THE IMPLEMENTATION OF ENGLISH TEACHING AT ODD SEMESTER OF SOME PRIVATE JUNIOR HIGH SCHOOLS IN CIPUTAT SUBDISTRICT BASED ON 2006 SCHOOL LEVEL SYLLABUS
A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training In partial fulfillment of the requirement for the degree of strata 1 (s1)
By: Yova Tri Wahyuni NIM: 102014023825
ENGLISH EDUCATION DEPARTMENT THE FACULTY OF TARBIYA AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1430 A.H / 2009 A.D
THE IMPLEMENTATION OF ENGLISH TEACHING AT ODD SEMESTER OF SOME PRIVATE JUNIOR HIGH SCHOOLS IN CIPUTAT SUBDISTRICT BASED ON 2006 SCHOOL LEVEL SYLLABUS
A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training In partial fulfillment of the requirement for the degree of strata 1 (s1)
By: Yova Tri Wahyuni NIM: 102014023825
Approved by:
Dra. Hidayati, M.Pd. NIP. 150 231 927
ENGLISH EDUCATION DEPARTMENT THE FACULTY OF TARBIYA AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1430 A.H / 2009 A.D
.APPROVAL SHEET A Skripsi entitled “The Implementation of English Teaching at Odd Semester of Some Private Junior High Schools in Ciputat Subdistrict Based on 2006 School Level Syllabus” written by Yova Tri Wahyuni, student’s registration number: 102014023825, was examined at examination session of the Faculty of Tarbiya and Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta on April 7th 2009. This Skripsi has fulfilled the requirement for the Degree of Strata 1 (S1) at the English Education Department. Jakarta, April 7th 2009 The Examination Committee
Chairman
: Drs. Syauki, M.Pd. NIP. 150 246 289
(……………………)
Secretary
: Neneng Sunengsih, S.Pd. NIP. 150 293 236
(……………………)
Examiners
: 1. Drs. Nasifuddin Djalil, M.Ag. NIP. 150 244 628
(……………………)
2. Drs. Sunardi K. Dipl. Ed. NIP. 150 022 779
(……………………)
Acknowledged by; Dean of Tarbiya and teacher’s Training Faculty
Prof. Dr. Dede Rosyada, MA. NIP. 150 231 356
ABSTRACT Tri Wahyuni, Yova. 2009. The Implementation of English Teaching at Odd Semester of Some Private Junior High Schools in Ciputat Subdistrict Based on 2006 Scholl Level Syllabust. Skripsi, English Education Department, Faculty of Tarbiya and Teacher’s Training, UIN Syarif Hidayatullah Jakarta. Advisor: Hidayati, Dra. M.Pd. Key words: Private Junior High School, Syllabus, Ciputat Subdistrict . This study tries to describe about how is implementated English teaching at some private Junior High Schools at Ciputat Subdistrict. This study is aimed at describing and analyzing the implementation of English teaching based on the latest syllabus (syllabus 2006), the teachers’ qualification, the teaching preparation, the curriculum and syllabus, the instructional materials, the English teaching activities, and also the evaluation. This study is categorized as descriptive evaluative because it is supposed to describe the objective condition about the implementation of English teaching at some private Junior High Schools at Ciputat Subdistrict.. The subjects of this study are some private Junior High Schools at Ciputat Subdistrict, in this case the writer took nine schools as the subject The techniques used to collect the data are observation, documentation and questionnaire. The findings of the study are (1) the English teachers who teach in nine schools for the seventh grade at nine private Junior High Schools were qualified as an English teacher, (2) the curriculum used by the English teachers and schools were based on the latest syllabus, unfortunately they did not apply it completely in the real situation, (3) the teaching preparation made by the English teachers were below standard from the latest syllabus (KTSP), (4) the implementation of English teaching in the classroom were below standard of the latest curriculum or syllabus 2006, (5) the teachers still faced the problems when they gave the evaluation to the students. Based on the findings above, it is suggested to (1) the English teachers that they should apply their knowledge that were gotten from joining in service English training that they joined, (2) the teachers must give more attention for their teaching preparation before conducting teaching-learning activities, (3) the teachers and schools also must give more attention to the latest curriculum or syllabus that is used in their schools, (4) they must applly their knowledge from upgrading English training into the physical classroom atmosphere in order to reach the objectives of learning and the activities of teaching-learning can run effectively and well.
ABSTRAK
Tri Wahyuni, Yova. 2009. Penerapan Pengajaran Bahasa Inggris di Beberapa Sekolah Menengah Pertama Swasta pada Semester Satu Berdasarkan kepada Sillabus 2006 di Kecamatan Ciputat. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif Hidayatullah Jakarta. Pembimbing: Hidayati, Dra. M.Pd. Key words: SMP Swasta, Silabus, Kecamatan Ciputat . Penelitian ini mencoba menggambarkan bagaimana penerapan pengajaran bahasa Inggris di beberapa sekolah menengah pertama swasta di kecamatan Ciputat berdasarkan syllabus 2006. Penelitian ini bertujuan untuk menggambarkan dan menganalisis penerapan pengajaran bahasa Inggris yang berdasarkan kepada syllabus 2006, menggambarkan mengenai kualifikasi guru, persiapan mengajar, kurikulum dan syllabus, materi ajar, penerapan pengajaran bahasa Inggris dan juga menggambarkan dan menganalisis mengenai evaluasi. Penelitian ini dapat dikategorikan sebagai penelitian deskriptif evaluatif, karena bertujuan menggambarkan kondisi secara objektif mengenai penerapan pengajaran bahasa Inggris di beberapa SMP swasta di kecamatan Ciputat. Subyek dari penelitian in adalah beberapa SMP swasta di kecamatan Ciputat, dalam hal ini penulis mengambil sembilan (9) SMP swasta sebagai subyeknya. Tehnik yang digunakan untuk mengumpulkan data penelitian ini berupa observasi, dokumentasi dan angket. Penemuan dari penelitian ini antara lain, (1) para guru bahasa Inggris yang mengajar di sembilan (9) sekolah yang berbeda di kelas satu SMP sudah memenuhi kualifikasi sebagai guru bahasa Inggris, (2) kurikulum yang telah digunakan baik oleh para guru maupun sekolah sudah berdasarkan kepada kurikulum atau silabus 2006 (KTSP), akan tetapi sayangnya itu belum dapat diterapkan secara menyeluruh, (3) persiapan mengajar yang dibuat oleh para guru bahasa Inggris masih berada dibawah standar kurikulum atau syllabus terbaru (KTSP), (4) penerapan pengajaran bahasa Inggris di kelas masih berada sibawah standar kurikulum 2006 (KTSP), (5) para guru bahasa Inggris masih dihadapkan kepada beberapa masalah ketika mereka memberikan penilaian kepada siswa. Berdasarkan pada penemuan - penemuan diatas, disarankan kepada (1) para guru bahasa Inggris agar dapat menerapkan pengetahuan yang mereka dapatkan dari keikutsertaan pelatihan – pelataihan bahasa Inggris didalam
mengajar, (2) para guru harus lebih memperhatikan persiapan mengajar yang mereka buat sebelum proses belajar mengajar dilakukan, (3) guru dan pihak sekolahpun harus lebih memperhatikan kurikulum yang mereka gunakan disekolah sehingga dapat terlaksana dengan baik, (4) mereka harus menggunakan kemampuan pengetahuan mereka pada saat mengajar di ruangan kelas sehingga tujuan – tujuan dari pembelajaran dapat dicapai dengan baik dan proses belajar mengajar dapat berjalan dengan baik dan efektif.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in completing this “skripsi”. Peace and salutation be upon to the noble prophet of Islam, Muhammad peace be upon him, the perfect man and the best leader in the world, his family, relatives, and all followers. A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training in partial fulfillment of the requirement for the degree of strata 1 (s1). The writer would like to express her great honor and deepest gratitude to her beloved parents, brothers and sisters and also all families in Malaysia and Padang who always give prayer, motivation, love, faith and support for her to finish her study. The writer would like to express her thanks and great gratitude to her advisor Ms. Dra. Hidayati, M. Pd. for her valuable help, guidance, corrections and suggestions for the completion this “skripsi”. Her gratitude also goes to Mr. Drs. Syauki, M. Pd. and Ms. Neneng Sunengsih, S.Pd. as the head and secretary of English Education Department, and also for all lecturers of English Education Department for their encouragement to her. Her great gratitude also goes to Mr. Prof. Dr. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher’s Training, and also for all staffs and officers of UIN Library, Tarbiya’s Library who have given permission for using and lending their books in completing the references for this “Skripsi”, and all of her friends whether in English Education Department or UIN Theatre that she cannot mention the name one by one who always help and give the writer support, time and love, and also remind her in accomplishing this “skripsi”. May Allah, the Almighty bless them all, amen. Finally, the writer realizes that this “skripsi” is not perfect yet, therefore the writer would like to welcome and accept positive suggestion and criticism to make this “skripsi” better.
And the writer hopes this “Skripsi” can give the beneficent for all people who are interested in it. May Allah, the Almighty bless them all and give them more than what they have given to the writer. Amen.
