SECOND LANGUAGE ACQUISITION
COMMUNICATIVE COMPETENCE (KTSP)
for the Teaching of English as A Foreign
Language
Mujiono
0853042026
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2012
I. INTRODUCTION
The curriculum in Indonesia has been
changing and developing overtime. So far, as stated by Hartoyo (2011) in
his handout about Curriculum and Material Development in English Language
Teaching, Indonesia 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. The 2006 curriculum is also known as the “Kurikulum Tingkat
Satuan Pendidikan (KTSP) or School-Based Curriculum (SBC)”. The KTSP is
designed in order that every school can develop the teaching and learning
process according to the student’s character and the situation of school. As a
result, the teacher can develop his methods and techniques in the teaching and
learning process and increase the students’ competencies too. The successful of
the implementation of KTSP may rely on some factors. These factors include a
complete readiness of the teacher’s language proficiency, the teacher’s
language teaching, and the teacher’s ability to media or tools in the teaching
and learning process. If those factors are fulfilled, the main goal of the
implementation of KTSP which is to develop students’ competencies will be
achieved.
However, based on the research
conducted by Directorate General of Teacher Quality Improvement (Dirjen PMPTK),
Ministry of National Education on the School-Based Curriculum (KTSP) implementation
in schools in Central Java year 2010, it was found that there were a number of
obstacles in the implementation of KTSP. They are : (1) the insufficient number
of media and instructional aids to support the implementation of KTSP; (2)
teachers do not sufficiently and thoroughly understand KTSP; (3) insufficient
numbers of workshops, guidance, and reference in developing KTSP; (4)
insufficient time allocation and students’ study load; (5) too many variations
of materials given by trainers in KTSP training; (6) training for teachers in
rural areas need to be intensified (Hartoyo, 2011).
Based on the research findings
above, I am interested in doing an observation and interview at SMPN 102
Jakarta to find out whether the problems on the implementation of KTSP also
occur there. If yes, what strategies and solutions the school takes to overcome
those problems. The school is chosen due to practical reasons–it is located in
my neighborhood and I happen to have graduated from that school which makes me
easier in doing the observation and interview to get the information needed for
this report.
The term curriculum can refer to a
variety of things, including the courses taught in a school. or a program, the document that
list the courses taught, a set of teaching materials that are organized in some
sequences of framework, or a framework for selecting and organizing learning
experiences. (Howel and Wolet, 2005:5).
The word “curriculum” stems from
Latin and refers to the course of deeds and experiences through which children
grow to become mature adults. Most of the time a curriculum has a prescriptive
character, and is based on general guidelines, which specifies what topics must
be understood and to what level participants need to achieve a particular grade
or standard.
The guidelines for a curriculum may be partly
or entirely determined by an external, authoritative body.
Firman (2008) described in his
article the development of the curriculum in Indonesia. He stated that since
2006, when Law No. 20/2003 on the National Education System was implemented,
the centralized curriculum was gradually changed by a decentralized school
level curricula.
The Act defines curriculum as a set
of plan with regard to the objectives, content, and learning materials as well
as the methods employed as guideline in conducting learning activities in order
to achieve the goal of a certain education.
Before 2006, education in Indonesia
was determined by the National Education Ministry. Now local school
communities, of course in accordance with the national standard and guidelines
and under the supervision of the local government, are responsible for
designing the curriculum for their own schools.
Thus schools are given the freedom to develop
and implement a curriculum that is relevant to the needs of their specific
pupils or students. The general model of this school-level curriculum, which
was being developed, was quite similar to the one that was being implemented
before 2006. This means that most schools develop their own curriculum by
referring to national standards.
However, there are also (private and
independent) schools in Indonesia that have chosen a different course. These
schools have started to develop their own school-based curriculum, sometimes by
adopting (parts of) another national curriculum. Popular are (parts of) the
Singapore, Australian or UK curriculum. Some schools have chosen to change the
language of tuition to English or opt to teach lessons in two languages, with
the result of a bilingual school. The starting point for these developments is
to improve educational standards and quality in their school, with hopefully
the effect of a higher enrollment of students. More students mean more money,
which generally should benefit the quality of the school.
