There are four major points to be critically investigated in the discussion about the ‘how’ English language being taught as a foreign language in high schools in Indonesia (SMA).
They are objective, contents, methods and evaluation.
Each individual teacher is advised to follow the sequential order of topical materials laid out in the curriculum and to match each subtopics of the lesson plan with his/her specific defined objective and or interest.
The curriculum materials were described as follows: Methods: The teaching of English as a foreign language using the 1975 curriculum follows the ‘Eclectic approach’, with special emphasis on the improving of the efficiency of teaching learning process (Rudiyanto, 1988: 52).
The objective outcome of the TEFL within these curricula as deduced from teaching/learning materials in the said curricula is to enhance reading skills.
The enhancement of reading skills as intended in these curricula is to help Indonesian students to be able to read books written in English language.
Objective: English as a foreign language taught within the context of Indonesian education system in 19 were stated in the 19 curricula (Bire, 1996).
All departments are required to use the materials made available as laid out in the text books (Bire, 193).
Contents: The old curricula, the 1950 and the 1958, consisted of teaching materials which are basically lessons on English grammar.
Teachers of English language throughout the country have freedom to develop their own lesson plans on the basis of items listed in the curricula.
However, they were faced with difficulties at the end of academic year because materials for final examination was based on structure and reading oriented.
Objective: The fundamental aim of teaching English as a foreign language in high schools in Indonesia as clearly stated in the 1975 curriculum itself is to enhance students’ reading ability (Depdikbud, b 1975).