Jakarta, March 2007
The writer
TABLE OF CONTENTS
APPROVAL SHEET ..................................................................................... i ABSTRACT IN ENGLISH............................................................................ ii ABSTRAK DALAM BAHASA INDONESIA .............................................. iii ACKNOWLEDGEMENT ............................................................................ v TABLE OF CONTENTS............................................................................... vii LIST OF TABLES ......................................................................................... ix
CHAPTER I INTRODUCTION ................................................................... 1 A. Background of the Study ............................................................. 1 B. Statement of the Problem............................................................. 2 C. Objectives of the Study................................................................ 3 D. Significances of the Study............................................................ 4 E.
Scopes and Limitations of the Study ............................................ 4
F.
Operational Definition ................................................................. 5
CHAPTER II THEORITICAL FRAMEWORK ......................................... 6 A. The Curriculum and Syllabus....................................................... 6 B. The Qualifications of English Teachers........................................ 9 C. The Instructional Materials .......................................................... 10 D. The Teaching English at Junior High School ............................... 14 E.
The Objectives of Teaching English at Junior High School.......... 14
F.
The Teaching Preparations of Teaching English at Junior High School ......................................................................................... 15
G. The Implementations of Teaching English at junior High School. 17 H. The Evaluation ............................................................................ 18
CHAPTER III RESEARCH DESIGN .......................................................... 20 A. ................................................................................................Res earch Design................................................................................ 20
B. ................................................................................................Pla ce and Time of the Study ............................................................. 20 C. ................................................................................................Sub ject of the Study .......................................................................... 20 D. ................................................................................................Res earch Instrument .......................................................................... 21 E..................................................................................................Dat a and Source Data........................................................................ 21 F..................................................................................................Tec hniques of Collecting Data........................................................... 22 G. ................................................................................................Tec hniques of Data Analysis ............................................................. 22
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS .................. 24 A. ................................................................................................The Teacher’s Qualification................................................................ 24 B. ................................................................................................The Curriculum Used at Private Junior High School........................... 26 C. ................................................................................................The Teaching Preparation Made by the English Teachers ................... 27 D. ................................................................................................The Instructional Materials Used by the English Teachers .................. 30 E.................................................................................................. The Teaching-learning Activities at Some Private Junior High Shools at Ciputat Subdistric ......................................................... 32 F..................................................................................................The Evaluation Used at Some Private Junior High Shools at Ciputat Subdistric .................................................................................... 34
CHAPTER V CONCLUSION AND SUGGESTION ................................... 37
A. ................................................................................................Co nclusion ....................................................................................... 37 B. ................................................................................................Sug gestion......................................................................................... 38 BIBLIOGRAPHY .......................................................................................... 40 APPENDICES................................................................................................ 42
LIST OF TABLES
Table
Page
2.1 Standard Competencies and Basic Competencies ....................................... 12 2.2 The format of lesson plan........................................................................... 16 4.1 English Teacher’s Qualification at some private Junior High Schools at Ciputat Subdistrict ................................................ 24 4.2 Curriculum Used at Some Private Junior High Schools at Ciputat Subdistrict.................................................................................. 26 4.3 The teaching preparation used by the English teachers at some private Junior High Schools at Ciputat Subdistrict ......................... 27 4.4 The instructional materials used at some private Junior High Schools at Ciputat Subdistrict.................................................................................. 30 4.5 The teaching-learning activities conducted in the classroom....................... 33 4.6 The evaluation conducted or given in the teaching-learning activities......... 35
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in completing this “skripsi”. Peace and salutation be upon to the noble prophet of Islam, Muhammad peace be upon him, the perfect man and the best leader in the world, his family, relatives, and all followers. A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training in partial fulfillment of the requirement for the degree of strata 1 (s1). The writer would like to express her great honor and deepest gratitude to her beloved parents, brothers and sisters and also all families in Malaysia and Padang, my beloved Luqman Dardiri, who always give prayer, motivation, love, faith and support for her to finish her study. The writer would like to express her thanks and great gratitude to her advisor Ms. Dra. Hidayati, M. Pd. for her valuable help, guidance, corrections and suggestions for the completion this “skripsi”. Her gratitude also goes to Mr. Drs. Syauki, M. Pd. and Ms. Neneng Sunengsih, S.Pd. as the head and secretary of English Education Department, and also for all lecturers of English Education Department for their encouragement to her. Her great gratitude also goes to Mr. Prof. Dr. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher’s Training, and also for all staffs and officers of UIN Library, Tarbiya’s Library who have given permission for using and lending their books in completing the references for this “Skripsi”, and all of her friends (Radhar Panca Dahana and FTI also Bale Sastra Kecapi, Krisniati Marcellina Dahana, Ags. Arya Dipayana and Teater Tetas, Jojoba and Salsabila rent house) whether in English Education Department, Teater Syahid UIN, Cigna Insurance, that she cannot mention the name one by one who always help and give the writer support, time and love, and
also remind her in accomplishing this “skripsi”. May Allah, the Almighty bless them all, Amen. Finally, the writer realizes that this “skripsi” is not perfect yet, therefore the writer would like to welcome and accept positive suggestion and criticism to make this “skripsi” better. And the writer hopes this “Skripsi” can give the beneficent for all people who are interested in it. May Allah, the Almighty bless them all and give them more than what they have given to the writer. Amen.
Jakarta, March 2007
The writer
CHAPTER I INTRODUCTION
This chapter discusses background of the study, statement of the problems, objectives of the study, significances of the study, scopes and limitations of the study, and operational definitions.
A. Background of the Study English as a tool of communication plays an important role as an international language in connecting people from various countries in the world. English is used in many kinds of field, such as, English is used as a clue how to operate the computer tools and internet program. Besides, English used to absorb the knowledge especially from the books written in English. But to master English is not easy for everybody, while, it has taught at the earlier stages of educational levels, although it functions as the local content at the elementary and so is at kindergarten. Whereas, English for Junior High School as a compulsory subject should be mastered by the students and becomes one of the subjects to be measured in the National Examination (UN). Moreover, English has been introduced at the kindergarten although it functions as enjoyable. English has already introduced from the earlier stages up to the university to reveal it role, therefore, it cannot be neglected in formal education. The main objective of teaching English is to make the students able to read the textbooks written in English. In other words, the main goal of teaching English is to develop the students’ reading skill. In line with the objectives stated explicitly by the Ministerial Decree No. 096/1967 dated 12 December 19671, the result of teaching English is not satisfactorily achieved in Indonesia. It is caused by some factors such as, the methods used in teaching-learning process, the teaching preparations, and also the 1
Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 096/1967 tentang penetapan Bahasa Inggris sebagai bahasa asing pertama di Indonesia yang harus di ajarkan dari Sekolah Menengah Pertama (SMP) sampai dengan perguruan tinggi.
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materials which are presented to the students. In presenting the materials, they must be interesting and good. Teaching preparation is one of some factors in supporting the materials given to the students’, it has functioned to reach the goals of teaching English itself. The teacher must look into the curriculum as a main reference in making their teaching preparations. The materials used by the English teachers should be concerned by some elements in developing them, namely; (a) the instructional objectives must be appropriate for each level and year, (b) the appropriate teaching-learning strategies which are used in teaching-learning process. All of them must be written down in the teaching preparations. So, the objectives of teaching English can be reached well. In this case, the teachers’ educational background and language competence can influence the students’ motivations and interest in learning English, the teaching methods which are used and the way of presenting the materials. In teaching English there are three kinds of activities should be used namely; (a) pre-activities, (b) whilst-activities, and (c) post-activities. Those activities must be written in teaching preparation in order to get the real objectives of teaching English in the classroom. Besides, must be in line with the latest syllabus or curriculum that is syllabus 2006. Therefore, the writer tries to analyze or describe about English teaching at some private Junior High Schools based on the latest syllabus that is Syllabus 2006. It is based on the background stated above the writer choose the title of this study is about the implementation of English teaching at some private junior high schools based on the syllabus 2006 at Ciputat subdistrict.
B. Statement of the Problems Based on the background of the study mentioned previously, the writer conducts a study about the implementation of English teaching at odd semester of some private junior high schools in Ciputat subdistrict based on 2006 school level syllabus. The main problem of this study is “how is the implementation of English
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teaching at some private junior high schools in Ciputat subdistrict?” This main question can be formulated into more specific questions as follows: 1. How is the English teachers’ qualification at some private junior high schools in Ciputat subdistrict? 2. What is the curriculum used at some private junior high schools in Ciputat subdistrict? 3. How well is the teaching preparation made by the English teachers of some private junior high schools in Ciputat subdistrict? 4. How are the instructional materials used by the English teachers at some private junior high schools in Ciputat subdistrict? 5. How are the instructional activities conducted by the English teachers at some private junior high schools in Ciputat subdistrict? 6. How is the evaluation used by the English teachers at some private junior high schools in Ciputat subdistrict?
