PENJELASAN CP TERBARU BAHASA INGGRIS

Summary

This video provides an in-depth discussion on the newly introduced CP (Curriculum and Assessment Standards) for English language education, based on the 2024 regulations. It highlights the key changes, such as the revocation of previous CPs and the introduction of a more reflective approach to teaching English. The new CP emphasizes integrating six language skills (listening, speaking, reading, writing, viewing, and presenting) through a text-based approach, aligned with the CEFR. It encourages teachers to assess their current teaching plans and adapt them accordingly to support students' language proficiency and intercultural competence, ensuring the alignment with Indonesian culture and global communication needs.

Takeaways

• 😀 The new CP (Curriculum Program) for English language teaching in Indonesia is based on the 2024 regulation (Kemendikbud No. 032/2024), which replaces previous CPs.
• 😀 The CP emphasizes the importance of reflecting on the rationale, objectives, characteristics, and elements of the curriculum before applying it in lesson planning.
• 😀 The rationale for English language learning focuses on enabling students to communicate globally, gaining knowledge and understanding of various cultures, particularly Indonesia's culture.
• 😀 English language learning targets six integrated language skills: listening, speaking, reading, viewing, writing, and presenting, all based on the Common European Framework of Reference for Languages (CEFR).
• 😀 For Phase D (B1 level in CEFR), students should be able to articulate clear thoughts, engage in interactions, and maintain communication even if there are occasional pauses.
• 😀 The CP promotes a text-based approach (Zangra-based), which focuses on using various texts (oral, written, visual, and multimodal) to facilitate learning.
• 😀 The CP outlines four stages in the text-based approach: Building background knowledge, modeling the text, collaborative construction of text, and independent construction of text.
• 😀 Other approaches such as communicative and cooperative learning can also be integrated with the text-based approach to suit language learning needs.
• 😀 The CP aligns with the Pancasila Student Profile (P3), supporting character development like cooperation, responsibility, and critical thinking.
• 😀 English learning in Phase B (starting from grade 3 in primary school) will emphasize oral skills, focusing on fun, interactive speaking activities to build confidence before focusing on writing.

Q & A

What is the main focus of the new CP (Curriculum and Pedagogy) for English language learning?

The main focus of the new CP is to prepare students to communicate with the global community from diverse cultural backgrounds while strengthening their understanding of Indonesian culture. It also emphasizes developing skills in listening, speaking, reading, writing, and presenting in an integrated manner.

How does the new CP address the teaching of English as a global language?

The new CP emphasizes giving students the opportunity to communicate with people from different cultural backgrounds, gaining knowledge and learning behaviors that are essential for living in a diverse world. It also highlights how learning English should foster an understanding of Indonesian culture when interacting with the global community.

What are the six language skills emphasized in the new CP for English?

The six language skills emphasized are listening, speaking, reading, writing, viewing, and presenting, which are taught in an integrated approach using various types of texts, both oral and written.

What does the new CP say about the relationship between language skills and the Common European Framework of Reference for Languages (CEFR)?

The new CP aligns with the CEFR, specifically with the B1 level for Phase D. This level focuses on students being able to interact and express ideas in various contexts clearly, maintain communication, and express thoughts comprehensively, even if there are occasional pauses.

What is the 'text-based approach' (Zangra-based approach) mentioned in the new CP, and how is it applied in language teaching?

The text-based approach focuses on teaching through various types of texts, including written, spoken, visual, and multimodal. It involves stages such as building background knowledge, modeling the text, co-constructing texts with students, and allowing independent text creation by students.

What role does cultural understanding play in the teaching of English according to the new CP?

Cultural understanding is crucial in the new CP. It highlights how learning English not only allows students to engage with other cultures but also strengthens their identity and appreciation for Indonesian culture, as well as encouraging global cultural appreciation.

How does the new CP suggest handling the complexity of language texts in teaching?

The new CP suggests that teachers should consider the difficulty and complexity of texts when designing learning materials. Teachers need to ensure that the texts used are appropriate for the students' language proficiency and gradually increase in complexity.

How are the 'productive' and 'receptive' skills differentiated in the CP?

Receptive skills (listening, reading, viewing) involve receiving and understanding information, while productive skills (speaking, writing, presenting) focus on producing language. These skills are taught in an integrated manner, where receptive skills often precede productive skills, especially in speaking.

What changes in the CP have implications for teaching English at the elementary school level (SD)?

The new CP mandates that English will become a compulsory subject starting in 2026 at SD (elementary school), particularly in grades 3 and above. The focus at these levels is primarily on oral communication, as many students will be exposed to English for the first time.

What impact does the new CP have on assessment in English language learning?

Assessment in the new CP should reflect the goals set in the teaching plan (TP). It involves evaluating whether students can effectively produce and present language in both written and oral forms. Assessments should be aligned with the skills and competencies outlined in the CP, and formative feedback should guide student progress.