| Chinese language teaching has been applied to many Indonesia formal schools more thana decade, and overall has made a good progress and continuation—the emergence of variouskinds of teaching materials, the development of teachers, the research of teaching methods,etc. However, Chinese language teaching in junior high school still face many problems, suchas an ineffective teaching and the low enthusiasm of students learning Chinese.In2007, the writer has once observed the condition of Chinese language teaching inTrimulia Christian Junior High School Bandung, the result is87%the students think thatlearning Chinese is necessary;9.7%the students think the present Chinese language class isinteresting; and57.8%they think it ordinary;14.9%they find it boring;16.9%dislikeChinese language class. Interviewing some teacher finds out that the teaching material is rareconversation part and too childish for junior high school.Juvenile is critical period to mature, while teacher is the key factor to stimulate students’interest in learning Chinese language. How to get a specific teaching method is what everyteacher has to be concerned about. Different countries, different age, different levels of learnerhave different requirements. Moreover, the difference of school system, teaching objectives,religious beliefs can affect the course arrangements, lesson plan and teaching progress. Theobject of study is Indonesia junior high school, because teaching Chinese for the student inthis stage is the most difficult and the most challenging. As a teacher, we neither can treatthem like children in primary school nor like senior high school student or even highereducation student. And junior high school student cannot accept is this kind of "naive"education.Chinese pronunciation, grammar and characters have more differences than Indonesia’s,and these two languages’ vocabulary is not able to do one-to-one correspondence, so thismake Indonesia learners facing difficulties in learning Chinese. Learning the second languageunder its proper environment will trigger learners to master the language faster and better. Inaddition, the amount of knowledge acquirement learning Chinese in formal school is less thanin special language training course. Besides, psychologically there is a big difference inteaching objects as well.The Indonesia education system is based on Bloom’s taxonomy in classification oflearning objectives. This main feature of this theory is setting up teaching objectives fromstudent’s perspectives. It divides teaching objectives into three domains: cognitive domain,affective domain, and psychomotor domain. Considering the development of junior highschool students’ physics, mental and intellectual aspects; the writer implements this Bloom’stheory to design syllabus, related to teacher’s professional works, at the same time write theteaching course based on the syllabus.This thesis is the result of two-year teaching practice and research, elaborates therelationship between the education system of Indonesia formal school and Bloom’s taxonomyin classification of learning objectives. Bloom’s taxonomy has offered a broader target rangefor teaching, in order to teacher can apply various teaching styles, teaching method, teachingactivity and examination model.Therefore, based on student-centered teaching method, this thesis will combine the basic theory of Indonesian National Education system—Bloom’s taxonomy with Chinese languageteaching, and analyze the teaching objectives from students’ perspectives, in order to providea brand new framework for teachers in writing syllabus and create a more specific and moreeffective Chinese language teaching in Indonesia junior high school. |
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