Screenshot taken from Soul Eater Season 1. Hello folks! Today I would like to post a part of group assignments I’ve got during a c...

Thematic Approach



Screenshot taken from Soul Eater Season 1.
Hello folks! Today I would like to post a part of group assignments I’ve got during a class related to the Thematic Approach which would be implemented in Curriculum of Indonesian Education 2013. The other members of the group were Azhari Muhlis, Aulia Arifaturrochmah, Nurqonaah, and Nizar Ibnus. So here are our discussion result:

The Definition of Thematic Approach
Thematic approach is an approach to learning which is in a form of integrated teaching and learning involving a theme to relate several subjects in order to give the students meaningful experiences in learning.

Who, When, Where, and How
Generally, there are several steps to implement the theme-based learning. They are:

1.  Choose a theme: Unless the National Guidelines specify which themes to be used, the teachers can discuss and define the theme for their teaching. This is based the interests,needs, and development of the students

2.    Planning: In this step, the teachers make deadlines to specify the objectives, strategies, and evalutaion to be used in their teaching.

3.    Process: This is where the plan is pot into action in the classroom. This process is flexible. It means that it may undergo several changes in line with the students’ interests.

4. Evaluation: The teachers evaluate how far the students progress with the applied theme-based learning.

Challenges
One of the biggest challenges in implementing the thematic approach is that this approach is still new in language teaching and learning. There have not been enough textbooks available for both the teachers and learners to use. The teachers have to struggle to develop their own materials using this approach.

The other challenge is related to the common habit of many teachers. They have got used to the previous approach in a very rigid and detailed English curriculum. In other words, they have to adjust thier ways of teaching based on this approach.

Another challenge worth mentioning concerns the regional or local examination and, especially in Indonesia, the National Examination. These examinations are still oriented towards the previous curriculum mainly stressing the linguistic competence of the learners (i.e. their knowledge of grammar and vocabulary).

References