This writing deals with the teaching of English for Indonesian Senior High Schools covering a span of 63 years from post independence in 1945 right through to 2008. The country has already implemented nine curricula known as the 1950 curriculum, 1958, 1962, 1968, 1975, 1984, 1994, 2004 and the current one being the 2006 curriculum (Bire, 2003; 2007).
When Indonesia first took control of its own education system in 1945, almost all study programs at every level were Dutch oriented. It took five years before Indonesia managed to develop its own educational orientation. Interestingly enough, Indonesia people throughout the archipelago speak and understand English rather than Dutch despite the reality that the nation was colonized by the Dutch for 350 years.
The pertinent question in this writing is whether or not there is a case of mismatch in terms of objective and outcome of teaching/learning English as a foreign language in Indonesia. The investigative question is applicable to all the implemented curricula from the 1950 curriculum right through to the 2004 curriculum. The current curriculum, 2006, is excluded in the discussion in this paper because of its current status of being implemented and will continue to be in operation until 2009/2010 academic year (BNSP, 2006:iii).
The materials highlighted are those designed for SMA in relation to: the objective of TEFL, the content of English being taught as a foreign language, methods of TEFL as well as the evaluation recommended in the curricula. The final examination conducted in May 2008 marks the end of the implementation 2004 curriculum.
Name : Jos Bire
Source : https://media.neliti.com/media/publications/229552-none-b1e8d819.pdf