in

understanding CP include:
ÿ What key words are important in CP?

ÿ Are the targeted outcomes something I am used to teaching?
ÿ Are there things that are difficult for me to understand? How do I find out and learn
about this? Who should I discuss this with?
ÿ The extent to which I can identify the competencies expected in

This CP?
ÿ What support do I need to understand CP better? Why?
22
Apart from getting to know more deeply the subjects being taught, understanding CP can
also spark ideas for developing learning designs. The following are some questions that
can be used to spark ideas:
ÿ How will students achieve the achievements in this phase?

ÿ What kind of learning process or activities the participants will take
educate to achieve CP?
ÿ What alternative ways of learning can students use?
reach CP?
ÿ What material will be studied? How vast? How deep?
ÿ How to assess the CP achievement of each phase?
Some teachers can understand CP easily, but based on monitoring and evaluation by the
Ministry of Education and Culture, for some teachers CP is difficult to understand. Therefore,
there are two things that need attention:
1. Learn CP with other educators in a learning community. Through the process of

discussion, exchanging ideas, checking understanding, and various ideas, educators
can learn and develop their competencies more effectively, including in efforts to
understand CP.
2. In the attachment to the Ministerial Decree regarding the Independent Curriculum, it
is stated that educators are not obliged to create a flow of learning objectives, one of
which is because preparing this flow requires a deep understanding of CP and
student development. Therefore, educators can gradually increase their capacity
to continue learning to understand CP so that they can later design their own
learning goals.
23

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BOARD OF EDUCATIONAL STANDARDS, CURRICULUM, AND ASSESSMENT

Subject Learning Outcomes

About English Learning Achievements

Table 1. Division of English Subject Phases

Phase Classes and Levels in General

A Class I – II SD/MI/Program Package A

B Class III – IV SD/MI/Program Package A

C Classes V – VI SD/MI/Package A Program

D Class VII – IX SMP/MTs/Package B Program

E Class X SMA/SMK/MA/MAK/Package C Program

F Classes XI – XII SMA/SMK/MA/MAK/Package C Program

without intellectual barriers using this regular CP by applying the principles of

The government determines Learning Outcomes (CP) as targeted competencies.

Understand Formulate Arranging the flow Designing

Figure 1. Learning and Assessment Design Process

Understanding CP is the first step in planning learning and assessment (see

To be able to understand CP, educators need to read the CP document in its

English Subject Rationale

English learning is focused on strengthening the ability to use English in

ÿ maintain interaction and convey something desired, deep

ÿ maintain communication even if there are occasional gaps.

1. Building Knowledge of the Field (BKOF): Teachers build knowledge or

English subjects at the Primary and Secondary Education levels (SD/MI/Package

or extracurricular activities involving the community, school committee, student

After reading the Subject Rationale section, can you understand

English Subject Objectives

1. Develop communicative competence in English with various multimodal

4. Develop critical and creative reasoning skills.

Characteristics of English Subjects

3. The learning process focuses on students (learner-centred) (Tyler, 1949,

4. General English learning focuses on students' language skills according to the

Listen The ability to understand information, give

Read The ability to understand, use and reflect on texts

Viewing Ability to understand, use and reflect on visual text

Speak The ability to convey ideas, thoughts and feelings

Write The ability to convey, communicate ideas, express

Presenting The ability to present ideas eloquently, accurately, responsibly in a

In Phase B, learning focuses on spoken English skills, but written language is

In Phase C, at the final level (SD/MI/Program Package A), learning focuses on

In general English learning in Phase D (SMP/MTs/Package B Program), learning

In general English learning in Phases E and F (SMA/MA/Package C Program), English

What competencies and/or essential materials do students continuously learn

Learning Outcomes for Each English Subject

Learning Outcomes are delivered in two forms, namely (1) a

• What competencies must students achieve in each

How can these competencies be achieved?

Learning Outcomes of Each Phase

ÿ Phase A (Generally for classes I and II SD/MI/Package A Program)

ÿ Phase B (Generally for classes III and IV SD/MI/Program Package A)

ÿ Phase C (Generally for classes V and VI SD/MI/Package A Program)

ÿ Phase D (Generally for classes VII, VIII and IX SMP/MTs/Program

ÿ Phase E (Generally for class X SMA/MA/SMK/MAK/Program

Implicit inference skills when understanding information, in English begin to develop.

ÿ Phase F (Generally for classes XI and XII SMA/MA/SMK/MAK/

Learning Outcomes of Each Phase Based on Elements

• Are there elements that are not achieved in a phase, or

After reading CP, can you understand:

Some examples of reflective questions that can be used to guide teachers in

ÿ What key words are important in CP?

ÿ The extent to which I can identify the competencies expected in

ÿ What support do I need to understand CP better? Why?

ÿ How will students achieve the achievements in this phase?