C. Objectives of the Study Based on the statement of the problems above, the objectives of the study can be found as follow: 1. To know about the English teachers’ qualification at some private junior high schools in Ciputat subdistrict whether good or not. 2. To know about the curriculum used at some private junior high schools in Ciputat subdistrict. 3. To know whether the English teachers at some private junior high schools in Ciputat subdistrict make the teaching preparation well in teaching English. 4. To know the instructional materials used by the English teachers at some private junior high schools in Ciputat subdistrict. 5. To know kinds of the instructional activities conducted by the English teachers at some private junior high schools in Ciputat subdistrict.
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6. To know the types evaluation used by the English teachers in their teaching-learning process at some private junior high schools in Ciputat subdistrict.
D. Significance of the Study The findings of this study hopes to be good information for three kinds of people, such as; (a) some English teachers, (b) school principals and (c) further researchers which are explained as follows; (a) The findings of this study will give useful information for some English teachers at some private junior high schools to improve their quality and knowledge in teaching English at school and they can apply them in their teaching-learning process. (b) The findings of this study will give clear and useful information for some school principals as the input for them to make some roles or strategies which must be obeyed by the English teachers such as, they must have good qualifications in their educational background and they must graduate from English education. (c) The findings of this study will give useful information for some further researchers as a basic data for them in conducting further research. The findings of this study can give them useful information for the implementation of English teaching at secondary level.
E. Scopes and Limitations of the Study This study just focuses on some private junior high schools in Ciputat subdistrict which discusses the implementation of English teaching, for further clearly information about this study the problems of it will be limited into; (1) English teachers’ qualification at some private junior high schools in Ciputat subdistrict, (2) the curriculum used at some private junior high schools in Ciputat subdistrict, (3) the teaching preparation made by the English teachers, (4) the instructional materials used by the English teachers, (5) kinds of the instructional activities conducted by the English teachers and (6) the evaluation used by the
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English teachers in their teaching-learning process at some private junior high schools in Ciputat subdistrict.
F. Operational Definitions The writer gives some definitions of the key terms used in this skripsi, in order to avoid misunderstanding between readers and the writer as follows: 1. Private Junior High School stands for nine junior high schools under the administrations of private institution which conducted the education which is located in Ciputat subdistrict. 2. Syllabus consists of list of material stated clearly in content standard syllabus that should be taught by the English teacher in teaching-learning activities. 3. Subdistrict refers to nine schools of Kecamatan Ciputat.
CHAPTER II THEORETICAL FRAMEWORK
This chapter discusses and presents the curriculum and syllabus, the qualification of English teachers, the instructional materials, the teaching English at Junior High School, the objectives of teaching English at Junior High School, the teaching preparations of teaching English at Junior High School, the implementation of teaching English at Junior High School, and the evaluation.
A. The Curriculum and Syllabus The word curriculum has so many different understanding given by many authors, as Yalden states; “…the curriculum includes the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out of the school and community through classroom instruction and related program…”2 The concept of curriculum given by Yalden above generally has similar concept with Tanner and Tanner which is stated that; “curriculum has been variously defined as; the cumulative tradition of organized knowledge, modes of thought, race experience, guided experience, a planned learning outcomes, cognitive/affective content and process, an instructional plan, instructional ends or outcomes, technological system of evaluation”3 Besides, the definitions described above Saylor and Lewis made a classification of the concept of curriculum by dividing into some categories; (a) curriculum as the subjects and subject matters, (b) curriculum as experiences, (c) curriculum as objectives and (d) curriculum as planned opportunities. The category of curriculum as the subjects and subject matters is the domain concept of curriculum itself. In the high school levels, curriculum refers to the set of subjects or specified course of study. Whereas, the curriculum as 2 Janice Yalden, The Communicative Syllabus ‘Evolution, Design and Implementation’, (London: Prentice-Hall International, 1987), p. 18. 3 J. Galen Saylor, Alexander, William. M, Lewis, Arthur. J, Curriculum Planning for Better Teaching and Learning. 4th Ed. (Japan: Holt-Saunders International Edition, 1981), p.3.
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experiences which are introduced by Ragan (in Tjokrosujoso, 1996:6-7) stated that “the term curriculum…includes all experiences of children for which the school accepts responsibility”4. While, the curriculum as objectives is series of things which children and youth do experience by way of developing ability to do the things well that make up the affair of adult life, it should be based on the skills and knowledge needed by adults. The last is the curriculum as planned opportunities for learning, because curriculum itself is a plan for providing sets of learning opportunities for persons to be educated. In our education, the understanding of curriculum can be seen at the constitution number 2/1989 about the system of national education that curriculum is a set of plans and arrangements of the contents and the materials and also the model of presentation to conduct teaching-learning activities. The curriculum applied in Indonesia now is School-Level Curriculum (for the next term the word KTSP is used) which designed the syllabus of any subject that must be developed by the teachers based on the content standard given by National Educational Standard Board (for the next term the word BSNP is used). The teachers must be develop them in the teaching-learning process through the teaching preparations, such as, the materials, the variety of indicators, the strategies used in teaching-learning process and kinds of evaluation used in teaching-learning process to get the teaching objectives. The objective of English teaching is to develop students’ to communicate in actual communicative context. The communicative here means four communicative competences introduced by Canal (1983)5 communicative competence consist of four domains; grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence identifies the linguistic competence, such as vocabulary, derivations, sentence formation, pronunciation, spelling, and semantics. And it refers to what Chomsky calls linguistic competence and what 4 Drs. Harsono Tjokrosudjoso, M.Pd. Kurrikulum 1994 dan Pengembangan Materi Bahasa Inggris SLTP dan SMU. (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p. 6-7. 5 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP Malang Publisher, 1999), p. 32.
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Hymes intends by what is “formally possible”. It is the domain of grammatical and lexical capacity6. Sociolinguistic competence refers to the understanding of the social context where the communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction7. Discourse competence is the mastery of ways combining the grammatical forms and meaning to produce the spoken or written utterance in various forms8. Besides, strategic competence consists of the mastery of verbal and non-verbal communication strategies used by a speaker to (1) make-up for the weakness in communication due to the limitations circumstances, and (2) to strengthen the effectiveness of communication9. Then Richards and Rodgers stated that strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication10. So, the instructional materials must be selected carefully in order to reach the teaching objectives in teaching-learning process. Moreover, Syllabus is a plan which a teacher translates into activities in the classroom. It is a part of a curriculum excluding the element of curriculum evaluation, furthermore, Finocciaro and Brumfit (in Timsela Luhulima et.al, 1987:14) that a syllabus differ from a curriculum in that it provides a listing of content to be learned but does not suggest methods, activities and measurement for evaluation”
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, the syllabus should be viewed in the context of an ongoing
curriculum development process. Syllabus and curriculum cannot be neglected, because to develop syllabus the teachers need the curriculum, it is as a main reference in developing the syllabus design. But, in fact, the teachers only talk 6
Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 71. 7 Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 71. 8 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP Malang Publisher, 1999), p. 33. 9 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP Malang Publisher, 1999), p. 33. 10 Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 71. 11 Drs. Harsono Tjokrosujoso, M.Pd. Kurikulum 1994 dan Pengembangan Materi Bahasa Inggris SLTP dan SMU, (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p. 4.
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about the syllabus and most of them are rarely much in making it when they want to conduct the teaching in the classroom, so the syllabus which is written down into the teaching preparations are neglected.
B. The Qualification of English Teachers Many factors affect the success of failure of teaching English. Those factors are related to linguistics and non-linguistic areas. Some of the factors which can be attributed to the unsatisfactory condition are the language system which is different from Indonesia, the teachers, the students, the curriculum, the materials and the attitude of the society toward the teaching of English (Kasbolah, 1993)12. In line with the statement of Kasbolah, Baradja (1994)13 more specifically says that in foreign language learning there are at least six factors which determine the success or failure of foreign language learning. Those factors are learning objectives, students, teachers, materials, methods, and environment. Meanwhile, another factors which affect the success of a foreign language instruction can be classified into two; (a) linguistic factors, that is factors concerning the language itself such as phonology, morphology and system, and (b) non-linguistic factors, that is factors external to the nature of the language being taught, such as teachers, students, materials, methods and environment. Those factors mentioned above, teacher is the most important factor in determining the success or failure of teaching English. Well-motivated students can be “turned-off” by the rigidly and lack of enthusiasm of a poor teacher. On the other hand, many unmotivated students can get an adequate degree of motivation if they are influenced by an enthusiastic teacher who knows how to deal with the students.
12 Kasihani Kasbolah, Teaching-Learning Strategies I: Instructional Materials (Part A). (Malang: English Department of English Education. FPBS IKIP Malang. 1993), p. 44-48 13 M.F. Baradja.Memperkenalkan Pemerolehan Bahasa Kedua. Jurnal Pendidikan Humaniora dan Sains. Vol.1.no.1.(Malang: IKIP Malang, 1994).