Of course, decentralizing the educational
system and allowing schools in this big country, in accordance with the
national standard and its guidelines, to develop their own curriculum is a
positive move. However, the change of the role of schools from curriculum implementer
to curriculum developer has proven to puzzle and confuse schools. Of course,
there are schools that have the money and the professional capacity to analyze
the conditions and needs of their students and combine this positively and
effectively with (elements of) international curricula.
These schools have been able to implement the
right mix of international and national based courses and so improve the
quality of the learning. Nevertheless, there are a lot of Indonesian schools
struggling with this development, because the people responsible for
implementing and developing this school-based curriculum, lack the
professionalism to take on this complicated task.
Explicit in the regulation is the
government commitment to improve the nation’s literacy level because literacy
is the key to learning any other subjects, and language education is supposed
to deliver the big expectations. Implicit in the regulations is the expectation
that language education, including English education, is expected to develop
communicative competence or the ability to communicate in spoken or written
language so that learners will possess the so called social skills.
Over the past few decades, many
pedagogical approaches to teaching foreign languages have been developed to increase
students’ success in language learning. A succession of teaching approaches has
followed the traditional grammar translation approach, some examples being the
audio lingual method and communicative language teaching. These innovations
reflect the need to develop pedagogical knowledge for better results in
language education. This phenomenon is also the case with the educational
system in Indonesia.
To improve the outcomes of education
in Indonesia, the Ministry of National Education has decided to bring in a new
curriculum in all subject areas, including English. In 2004 The 2004 English
language curriculum and its follow up, the curriculum of 2006, the Ministry of
National Education introduced a new curriculum which introduced a new approach
for teaching English that is the genre-based approach it is suggested that the
teaching of English as a foreign language in Indonesia should be text-based.
The genre-based approach can be
defined as an approach to teaching language using different types of text. It
was initially developed in Australia (Kongpetch, 2006) and it has been noted
that “Australia is the place in which practitioners have been most successful
in applying genre theory and research to pedagogy” (Johns, 2002, p. 5). The
results show that this approach gives good results in developing the literary
skills of primary school students, and those of disadvantaged school students
in Australia (Thwaite, 2006; Christie, 1993; Callaghan, Knapp and Noble, 1993).
In the Indonesian context, there is a lack of literature regarding the
rationale of the Indonesian government’s decision to introduce this approach
for teaching English in Indonesian Schools. Therefore, it is my assumption that
it was the Australian success in developing this approach for effective
language teaching in its schools that has triggered the Indonesian government’s
decision to implement this approach in Indonesian educational contexts,
specifically in Indonesia’s secondary school English language curriculum.
Teachers are encouraged to use
different kinds of texts, such as narratives, descriptive and expository texts,
in their teaching practice to develop students’ communicative competence,
including linguistic, sociolinguistic, strategic and discourse competence
(Depdiknas, 2003a, 2003b).
The genre-based approach, being the
current approach for EFL teaching in Indonesia, was initially introduced in the
2004 curriculum. By the year 2006, the 2004 curriculum was modified and changed
to the Kurikulum Tingkat Satuan Pendidikan (KTSP) (translated as the
multi-tiered education curriculum) but still advocating the genre-based
approach to teaching English in Indonesian schools.
The 2004 curriculum and the KTSP recommend the
introduction of at least five different types of text: recount, narrative,
procedure, descriptive and report genres, to develop junior high school
students’ English language skills. For senior high school, the curriculum
recommends twelve types of text: recount, narrative, procedural, descriptive,
report, news items, analytical exposition, persuasive exposition, spoof,
explanation, discussion and review (Depdiknas, 2006b).
By using the abovementioned types of text,
students are expected to gain certain target competences. For example, the
target competence of listening for junior secondary school students is to
understand and comprehend the meaning of narrative, recount, procedural,
descriptive and report genre in the form of spoken texts, interpersonal and
transactional interactions, and formal and informal situations, all of which
are in the context of everyday communication (Depdiknas, 2006b).
Since the curriculum only determines the
target competence through the teaching of several kinds of texts, it can be
said that the curriculum offers much flexibility for teachers in their
classroom practice. However, the curriculum also suggests that teachers
practice the ‘curriculum cycle’ that consists of four stages of learning in the
classroom. The four stages consist of building students’ knowledge of the
field, modelling the text, joint construction of text and independent
construction of text. The genre approach and the curriculum cycle as the
recommended instructional approach for teaching EFL in Indonesian schools are
discussed in more detail in the following paragraphs of discussion.
Review on Curriculum and Material
Development
The history of curriculum
development in language teaching starts with the notion of syllabus design.
Syllabus design is one aspect of curriculum development but is not identical
with it. A syllabus is a specification of the content of a course of
instruction and lists what will be taught and tested. Thus the syllabus for a
speaking course might specify the kinds of oral skills that will be taught and
practiced during the course, the functions, topics, or other aspect of
conversation that will be taught, and the order in which they will appear in
the course. Syllabus design is the process of developing a syllabus. Curriculum
development is a more comprehensive process than syllabus design. It includes
the processes that are used to determine the needs of a group of learners, to
develop aims or objectives for a program to address those needs, to determine
an appropriate syllabus, course structure, teaching methods, and materials, and
to carry out an evaluation of the language program that results from these
processes. Curriculum development in language teaching as we know it today
really began in the 1960s, though issues of syllabus design emerged as a major
factor in language teaching much earlier.
If we look back at the history of
language teaching throughout the twentieth century, much of the impetus for
changes in approaches to language teaching came about from changes in teaching
methods. The method concept in teaching – the notion of a systematic set of
teaching practices based on a particular theory of language and language
learning – is a powerful one and the quest for better methods has been a
preoccupation of many teachers and applied linguists since the beginning of the
twentieth century. Many methods have come and gone in the last 100 years in
pursuit of the “best method” as the following chronology illustrates, with
dates suggesting periods of greatest dominance:
Grammar Translation Method (1800 –
1900)
Direct Method (1890 – 1930)
Structural Method (1930 – 1960)
Reading Method (1920 – 1950)
Audio-lingual Method (1950 – 1970)
Situational Method (1950 – 1970)
Communicative Approach (1970 –
present)
II. THEORETICAL ASSUMPTION
A. The Definition of Curriculum and the
KTSP
The word “curriculum” is defined in
various ways by experts but they have the common meaning. Some of those
definitions as quoted by Hartoyo (2011:9-10) from several sources are as
follows:
1) The term curriculum covers all
the arrangements the school makes for the students’ learning and development.
It includes the content of courses, student activities, teaching approaches,
and the way in which teachers and classes are organized. It also includes
decisions of the need for the use of facilities. (Murdoch and Hornsby, 1997:138
in Australian Ministry of Education, 1998:8).
2) The term curriculum can refer to
a variety of things, including the courses taught in a school, or a program,
the documents that list the courses taught, a set of teaching materials that
are organized in some sequence of framework, or a framework for selecting and
organizing learning experiences. (Howel and Wolet, 2000:5).
3) Curriculum is an educational
program in which it is: (a) the educational purpose of the program (the ends);
(b) the content, teaching procedures and learning experiences which will be
necessary to achieve this purpose (the means); (c) some means for assessing
whether or not the educational ends have been achieved. (Richards, et.al
(1985:70).
Brown (1995:19) defines curriculum
as a series of activities that contribute to the growth of consensus among
the staff, faculty, administration, and students. This series of curriculum
activities will provide a framework that helps teachers to accomplish whatever
combination of teaching activities is most suitable in their professional
judgment for a given situation, that is, a framework that helps the students to
learn as efficiently and effectively as possible in the given situation.
The National Education System Act
(No 20/2003) provides legal framework of curriculum implemented in Indonesia.
The Act defines curriculum as a set of plan with regard to the objectives,
content, and learning materials as well as the methods employed as guideline in
conducting learning activities in order to achieve the goal of a certain
education. (Dharma, 2008:2).
Based on the definitions of the
curriculum above, it can be stated that curriculum is the guidance
for the teacher in determining his ways or strategies in doing the teaching and
learning process and it is also the guidance for the students in achieving what
they expect in their learning process.
In Indonesia, as mentioned in the
previous part, has implemented a number of curricula. The latest one is the
2004 curriculum which was then modified and changed in 2006 to the Kurikulum
Tingkat Satuan Pendidikan (KTSP) or School-Based Curriculum (SBC).