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According to Ashworth (1992), there are four characteristics of language teacher that are; (1) knowledge, (2) skill, (3) personal qualities, and (4) professionalism14. Knowledge, it is the most important qualification for the teacher because they will be a model for his or her students. Therefore, they must have in depth knowledge of subject matter and must keep up to date. The teacher’s limited knowledge of the second language they teach imposes limitation on what they can do in the classroom. Such limitations should be overcome by diligent study of the second language. Skill, English teachers should have knowledge of psychology of learning. They should also have knowledge of methodology, testing and technological aids. By having such knowledge, they will improve their teaching skill so that it is expected that the result of teaching will be better. Personal qualities, the effective English teachers should have good personalities such as enthusiasm, kindness, humor, patience, sincerity, and intellectual curiosity. By having these personalities the teacher will make the teaching-learning process more attractive and fun. Besides, the teacher also will always improve their knowledge. Professionalism, the English teachers must be graduated from English educational department. Besides, they also should engage in activities that improve the quality of their teaching such as MGMP (subject teacher conference). Being active in such activities will help English teachers to improve their quality of teaching. In other hand, there are ten teacher’s qualifications that can make the teaching learning process optimal, they are; (a) he makes his course interesting, (b) he teaches good pronunciation, (c) he explains clearly, (d) he speaks good English, (e) he shows the same interest in all his students, (f) he makes all the students participate, (g) he shows great patience, (h) he insists on the spoken language, (i) he makes his pupils work, (j) he uses audio-lingual method. 14
Mary Ashworth, Beyond Methodology: Second Language Teaching and the Community, Cambridge University Press, 1992.
11
C. The Instructional Materials As a foreign language, English is taught at Junior High School as a compulsory subject. The English instructional material which is suggested in the syllabus can be developed by the English teachers themselves. The teachers have to right in selecting and using the textbook which they consider appropriate for their students. The materials selection is based on (a) the instructional objectives, (b) the students’ need, and (c) the local situation where the students are studying. English as a compulsory subject is aimed at preparing the students to develop culture, technology, science, and at making them component and good Indonesian citizens who are ready to participate in the national development. This subject includes listening, speaking, reading and writing. These skills must be presented well by using the content standard curriculum as reference includes the standard competencies and basic competencies as shown in the table 2.1 below;
Table 2.1: The distributions of Standard Competencies and Basic Competencies. Standar Kompetensi
Kompetensi Dasar
Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenal-kan diri sendiri/orang lain, dan memerintah atau melarang 1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi informasi, Continue to the next page.
12
Standar Kompetensi
Kompetensi Dasar mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan
2. Memahami makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
2.1 Merespon makna tindak tutur yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 2.2 Merespon makna gagasan yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
Berbicara 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima 3.2 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan memerintah atau melarang 3.3 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, Continue to the next page.
13
Standar Kompetensi
Kompetensi Dasar dan mengungkapkan kesantunan
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
4.1 Mengungkapkan makna tindak tutur dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat 4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
Membaca 5. Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat
5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat 5.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat
Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
6.1 Mengungkapkan makna gagasan dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat 6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat Adapted from KTSP syllabus of SMP/MTs.
14
The materials will be given by the English teachers to the students based on the standard and basic competencies above, the objectives of teaching English will be reached easily and the teaching-learning process will be run effectively.
D. The Teaching English at Junior High School English became an important language, therefore, English is taught at Junior High School as a compulsory subject. It as a compulsory subject is aimed at preparing the students to develop some aspects such as technology, science, culture, etc. However, to achieve the objective of English instructional material, more or one aspect of the English syllabus may be more emphasize depending on the students’ need and the level of proficiency. As stated in the English syllabus that the objectives of teaching English at Junior High School based on the latest syllabus (syllabus 2006) is aimed to develop four language skills (listening, speaking, reading, writing) in order students to able to communicate in positive literacy which are covering the performative, functional, informational, and epistemic. In the first step (performative) people are able to read, write, listen, and speak with the symbols. In the second step (functional) person are able to use the language to get their life needs, such as reading magazine, newspapers, etc. In the third step (informational) people are able to access knowledge by using the language skills itself. In the last step (epistemic) people are able to use the knowledge by using English in the target language15.
E. The Objectives of Teaching English at Junior High School English learning at Junior High School is aimed to the students in order to get functional level, that is to communicate spoken and written to settle about the life’s problems. English subject has a function as a mean to communicate for
15 Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan Pendidikan Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs) Beserta Peraturan Pelaksanaannya (Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22, 23, dan 24 Tahun 2006), Jakarta, Departemen Pendidikan Nasional. Unpublished.
15
accessing the information and in the daily life regarded to build interpersonal relation, to exchange information, and also to enjoy the esthetic of English culture. Furthermore, according to the 1994 Curriculum, the objective of Junior High School / Islamic Junior High School is to give the skills in order to develop the knowledge and skills are gotten from basic school to improve students’ life as a member of society and citizen of a country with improvement level to prepare following the secondary education16. Whereas, based on the latest syllabus (syllabus 2006) English subject at Junior High School functioned that the students should have a skill of (a) communicate spoken and written to get a functional literacy level, (b) to enhance nation competition in global society, and (c) develop the students’ understanding between language and culture17.
F. The Teaching Preparations of Teaching English at Junior High School In teaching English the teachers have to make a preparation in order to get the real objectives of the teaching-learning process itself, there are three items of activities that should be prepared before they begin to teach, namely; (1) teaching preparation, (2) teaching-learning process in the classroom, and (3) evaluation. The analysis of time allocation, an annual program, semester program, and unit of lesson plan should be in designing teaching preparation. The teacher must make the analysis of time allocation in order to know the numbers of an effective and ineffective week in a semester or a year, the teacher will be helped with this process in allocating the learning times for each unit subject. After the analysis of time allocation has been managed, the teacher should make annual and semester programs as general planning for each unit subject, the result of the them will used as a basic concept in designing a unit of lesson plan.
16 Drs. Harsono Tjokrosujoso, M.Pd. Kurrikulum 1994 dan Pengembangan Materi Bahasa Inggris SLTP dan SMU, (Malang: Institute Keguruan dan Ilmu Pendidikan Malang, 1996), p. 28. 17 Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan Pendidikan Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs) Beserta Peraturan Pelaksanaannya (Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22, 23, dan 24 Tahun 2006), Jakarta, Departemen Pendidikan Nasional. Unpublished.
16
Whereas, the unit of lesson plan is a course design of the subject applied in the classroom by the English teacher. There are some steps which are applied in designing a unit of lesson plan are that; (1) a subject unit will be applied in learning process, (2) the standard and basic competency, (3) the indicators, (4) the analysis of time allocation, (5) the learning objectives, (6) the subject materials, (7) the method which is used for the teaching-learning activities, (8) the steps of learning activities, namely; first activities, core activities, and end activities, (9) the resources and media used in teaching-learning activities, and (10) the technique of evaluation, and the evaluation instrument used in teaching-learning activities. All of those items of lesson plan can be seen in the table 2.2 below; Table 2.2 The format of lesson plan RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan : ………………………………………… Mata Pelajaran : ………………………………………… Kelas/Semester : ………………………………………… Standar Kompetensi : ………………………………………… Kompetensi Dasar : ………………………………………… : ………………………………………… Indikator : …… x …… menit (…. pertemuan) Alokasi Waktu A. Tujuan Pembelajaran …………………………………………………………………………………………. B. Materi Pembelajaran …………………………………………………………………………………………. C. Metode Pembelajaran …………………………………………………………………………………………. D. Langkah – langkah Kegiatan Pembelajaran Pertemuan 1 Kegiatan Awal: (Dilengkapi dengan alokasi waktu) …………………………………………………………………………………………. Kegiatan Inti: (Dilengkapi dengan alokasi waktu) ………………………………………………………………………………………… Kegiatan Penutup: (Dilengkapi dengan alokasi waktu) ………………………………………………………………………………………… Dan seterusnya. E. Sumber Belajar (disebutkan secara konkrit) ………………………………………………………………………………………… F. Penilaian Tehnik : ………………………………………………………………………………………… Bentuk Instrumen : ………………………………………………………………………………………… Contoh Instrumen (soal/Tugas): (Ditambah Kunci Jawaban atau Pedoman Penilaian) ………………………………………………………………………………………… Continue to the next page.
17
………………., ……… Mengetahui, Kepala Sekolah ……………………
Guru Mata Pelajaran ……………………….. Adapted from Masnur Muslich.
From the table 2.2 previously, the teachers must follow the steps in designing a unit of lesson plan in order to get a good teaching preparation and can apply it effectively into teaching-learning activities in the classroom.
G. The Implementation of Teaching English at Junior High School Teaching-learning process is an interaction between the students and teachers and among the students in the instructional process. In every teachinglearning process, there are some aspects that contribute to the effectiveness of the process are that (1) the objectives, (2) the students and teachers, (3) the instructional materials, (4) the methods, and (5) the evaluation. There are some aspects to reach the objectives of the instruction that can be conducted effectively in teaching-learning process. They are (a) students, (b) teachers, (c) curriculum, (d) methods, and (e) media. Those aspects cannot be separated to each other. The teaching English can be applied in three steps or called three phase techniques namely; (1) pre-activities, (2) whilst-activities, and (3 post-activities. Those techniques can be applied well if the teachers made the teaching preparation, teaching preparation is important to conduct before we do our success oriented work, in this case teaching. Pre-activities are the activities done by the teachers to prepare the real teaching in the classroom, for example plan. What should be taught, what media should be used, what objectives of the teaching are, how to evaluate them and when. Whilst-activities are the activities which are done in the classroom to present the materials and to induce the students to learn. And post-activities is the activities which are done by the teachers to evaluate what has happened to the teaching program, what has been successfully conducted and what has failed, what about the test, whether or not it is a good test to make feedback or revision.
18
On the notes of lesson preparation, Ur (1996; 350)18 stated that most experienced teachers actually prepare lesson twice; they have ready in advance a general syllabus of what activities and text. They want to get through during a certain period of the course and then they plan the actual sequence of components for a specific lesson and prepare supplementary materials a day or two days before.
H. The Evaluation Gronlund, 1985 (in Wilmar Tinambunan, 1988:2) suggests that evaluation is the systematic process of collecting, analyzing and interpreting information to determine the extent to which pupils are achieving instructional objectives19. Evaluation must be conducted in the teaching-learning activities to know how well the students’ understanding about the materials which has given by the English teachers, as a general evaluation is the process of systematic information collecting through the numbers, verbal description, analysis, and information interpretation to give a score to the students’ work result. In additions Muslich add the concept about evaluation (class evaluation) as follows: “Proses pengumpulan dan penggunaan informasi oleh guru untuk pemberian keputusan terhadap hasil belajar siswa berdasarkan tahapan kemajuan belajarnya sehingga didapatkan potret/profil kemampuan siswa dengan kompetensi yang ditetapkan dalam kurikulum”20. Based on Muslich’s idea above that evaluation is used to get information about the students’ learning improvement during following the teaching-learning activities whether they able to increase their learning skills or not, it is also must be in line with the latest syllabus or curriculum that determined the content standard of basic and standard competencies. Furthermore, Evaluation has two main categories and they are; (a) formative test and summative test. The evaluation process can be applied with 18
Penny Ur. A Course in Language Teaching Practice and Theory. (New York: Combridge University Press, 1996), p. 350. 19 Wilmar Tinambunan, Evaluation of Students Achievement, (Depdikbud, Ditjend, 1988), p. 2. 20 Masnur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman dan Pengembangan, (Jakarta: PT Bumi Aksara, 2007), p. 78.
19
some kinds of ways, namely; (a) portfolio evaluation, (b) product evaluation, (c) project evaluation, (d) performance evaluation, (e) paper and pen evaluation, and (f) self assessment evaluation. The above evaluations are applied in the latest syllabus (syllabus 2006)21.
21
Masnur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman dan Pengembangan, (Jakarta: PT Bumi Aksara, 2007), p. 78.
CHAPTER III RESEARCH DESIGN
This chapter presents about research design, place and time of the study, subject of the study, research instrument, data and source data, techniques of collecting data, and techniques of data analysis.
A. Research Design This study is categorized as descriptive-evaluative. It is called descriptive research because this study tries to describe about the English teaching at some Private Junior High Schools in Ciputat Subdistrict based on Syllabus 2006. And this study is also called evaluative because it tries to evaluate objectively about the implementation of English teaching in some Private Junior High Schools. This study is aimed at describing about (1) the teachers’ qualification at some private junior high schools in Ciputat subdistrict, (2) the curriculum used at some private junior high schools in Ciputat subdistrict, (3) the teaching preparation made by the English teachers, (4) the instructional materials used by the English teachers at some private junior high schools in Ciputat subdistrict, (5) the instructional activities conducted by the English teachers at some private junior high schools in Ciputat subdistrict, and (6) the types evaluation used by the English teachers in their teaching-learning process at some private junior high schools in Ciputat subdistrict.
B. Place and Time of the Study The writer did research at some Private Junior High Schools in Ciputat Subdistrict. She conducted the research at some schools about three months, namely from January, 5th up to March, 6th 2009.
C. Subject of the Study The subject includes the teacher in the seventh grade of some private Junior High Schools in Ciputat Subdistrict functioned as main subject. There were
20
21
nine (9) teachers from nine schools as a main subject. The object of this study is some private Junior High Schools in Ciputat Subdistrict, in this case, the writer took nine private Junior High Schools as the object.
D. Research Instrument In this research the writer used three instruments which are used for gathered the data that she needs for this study, they are; (a) observation, (b) documentation, and (c) questionnaires.
E. Data and Source Data The data of this study were six types; they are (1) the data of the teachers’ qualification at some private junior high schools in Ciputat subdistrict, (2) the curriculum used at some private junior high schools in Ciputat subdistrict, (3) the teaching preparation made by the English teachers, (4) the instructional materials used by the English teachers at some private junior high schools in Ciputat subdistrict, (5) kinds of the instructional activities conducted by the English teachers at some private junior high schools in Ciputat subdistrict, and (6) the types evaluation used by the English teachers in their teaching-learning process at some private junior high schools in Ciputat subdistrict. The data about the teachers’ qualification at some private junior high schools in Ciputat subdistrict were derived from teacher’s or school’s document and questionnaire to answer the first research question, the data about the curriculum used at some private junior high schools in Ciputat subdistrict gained from questionnaire and documentation to answer the second research question, the data about the teaching preparation made by the English teachers obtained by using questionnaire and teacher’s documentation to answer the third question of the research question, the data about the instructional materials used by the English teachers at some private Junior High Schools in Ciputat subdistrict were derived from the questionnaire and observation, it is to answer the fourth research question, the kinds of instructional activities conducted by the English teachers at some private junior high schools in Ciputat subdistrict gained by using
22
observation to answer the fifth research question, and the data about the types evaluation used by the English teachers in their teaching-learning process at some private junior high schools in Ciputat subdistrict obtained by using questionnaire and observation, it is to answer the last research question.
F. Techniques of Collecting Data There were three techniques were used by the researcher in collecting the data, namely; observation, documentation, and questionnaire. 1. Observation This observation technique used by the researcher in collecting the data of instructional materials, instructional activities, and the evaluations were used in the teaching-learning process. The observation was conducted 3 times in January twice times and February once. In this case, the research acted as an observer who observed the teaching and learning activities at real classroom atmosphere. 2. Documentation This documentation was used to complete the data about the teacher’s qualification, curriculum used by the English teacher, and teaching preparations made by the English teacher. 3. Questionnaires The questionnaire is used to get the data about the teachers’ qualification, the curriculum, the teaching preparation, the instructional materials, kinds of the instructional activities, and the types evaluation used by the English teachers in their teaching-learning process at some private junior high schools in Ciputat subdistrict. The questionnaire gave on February, 26th 2009 and returned to the researcher on February, 27th 2009.
G. Techniques of Data Analysis This
technique
consists
of
data
from
documentation, and data from questionnaire as follows:
observation,
data
from
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1. Data from Observation The data from observation conducted by the researcher to analyze about the instructional materials, instructional activities, and the evaluations were used in the teaching-learning process; it was analyzed to answer the 4th, 5th, and 6th research questions. 2. Data from Documentation The data from documentation to analyze about the teacher’s qualification, curriculum and teaching preparations. It was used to answer the 1st, 2nd and 3rd research questions. 3. Data from Questionnaires This data only from the teacher, it was used to check whether the implementation of English teaching based on syllabus 2006 applied in the physical classroom activities or it was neglected, and it was used to answer the 1st, 2nd, 3rd, 4th, 5th , and 6th research questions.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents and discusses the English teacher’s qualification, the curriculum used, the teaching preparation, the instructional materials, the teaching-learning activities, and the evaluations. Those are used to answer all of the questions of this study.
A. The Teacher’s Qualification The success of teaching English is based on teacher’s skills and qualities that run it. They must have good qualities of their educational background, etc. as discussed in chapter II (see page; 9-10) so teaching-learning activities can run smoothly and well. In this case the researcher took nine teachers from nine private Junior High Schools who teach in the seventh grade. The table 4.1 below will describe about their personal information that will determine about their qualities as an English teacher.
Table 4.1 English Teacher’s Qualification at some private Junior High Schools at Ciputat Subdistrict Description No
Private Junior High School
Educational Background
Teacher’s Status
Teaching Allotment
Teaching Experience
SMP Islam AlSyukro Ciputat MP UIN Jakarta
S2 Bahasa Inggris S1 Bahasa Inggris
Guru Tidak Tetap Guru Tidak Tetap
Kurang dari 10 jam 21 – 30 jam
Kurang dari 5 tahun Kurang dari 5 tahun
3.
SMP Nusantar Plus
S1 Bahasa Inggris
Guru Yayasan
10 – 20 jam
4.
SMP Darussalam
S1 PAI
Guru Tidak Tetap
Lebih dari 30 jam
1. 2.
Join English in Service Training -
Penataran S1 (Standar Isi) Kurang dari 5 Pemutaran tahun pembuatan butir soal 11 – 15 tahun • MGMP • Seminar “English Language Teaching Continue to the next page.