KTSP (Kurikulum Tingkat Satuan
Pendidikan) or School-Based Curriculum (SBC) is an operational curriculum
that is designed and implemented at each educational institution (school).
Based on the Minister of National Education Regulation (Permendiknas) number 24
year 2006, there are a number of components covered in School-Based Curriculum
(KTSP), such as: (1) the objectives of education institution; (2) the structure
and content of School-Based Curriculum (KTSP); and (3) academic calendar.
Hartoyo (2011) cites that basically
the 2006 curriculum (KTSP) is developed from standard of content by schools
based on their context and potentiality. Thus, each school has a different way
in performing KTSP. The KTSP of one school should not be the same as other
schools even if it has the same study program because each school has different
characteristics. Although KTSP varies between one and other schools, government
gives some regulations stated in Governmental Regulation (PP) No.19, 2005
concerning National Standard of Education (SNP) on May 16, 2005 such as
standard of content and standard of competence of graduate.
He further explains that English as
stated in standard of content (PERMENDIKNAS No.22, 2006) is learned at
elementary two hours in a week (as local content [MULOK] for classes IV, V, and
VI), at junior and senior high schools four hours in a week except for language
program in SMA-five hours in a week.
Mulyasa (2006:45) states that the
standard of content for each primary and secondary education involves the
minimum materials and the competence level to achieve the minimum graduate’s
competence at certain kind and level of education.
According to the Education National
Standard Board (BSNP) the standard of competence of graduate is the
qualification of graduates which involves the aptitude, knowledge, and the skills
which are stated on the basis of decree No. 23, 2006. This means that the
standard of competence of graduate is the guidance to determine the graduation
of the student, which is suspended on how the student can master each
competency of the study: the cognitive, affective, and psychomotor side of the
student.
The characteristics of Curriculum
2006 are :
1. Emphasizing the attainment of the
students’ competence individually and classically;
2. Orienting toward learning
outcomes, and diversity;
3. Using genre approaches in the
learning process and greatly is influenced with Systematic Functional Grammar
of Halliday (1987);
4. Accepting any other educative
learning sources besides teachers;
5. Emphasizing its evaluation on the
learning process and outcomes in acquiring or attaining a certain competence;
6. using special terms such as Standar
Kompetensi (Standard of Competence) refers to a minimum statement covering
knowledge, skills, attitudes, and values which are reflected in the way of
thinking and acting after students learned and finished one of the four
language skills (listening, speaking, reading, and writing); Kompetensi
Dasar (Basic Competence) refers to a minimum statement covering knowledge,
skills, attitudes, and values which are reflected in the way of thinking and
acting after students learned and finished one of the four language skills
(listening, speaking, reading, and writing); Indikator (Achievement
Indicators) refers to a specific basic competence that can be taken as a
standard to assess the attainment of a learning process; Materi Pokok
(Core Materials) refers to materials or lessons that students have to learn in
a learning process. (Hartoyo: 2011)
B. The Implementation of KTSP
The implementation of curriculum is
the actualization of written curriculum in the learning form which consists of
program development, learning implementation, and the evaluation.
Kusnandar (2007) states that the
implementation of KTSP is a process of applying the idea, concept, and policy
of the curriculum in the learning activity so the students can master some
competencies.
This suggests that the
implementation of KTSP is a process which needs some of teacher’s roles in the
teaching and learning process. The teacher is not only responsible for teaching
in the classroom but also able to manage the class administration. He is
supposed to develop the annual program, the semester program, the daily
program, the remedial program, etc.
C. KTSP or School-Based Curriculum
Hartoyo (2011) in his hand out
stated that English Language Teaching in junior high school is aimed at
enabling students to reach functional level in a sense that they can
communicate in spoken and written way to solve daily problems.
He further explains that the
purposes of English language teaching in junior high school are: 1) developing
communicative competence in spoken and written language to reach functional
literacy; 2) generating awareness about the nature and importance of English to
improve nation’s competitiveness in global society; and 3) developing students’
understanding about the relationship between language and culture.