24
25
in Madrasah. • Seminar New Paradigm in Teachinglearning English. Kurang dari 5 • Pelatihan tahun Instruktur Bahasa Inggris • Pelatihan Lab. Bahasa • Penataran KTSP • Workshop Bedah SKL Lebih dari 15 • Kurikulu tahun m KTSP • KTSP dan Sertifikasi
5.
SMP Islam Ruhama
S2 Tekno Pembelajaran
Guru Tidak Tetap
Kurang dari 10 jam
6.
SMP Yayasan Pendidikan Dua Mei
S1 Bahasa Inggris
21 – 30 jam
7.
SMP YMJ
S1 Bahasa Inggris
Guru Negeri yang diperbantu kan Guru Yayasan
Lebih dari 30 jam
6 – 10 tahun
8.
SMP Moh. Husni Thamrin SMP PGRI 1 Ciputat
S1 Bahasa Inggris S1 Bahasa Inggris
Guru Tidak Tetap Guru Negeri yang diperbantu kan
10 – 20 jam 10 – 20 jam
Kurang dari 5 tahun Lebih dari 15 tahun
9.
Penataran Sertifikasi Provinsi Banten Seminar dan Workshop
Taken from teacher’s questionnaire.
Based on the table 4.1 above, it can be concluded that some of the English teachers who teach at some private Junior High Schools can be categorized as qualified English teacher, because they were graduated from the English department. Unfortunately, one of the nine English teachers (Ms. Yuliani) was mismatch. There are some factors which are difference of their qualities such as; joining English in service training to improve their quality of English teaching experience that made them more about teaching-learning process.
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B. The Curriculum Used at Private Junior High School The curriculum used at school should be in line with the content standard covered in syllabus 2006 which is taken from curriculum 2004 then it was developed into syllabus 2006 that covered the basic and standard competency. Besides, curriculum covered some aspects as discussed in chapter II (see page; 68). The curriculum used at some private Junior High Schools can be shown in the table 4.2 below;
Table 4.2 Curriculum Used at Some Private Junior High Schools at Ciputat Subdistrict No.
Private Junior High Schools
Curriculum Used 1994
2004
2006
-
-
√
2.
SMP Islam Al-Syukro Ciputat MP UIN
-
-
√
3.
SMP Nusantara Plus
-
-
√
4.
SMP Darussalam
-
-
√
5.
SMP Islam Ruhama
-
-
√
6.
-
-
√
7.
SMP Yayasan Pendidikan Dua Mei SMP YMJ
-
-
√
8.
SMP Moh. Husni Thamrin
-
-
√
9.
SMP PGRI 1 Ciputat
-
-
√
1.
Adapted from Teacher’s questionnaire.
From the table 4.2 above show that nine private Junior High Schools have used curriculum or syllabus 2006 so the school could follow the content standard of syllabus 2006 that can be developed and appropriate with the students’ need, but unfortunately, some of the English teachers did not apply it completely so the objectives of teaching English cannot run effectively. It can be seen when the observation conducted by the researcher in the physical classroom atmosphere.
27
C. The English Teaching Preparation In presenting the materials, the teacher should make the teaching preparation in order to reach the learning objectives. A good teaching preparation must consist of some aspects, namely; (a) an analysis of an effective and ineffective week; (b) annual program, (c) semester program, and (d) lesson plan which is divided into three points, namely pre-activities, whilst-activities, and post-activities as described by the researcher in chapter II (see page; 15-16). The teaching preparations used by the English teachers in some private Junior High Schools are shown in the table 4.3 below; Table 4.3 The teaching preparation used by the English teachers at some private Junior High Schools at Ciputat Subdistrict Description No.
Private Junior High School
The teaching preparation
1.
SMP Islam Al-Syukro Ciputat
AMP, Sillabus, Minggu efektif dan tidak efektif, RPP
2.
MP UIN
AMP, Prota, Prosem, Sillabus, Minggu efektif dan tidak efektif, RPP.
The The difficulties in difficulties in making applying teaching teaching preparation preparation • Menentukan Menentukan metode yang indikator sesuai dengan yang ingin perbedaan dicapai. kemampuan • Memilih siswa. tema dan pokok bahasan. • Menentukan kosa kata yang berhubungan dengan pokok bahasan. • Menentukan • Menentukan indikator metode yang yang ingin sesuai dicapai. dengan perbedaan • Menentukan kemampuan kosa kata siswa. yang berhubungan • Menentukan dengan metode yang pokok sesuai Continue to the next page.
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bahasan.
3.
SMP Nusantara Plus
AMP, Prosem, Sillabus, Minggu efektif dan tidak efektif.
Menentukan indikator yang ingin dicapai.
4.
SMP Darussalam
AMP, Prosem, Sillabus, Minggu efektif dan tidak efektif, RPP.
-
5.
SMP Islam Ruhama
Prota, Prosem, Sillabus, Minggu efektif dan tidak efektif, RPP.
• Menentukan indikator yang ingin dicapai. • Memilih tema dan pokok bahasan. • Menentukan kosa kata yang berhubungan dengan pokok bahasan.
dengan pokok bahasan yang akan dijelaskan.
• Menentukan metode yang sesuai dengan perbedaan kemampuan siswa. • Menentukan metode yang sesuai dengan pokok bahasan yang akan dijelaskan. • Menentukan metode yang sesuai dengan tujuan pembelajaran • Menentukan metode yang sesuai dengan perbedaan kemampuan siswa. • Menentukan metode yang sesuai dengan perbedaan kemampuan siswa.
Continue to the next page.
29
6.
SMP Yayasan Pendidikan Dua Mei
Prota, Prosem, Sillabus, Minggu efektif dan tidak efektif, RPP.
7.
SMP YMJ
Prota, Prosem, Sillabus, Minggu efektif dan tidak efektif, RPP.
8.
SMP Moh. Husni Thamrin
AMP, Sillabus, RPP.
9.
SMP PGRI 1 Ciputat
Prota, Prosem, Minggu efektif dan tidak efektif, RPP.
-
• Menentukan metode yang sesuai dengan perbedaan kemampuan siswa. • Menentukan • Menentukan indikator metode yang yang ingin sesuai dicapai. dengan pokok bahasan yang akan dijelaskan. • Menentukan • Menentukan indikator metode yang yang ingin sesuai dicapai. dengan perbedaan kemampuan siswa. Memberikan • Menentukan pemahaman metode yang terhadap siswa sesuai dengan dengan kondisi perbedaan kemampuan kemampuan siswa dengan siswa. IQ yang kurang pintar
Adapted from teacher’s questionnaire.
The data from the table 4.3 above shown that the English teachers made the teaching preparation, but unfortunately, the data show above only written down in their questionnaire and they did not make them in the real situation it is can be gotten from the observation conducted by the researcher and the documentation asked by her to the teachers about their teaching preparation to be copied but they did not give them to her. It can be concluded that they have neglected the teaching preparation so the objectives of learning English cannot be reach well.
30
D. The Instructional Materials The instructional materials taught in the classroom should be in line with the syllabus 2006 recommended that consist of content standard curriculum as reference include the standard and basic competencies as presented in chapter II (see page; 10-13). The instructional materials used by the English teachers described in the table 4.4 below; Table 4.4 The instructional materials used at some private Junior High Schools at Ciputat Subdistrict Description No.
Private Junior High School
1.
SMP PGRI 1 Ciputat
2.
SMP Moh. Husni Thamrin
3.
SMP YMJ
Names of Textbook used
The difficulties The difficulties in developing in preparing materials media Kesulitan Media yang akan menyeimbangkan digunakan kurang antara waktu lengkap. yang disediakan GBPP dengan materi yang diberikan.
• “The Bridge English Competence” Yudisthira, 2007. Kistono dkk. • “GALILEO” CV. Media Antar Nusa.2008. Sarono SLJ, M.Pd. • “English Sentence • Kesulitan dalam Structure” The mengembangka University of n materi yang Michigan press. sesuai dengan 1990. Robert GBPP. Krohn. • Kesulitan • “WAJAR” Graha menyusun Pustaka.2008. materi yang Karyatiningsih,S.P mengarah pada d. dan Lastari, SS. pengembangan aspek pengetahuan, keterampilan dan sikap. • Kesulitan menyeimbangka n antara waktu yang disediakan GBPP dengan materi yang diberikan. • “English I for the • Kesulitan first Junior menyusun
Media yang akan digunakan tidak ada.
Biaya pengadaan media tidak ada.
Continue to the next page.
31
4.
SMP Yayasan Pendidikan Dua Mei
5.
SMP Islam Ruhama
6.
SMP Darussalam
7.
SMP Nusantara Plus
Secondary School”. Dinas Pendidikan dan Kebudayaan. 2005. Djunaedi. • “SHOLA”. Harapan Makmur. 2008. Supartinah,S.Pd. dan Dra. Riana Suparma. • “Contextual English”. Grafindo Media Pratama. 2007. Titie Surtiyah K dkk. • “Bahasa Inggris untuk kelas IX,VIII,&VII. Penta Karya Mandiri.2008. Triana Wulandari,S.Pd. • “English for Junior High School”. Piranti. 2008. Galih Barat W. • “Pendalaman Materi UN” Akasia. 2008. Dra. Eni Prihati dkk. • “The Bridge English Competence” Yudisthira, 2007. Kistono dkk. • “WAJAR” Graha Pustaka.2008. Karyatiningsih,S.P d. dan Lastari, SS. • “The Bridge English Competence” Yudisthira, 2007. Kistono dkk.
materi yang mengarah pada pengembangan aspek pengetahuan, keterampilan dan sikap.
Kesulitan menyeimbangkan antara waktu yang disediakan GBPP dengan materi yang diberikan.
Kesulitan Media yang menyeimbangkan digunakan tidak antara waktu ada. yang disediakan GBPP dengan materi yang diberikan.
-
Biaya Pengadaan media tidak ada
32 Media yang akan • Kesulitan digunakan tidak dalam mengembangk ada. an materi yang Media ada tetapi malas sesuai dengan menggunakannya. GBPP. Biaya to thepengadaan next page. • Kesulitan Continue mencari bahan media tidak ada. pelajaran
8.
MP UIN Jakarta
“JOYFUL” Aneka Ilmu. 2008. Sri Purnama Dewi
9.
SMP Islam AlSyukro
“Functional English” Widya Utama.2008. Tony Rogers.
Bahasa Inggris • Kesulitan menyusun materi yang mengarah pada pengembangan aspek pengetahuan, keterampilan dan sikap. • Kesulitan dalam mengembangk an materi yang sesuai dengan GBPP. • Kesulitan menyusun materi yang mengarah pada pengembangan aspek pengetahuan, keterampilan dan sikap. Kesulitan menyeimbangkan antara waktu yang disediakan GBPP dengan materi yang diberikan.
Media yang akan digunakan tetapi malas menggunakannya
• Media yang akan digunakan tidak ada. • Biaya pengadaan media tidak ada.
Adapted from teacher’s questionnaire.
From the data of the table 4.4 above described that every teacher used many kinds of textbook in teaching-learning activities, but most of the students used the students’ worksheet and just a few of them used the textbook.
E. The Teaching-learning Activities In the teaching-learning activities, there are three activities that conducted in the teaching-learning process, namely; (a) pre-activities, (b) whilst-activities, and (c) post-activities as stated in chapter II (see page; 17). The activities can be seen and conducted well if the teachers made the teaching preparation, so all of
33
the activities and objectives of learning process can be run better. The data of teaching-learning activities will be described on the table 4.5 below;
Table 4.5 The teaching-learning activities conducted in the classroom No. 1.
Private Junior High School SMP Islam Al-Syukro Ciputat
• • •
2.
MP UIN
• •
• 3.
SMP Nusantara Plus
• •
4.
SMP Darussalam
• •
5.
SMP Islam Ruhama
• •
• • 6.
SMP Yayasan Pendidikan • Dua Mei •
Description The difficulties in The difficulties in applying teachingteaching language learning activities skills Listening dan Writing Lingkungan sekolah yang kurang menunjang Tidak tersedianya Laboratorium Tidak tersedianya media penunjang (AVA) Listening dan Writing Minat dan kemampuan siswa yang tidak sama Menyeimbangka antara waktu yang disediakan GBPP dengan materi pelajaran Tidak tersedianya laboratorium Listening dan Speaking Minat dan kemampuan siswa yang tidak sama Menyeimbangka antara waktu yang disediakan GBPP dengan materi pelajaran Speaking Minat dan kemampuan siswa yang tidak sama Lingkungan sekolah yang kurang menunjang Listening dan Writing Minat dan kemampuan siswa yang tidak sama Menyeimbangka antara waktu yang disediakan GBPP dengan materi pelajaran Tidak tersedianya 34 laboratorium Tidak tersedianya media penunjang (AVA) Speaking dan Writing Minat dan kemampuan siswa yang tidak sama Menyeimbangka antara Continue to the next page.
7.
SMP YMJ
•
8.
SMP Moh. Husni Thamrin
• •
• • • 9.
SMP PGRI 1 Ciputat
•
waktu yang disediakan GBPP dengan materi pelajaran Minat dan kemampuan siswa yang tidak sama Minat dan kemampuan siswa yang tidak sama Menyeimbangka antara waktu yang disediakan GBPP dengan materi pelajaran Tidak tersedianya laboratorium Tidak tersedianya media penunjang (AVA) Lingkungan sekolah yang kurang menunjang Minat dan kemampuan siswa yang tidak sama
Writing Listening, Speaking, Reading dan Writing Continue to the next page.
Listening
Adapted from teacher’s questionnaire.
The data shown in the table 4.5 above described that teaching learning activities in the classroom cannot run well, from the observation conducted by the researcher about the activities conducted in the classroom, the teachers only gives the post-activities and three phase techniques of teaching-learning activities did not apply so that the objectives of learning cannot be reached maximum. It is also can be concluded that they were neglected the objectives of learning, in teachinglearning process, the teachers used two languages such as Indonesia and English as language used in the classroom activities.
F. The Evaluation The evaluation divided into two categorizes are that (a) formative and (b) summative, the formative test or called as block examination applied by the teachers when they have explained one or two chapters of the materials. Besides, summative test divided into two tests, such as; (1) semester examination, and (2) middle test examination. The evaluation gives by the teachers can be various as stated in the chapter II (see page; 18). To give clear information about the evaluation given by the teachers, the table 4.6 below will be described about the evaluation given by the teachers in the classroom activities.
35
Table 4.6 The evaluation given in the teaching-learning activities Description No.
Private Junior High School
Giving the evaluation in every end of unit
1.
SMP Islam Al-Syukro Ciputat
Slelalu (100%)
2.
MP UIN
Selalu (100%)
3.
SMP Nusantara Plus
Selalu (100%) Kadang-kadang (50%)
4.
SMP Darussalam
Selalu (100%)
5.
SMP Islam Ruhama
Kadang-kadang (50%)
The difficulties in giving end test of unit
The difficulties in applying the semester examination Sulit membuat alat evaluasi yang jelas dan mudah difahami oleh siswa •Sulit dalam menyusun tes yang bisa mewakili seluruh materi yang telah diajarkan •Sulit membuat kisi-kisi soal •Sulit dalam menyusun tes yang bisa mewakili seluruh materi yang telah diajarkan •Sulit membuat kisi-kisi soal •Sulit membuat alat evaluasi yang jelas dan mudah difahami oleh siswa
•Sulit membuat kisi-kisi soal •Sulit menentukan kriteria soal yang mudah, sedang dan sulit •Sulit menentukan kriteria soal yang mudah, sedang dan sulit •Sulit mengoreksi jawaban siswa karena bahasanya sulit difahami •Sulit menentukan kriteria soal yang mudah, sedang dan sulit •Sulit mengoreksi jawaban siswa karena bahasanya sulit difahami •Sulit menentukan rincian skor •Sulit menyusun alat evaluasi yang sesuai dengan tujuan pembelajaran yang ingin dicapai Sulit membuat kisi-kisi soal •Sulit menentukan •Sulit dalam kriteria soal menyusun tes Continue toyang the next yang mudah, bisapage. sedang dan sulit mewakili •Sulit menentukan seluruh materi yang telah rincian skor
diajarkan 6. 7.
SMP Yayasan Pendidikan Sering (75%) Dua Mei Selalu (100%) SMP YMJ
8.
SMP Moh. Husni Thamrin
Selalu (100%)
9.
SMP PGRI 1 Ciputat
Sering (50%)
-
-
Sulit menyusun •Sulit dalam alat evaluasi yang menyusun tes sesuai dengan yang bisa tujuan mewakili pembelajaran seluruh materi yang ingin yang telah dicapai diajarkan Sulit membuat •Sulit menyusun alat evaluasi alat evaluasi yang jelas dan yang sesuai mudah dengan tujuan difahami oleh pembelajaran siswa yang ingin dicapai •Sulit mengoreksi jawaban siswa karena bahasanya sulit difahami •Sulit menentukan •Sulit dalam kriteria soal menyusun tes yang mudah, yang bisa sedang dan sulit mewakili seluruh materi yang telah diajarkan Adapted from teacher’s questionnaire.
From the data of the table 4.6 shown above, the evaluation given by the teachers to the students cannot run well, it can be seen from the teachers’ difficulties in giving and applying the test to the students, so the evaluation cannot be applied well. Most of them just giving question and answer techniques in their evaluation (it can be seen from the observation), besides, they are not still understand yet about the evaluation that must be given in their teaching-learning activities.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter the writer conclude the result of the study based on the research which was conducted at some private Junior High Schools at Ciputat Subdistrict. It is consist of conclusion and suggestion.
A. Conclusion Based on the research conducted by the writer, she concludes some points of the research result as bellows;
1. About the Teacher Qualification Based on the data gained in the chapter IV mentioned that the English teachers at some private Junior High Schools were qualified as English teachers, because there were graduated from the English department, unfortunately one of nine of English teachers (Ms. Yuliani) was mismatch.