The scopes of English language
teaching in junior high school are: 1) discourse competence or ability to
understand and/or produce spoken text and/or written text which is integrated
comprehensively in four skills, such as listening, speaking, reading, and
writing to reach functional literacy level; 2) the ability to understand and
create various short functional texts, monologues as well as essay in a form of
procedure, descriptive, recount, narrative, and report. Variations in teaching
materials are found in the use of certain vocabulary, grammar, and rhetoric
devices; 3) supporting competencies included are: linguistic competence
(ability to use grammar, vocabulary, pronunciation, and writing arrangement),
socio-cultural competence (ability to use speech and language act appropriately
in various context of communication), strategic competence (ability to overcome
problems in communication to ensure the process of communication), and
discourse competence (ability to use discourse instruments).
III. METHOD
1. Methode
1. Create
a relaxed atmosphere in the classroom
2. Encourage communication and do not stress correctness
3. Maximize peer interaction
4. Teach the language, not about the language
5. Use authentic language, not artificial classroom language
6. Be versatile and creative in your activities
A
language-learning curriculum can be based on many different criteria, but the
most common historically, by far, has been a grammar-based curriculum. Most
foreign-language programs feature grammatical material as most important.
Unfortunately, most students coming out of such programs have shown
disappointingly low levels of language skill, and an equally disappointing lack
of interest in further language study.
The vast
majority of language-learning researchers today believe that grammar is not the
most logical basis on which to organize an effective language-learning program.
Now, several other kinds of curricula are available for foreign-language
programs, including a competency-based curriculum. For Peace Corps programs, a
competency-based curriculum may be the most effective.
Competency-based
programs consider the goal of learning a foreign language to be the ability to
communicate effectively in that language - in other words, to do the same kinds
of things in the foreign language that we learn to do in our native language.
This idea, of course, is perfectly suited to the language training environment
in which you are working, because the Trainee, indeed, will need to perform a
wide variety of language behaviors in her new environment. Competencies are the
repertoire of verbal and associated behavior that a person needs to perform the
tasks of daily life. A competency is the successful performance of a set of
behaviors.
IV.
ANALYSIS AND RESULT
The teacher’s
comprehension about KTSP and the implementation of KTSP in teaching English
English teachers know about KTSP
because they have followed the training on KTSP. From the training they got the
information on how to develop the English syllabus, the lesson plan, and how to
create an effective teaching and learning process in class. In the beginning of
the school year, they have to make the “Perangkat Pembelajaran” which
consists of six components: a) Kalender Pendidikan (Academic Calendar);
b) Alokasi Waktu (Time Allocation); c) Program Tahunan (Annual
Program); d) Program Semester (Semester Program); e) Rencana
Pelaksanaan Pembelajaran (Lesson Plan); (f) Silabus (Syllabus). They
are expected to use the “Perangkat Pembelajaran” as their guidance in
teaching. This means that they had developed the English syllabus and the
lesson plan for a year. In developing the English syllabus, the teachers
determined the materials, the learning activities, the evaluation, the time
allocation, and the source of learning which were adjusted with the Standard
Competency and the Basic Competence. This Standard Competency and the Basic
Competence include the competencies which should be mastered by the students in
every level. In developing the lesson plan, the teachers tried to determine the
indicator which described the teacher’s guide to fulfill the Competency
Standard, the goal of learning, the material, the method, the learning steps,
the source of learning, and the evaluation.
However, in practice, they obviously
did not implement it as they are supposed to. They did not develop the teaching
method and techniques in the English teaching and learning process. The
teaching was still directed to the “teacher-centered” and it made the students
to be incompetent in English skills.since they will have to take the National
Examination, most sessions are used for doing written exercises and discussing
the answers.
The teachers used both English and
Indonesian in class as the medium of instruction.
1. The materials and time allocation
English is given four hours a week
and each hour lasts for 45 minutes. With this time allocation, teachers feel
that the time is very limited. This condition makes them quite hard to teach
integrated English skills and develop the students’ competencies. Furthermore,
the existence of the National Examination demands the students to master
English well in order to get the minimum standard score. To overcome this
problem, what Ms YR did was selecting the units/activities in the textbook
which she thought important to be taught to students. So, she did not use all
the lessons/activities in the textbook to teach in the class. She also said
that she never used the LKS (workbook) simply because she did not have time for
it and she thought that it was not helpful either.
Another solution concerning the time
allocation in learning English could be by having extra-curricular English
Program to provide more exposure to learn English, and as a result, it may be
able to develop the students’ English.