2. About the Curriculum Used at Some Private Junior High Schools at Ciputat Subdistrict The curriculum used at nine private Junior High Schools is curriculum or syllabus 2006, but it cannot be applied well because some of the English teachers did not use it completely so the objectives of teaching English cannot run effectively. They only know the latest syllabus theoretically and practically they cannot apply it.
3. About the English Teaching Preparation The English teacher at nine private Junior High Schools who teach at seventh grade have been understood the teaching preparation that should be made by them. Unfortunately, they did not make them so it can be disturbed the teaching-learning objectives that will be reached and it was made ineffective situation when the teaching-learning process was running.
37
38
4. About the Instructional Materials Most of the students only use students’ worksheet book than textbook. Besides, the teachers have a good textbook for their teaching reference, so the materials that will be given by the teachers are still far from the content standard; most of the English teachers only present the materials that come from the students’ worksheet book.
5. About the Teaching-learning Activities Post-activities are more used in the teaching-learning activities; it is caused by the teaching preparation that was neglected by the English teachers. It can give a bad effect for the students’ learning process in the classroom, the students will be felt bored and they did not have motivations and interest in learning English.
6. About the Evaluation Used at Some Private Junior High Schools at Ciputat Subdistrict The evaluation given by the teachers to the students cannot run well, it can be seen in the table 4.6 in the chapter IV (see page; 35) from the teachers’ difficulties in giving and applying the test to the students, so the evaluation cannot be applied well. Most of them just giving question and answer techniques in their evaluation. Besides, they are not still understood yet about the evaluation that must be given in their teaching-learning activities.
B. Suggestion 1. About the Teacher Qualification The English teachers should apply their knowledge that were gotten from joining in English service training in order to get and reach the objectives of learning English.
39
2. About the Curriculum Used at Some Private Junior High Schools at Ciputat Subdistrict The teachers and school must give more attention to the curriculum used by their schools, so it can be developed totally and appropriate with the students’ need and help the government in applying their national educational program.
3. About the English Teaching Preparation The English teachers should make the teaching preparation, it is can give good result for their teaching-learning process and it can improve their teachinglearning activities so the objectives of teaching English can be reach totally and effectively.
4. About the Instructional Materials The teachers should not focus on the material itself, they also have to give more attention to their students, so they can be felt comfortable and interest in learning English. Besides, they can improve their motivations in the classroom in studying English.
5. About the Teaching-learning Activities The teachers should apply all the activities that written down in their teaching preparation in order to make the teaching-learning process effectively and can run regularly without any difficulties faced by the English teachers and students.
6. About the Evaluation Used at Some Private Junior High Schools at Ciputat Subdistrict The evaluation given by the English teachers should be clear and complete; it is aimed to know the result of students’ learning improvement. The teachers also have to use various techniques in giving the evaluation to theior students.
BIBLIOGRHAPY
Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan Pendidikan Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs) Beserta Peraturan Pelaksanaannya (Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22, 23, dan 24 Tahun 2006), Jakarta, Departemen Pendidikan Nasional. Unpublished. Arikunto, Suharsimi. 1998. Dasar – Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Ashworth, Mary. 1992. Beyond Methodology: Second Language Teaching and the Community, Cambridge University Press. Bowers, Roger and Brumfit, Cristhopher editor. 1991. Applied Linguistics and English Language Teaching. London: Macmilan Publishers. Burton, H. S. and J. A. Humpries, 1992. Mastering English Language. London: The Macmillan Press. Finocchiaro, Mary and Michael Bonomo. 1973. The Foreign Language Lerner; A Guide for Teacher. New York: Regents Publishing Company. Freeman, Diane Larsen. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Harmer, Jeremy. 2001.The Practice of English Langugae Teaching. 3rd ed. Completely Revised and Updated. Malaysia: Longman. Huda, Nuril. 1999. Language Learning and Teaching “Issues and Trends”. Malang: IKIP Malang Publisher. Kasbolah, Kasihani. 1993. Teaching-Learning Strategies I: Instructional Materials (Part A). Malang: English Department of English Education. FPBS IKIP MALANG Murcia, Marianne Celce. 1991. Teaching English as a Second or Foreign Language. USA: Heinle & Heinle Publishers,. Muslich, Masnur. 2007. KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman dan Pengembangan. Jakarta: PT Bumi Aksara. Pirozzolo, Francis J., and Merlin C. Wittrock, ed. 1981. Neuropsychological and Cognitive Process in Reading. New York: Academic Press.
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Richards, Jack C. and Theodores S. Rodgers. 1986. Approaches and Methods in Language Teaching. New York: Cambridge University Press. Tan, Ai-Hui, and James E. Alatis., ed. 2001. Language in Our Time: Bilingual Education and Official English, Ebonics and Standard English, immigration and the Unz Initiative. Washington, D.C.: Georgetown University Press. Tinambunan, Wilmar. 1988. Evaluation of Students Achievemen. Depdikbud, Ditjend. Tjokrosujoso, Harsono, Drs. M.Pd. 1996. Kurrikulum 1994 dan Pengembangan Materi Bahasa Inggris SLTP dan SMU. Malang: Institute Keguruan dan Ilmu Pendidikan Malang. Ur, Penny. 1996. A Course in Language Teaching Practice and Theory. New York: Cambridge University Press. Wilkins, D. A. 1985. Linguistics in LanguageTeaching. Great Britain: Edward Arnold, Yalden, Janice. 1987. The Communicative Syllabus ‘Evolution, Design and Implementation’. London: Prentice-Hall International.
LEMBAR OBSERVASI Nama Sekolah
: …………………………………
Tanggal Observasi
: …………………………………
Waktu Observasi
: …………………………………
Nama Guru
: …………………………………
Kelas
: …………………………………
Jumlah Siswa
: …………………………………
Tema Bahasan
: …………………………………
1. Pada awal pelajaran, kegiatan apa yang dilakukan oleh guru? a. memberi salam b. mengabsen siswa c. memberi motivasi siswa d. mereview pelajaran yang lalu e. mengemukakan tema/pokok bahasan yang akan dibahas f. langsung menyampaikan materi baru g. kegiatan lain,…………………………………………………………………… ……………………………………………………………………………… … 2. Buku yang digunakan oleh guru dan siswa adalah? Judul : ………………………………………………………………… Pengarang : ………………………………………………………………… Penerbit : ………………………………………………………………… 3. Apakah semua siswa memiliki buku tersebut? a. Semua siswa memiliki b. Sebagian besar memiliki c. Separuh siswa memiliki d. Sebagian kecil siswa memiliki ……………………………………………………………………………… … ……………………………………………………………………………… … 42 4. Apakah dalam mengajar guru menggunakan pengantar bahasa inggris?
a. b. c. d. e.
Selalu Jarang Sering Kadang-kadang Tidak sama sekali
5. Kemampuan guru dalam berbahasa Inggris? a. Amat baik b. Baik c. Cukup d. Jelek e. Amat jelek 6. Metode yang dipakai guru selama mengajar? ……………………………………………………………………………………… … ……………………………………………………………………………………… … 7. Keterampilan berbahasa yang diberikan selama mengajar? a. Membaca (Reading) b. Menyimak (Listening) c. Menulis (Writing) d. Berbicara (Speaking) e. Language Gambits • Introducing your self e.g. Hello, I’m Mira • Introducing others e.g. Etty, this is Erlin • Asking permission e.g. Can I use your pen? • Giving permission e.g. Yes, of course • Expressing regret and its response e.g. I’m sorry it’s my fault It’s all right • Giving instructions e.g. Ready….go! f. Grammar • Present Continuous Tense e.g. They are doing many activities now S be V1+ing O/C • Simple Present Tense e.g She cleans her hands before eating S V1+-s O/C • Coordinate Conjunctions: or, and, but e.g. The house is old but comfortable
e.g. He wants to be a doctor or an engineer e.g. Steve and Bruce are famous person
8. Kegiatan penilaian yang dilakukan oleh guru adalah (sebutkan jenis dan pelaksanaannya) a. ……………………………………………………………………………… … b. ……………………………………………………………………………… … c. ……………………………………………………………………………… … d. ……………………………………………………………………………… … 9. Dalam proses belajar mengajar, kegiatan yang dilakukan oleh guru dan siswa adalah? a. ……………………………………………………………………………… … b. ……………………………………………………………………………… … c. ……………………………………………………………………………… … d. ……………………………………………………………………………… … 10. Apakah guru menggunakan media pembelajaran ketika mengajar? a. Selalu b. Jarang c. Sering d. Kadang-kadang e. Tidak sama sekali 11. Kemampuan guru dalam menggunakan media tersebut? a. Amat baik b. Baik c. Cukup d. Jelek e. Amat jelek 12. Persepsi siswa terhadap kegiatan pembelajaran bahasa Inggris? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …………
13. Persepsi siswa terhadap penggunaan media dalam pembelajaran bahasa Inggris? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ………… 14. Bagaimanakah penguasaan guru terhadap materi ajar bahasa Inggris? a. Amat baik b. Baik c. Cukup d. Jelek e. Amat jelek 15. Bagaimanakah penguasaan kelas yang dimiliki oleh guru? a. Amat baik b. Baik c. Cukup d. Jelek e. Amat jelek