2. The facilities
To facilitate the students’ learning
activities, the school provided a laboratory which is equipped with sets of
computers available for twenty students. Based on Ms YR’s explanation, the
laboratory is used for giving the students exposures on English and improving
their listening skills. Each class will have the turn to use the laboratory
once a week. The school hired an English tutor from outside to teach in the
laboratory. The lessons/language points given in the laboratory were made by
the tutor and according to Ms YR, those lessons should be in line with the
objectives that she had made in the syllabus. In class, teachers never used
tape players for teaching listening even though it was written in the “Perangkat
Pembelajaran”. So, instead of listening to the cassettes, the students were
listening to their teacher reading the texts/dialogues. She argued that it was
not necessary to use the tape players in class because in the national
examination, the format of the listening test is written.
When asked whether teaching aids
like pictures or realties were used in teaching, Ms YR said that she never used
them. So, when explaining the meaning of the new words (vocabularies), she said
that she tried to describe them first, then finally translate if students still
could not get what she meant.
There are some advantages that I got
by doing this observation and interview. I can get more information about KTSP
and its implementation in school. I can also get the information on the
problems faced by the English teachers in implementing the KTSP due to some
limitations, such as the teacher’s competence, motivation, and effort in
teaching and designing a good lesson plan as well as creating an effective
teaching and learning process in class, school’s facilities, teaching
materials, and time allocation. Theoretically it is possible to implement the
KTSP well, but practically it is far from perfect.
Obviously, the English teachers at really
comprehended that KTSP had important roles in the English teaching and learning
process since it made the teachers determine and develop the methods and
techniques in their teaching activities. However, they still used the ‘old way
teaching’ like the ‘teacher-centered’ on the teaching and learning activity and
they did not apply what was stated on the context of KTSP. These facts might be
contradictory between the written curriculum and the curriculum practice
(between theory and practice). One reason would be that the teachers understood
that good concept for teaching and learning process, but they did not really
know how to implement it in the classroom activities. Another reason would be
that they did not have enough effort to implement it. So, here the curriculum
did not function as it was supposed to—as the guidance for the teacher in doing
the teaching and learning process in class.
Based on the KTSP, the teacher
should prepare the teaching and learning activities which can make the students
motivated, inspired, and challenged to learn English so the students would get
what they really need according to their talent and interest. The teacher
should have used the teaching aids and the teaching techniques that are
suitable for the condition of the students so that the learning objectives can
be achieved. As stated by Brown (1995:19) this series of curriculum activities
will provide a framework that helps the students to learn as efficiently and
effectively as possible in the given situation.
In teaching English, there are four
skills that have to be included—listening, speaking, reading, and writing.
These skills should be taught integratedly by teachers to improve the students’
English competencies.
V. CONCLUSION
The implementation of KTSP in teaching
English at school has run quite well. The school has developed the KTSP and has
also prepared the facility to anticipate the implementation of KTSP especially
in teaching English, like the laboratory. Besides, the school has been exposed
the study of KTSP to the teachers by sending the teachers to the training of
KTSP which was held by the government (Pusat Kurikulum). However, there
are so many problems that arose in the implementation of KTSP in teaching
English at students. They are among others the teachers’ preparation in the
teaching and learning process, the teachers’ effort in executing the lesson
plan in the class, the teachers’ conduct in teaching integrated English skills,
the teachers’ use of teaching aids such as pictures, tape players, etc. in
teaching, and the limitation of time to deliver the materials. This condition,
I believe, also happens in most schools in Indonesia not only in remote areas
but also in big cities like Jakarta. In short, it is not easy to put theory
into practice. It needs effort, willingness and support from all who are
involved in the world of education in Indonesia.
It is suggested that the teachers
put more effort on applying the KTSP in the teaching and learning process. In
other words, the teachers have to improve their various teaching methods and
techniques according to the students’ learning styles. As a result, the
teaching and learning process will be enjoying which will make the students
more motivated in learning. The teachers should also improve their language
competence and performance since they become the “model” for the students in
acquiring the language competencies besides the other sources of learning. Last
but not least, it is recommended that the teachers adapt to the advance of
knowledge and technology so that they would be able to operate more
advanced-technology tools/instruments as their media in teaching English in
class.
