SYLLABUS DEVELOPMENT BY ENGLISH TEACHERS AT...
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SYLLABUS DEVELOPMENT BY ENGLISH TEACHERS AT GRADE XI OF SMAN 2 SUNGAI PENUH T H E S I S BY A D A M NIM 19265 This thesis is submitted to fulfill one of the requirements to obtain a degree of Master in Education ENGLISH EDUCATION SECTION LANGUAGE EDUCATION PROGRAM GRADUATE PROGRAM STATE UNIVERSITY OF PADANG 2014
Transcript of SYLLABUS DEVELOPMENT BY ENGLISH TEACHERS AT...
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SYLLABUS DEVELOPMENT BY ENGLISH TEACHERS AT GRADE XI OF SMAN 2 SUNGAI PENUH
T H E S I S
BYA D A M
NIM 19265
This thesis is submitted to fulfill one of the requirements
to obtain a degree of Master in Education
ENGLISH EDUCATION SECTIONLANGUAGE EDUCATION PROGRAM
GRADUATE PROGRAMSTATE UNIVERSITY OF PADANG
2014
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ABSTRAK
A D A M, 2013. Pengembangan Silabus Bahasa Inggris oleh Guru Bahasa Inggris Kelas XI SMAN 2 Sungai Penuh. Tesis: Program Pascasarjana Universitas Negeri Padang.
Penelitian ini bertujuan untuk menganalisa bagaimana cara Guru mengembangkan Silabus Bahasa Inggris di Kelas XI SMA Negeri 2 Sungai Penuh Tahun ajaran 2012/2013. Selain menganalisa cara guru mengembangkan silabus, peneliiti juga menganalisa masalah-masalah yang dihadapi guru didalam mengembangkan silabus.
Partisipan penelitian ini adalah 3 orang guru Bahasa Inggris yang sedang mengajar di kelas XI SMA Negeri 2 Sungai Penuh. Data diperoleh dari data wawancara. Perangkat pendukung lain yang digunakan dalam penelitian ini adalah, perekam, dan kamera. Analisa data menerapkan langkah-langkah yang disusun oleh Gay dan Airasian (2000) yang terdiri atas, pengaturan data, membaca, mendiskripsikan, mengklasifikasi dan menginterpretasi.
Temuan penelitian ini digambarkan sebagai berikut; Ketiga guru bahasa Inggris telah mengikuti langkah-langkah pengembangan silabusyang disarankan dalam BSNP (Badan Standar Nasional Pendidikan 2006)meskipun ada sebagian yang belum sesuai dengan ketentuan BSNP. Dari temuan penelitian ini juga dapat disimpulkan bahwa ketiga guru bahasa Inggris masih perlu menguasai dan memahami beberapa jenis evaluasi yang diperlukan untuk menilai proses belajar. Adapun masalah yang mereka hadapi, dalam mengembangkan silabus bahasa Inggris yang pertama, mereka tidak mampu memahami dan menghubungkan antara masing-masing komponen silabus dengan komponen pertama yaitu standar kompetensi dan kompetensi dasar. Masalah kedua adalah ketiga guru bahasa Inggris tidak memiliki pengetahuan yang cukup tentang bagaimanamengembangkan, mendisain dan mengurutkan tingkat kesulitan pelajaranserta menentukan materi yang tepat dan sesuai dengan kebutuhan siswa.Dan masalah terakhir yang dihadapi adalah manyusun alokasi waktu. Mereka tidak mampu menyelesaikan pelajaran dalam satu semester dikarenakan kurangnya waktu yang mereka miliki.
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ABSTRACT
Adam, 2014. Syllabus Development by English Teachers at Grade XI of SMAN 2 Sungai Penuh. Thesis: Graduate Program, State University of Padang.
The present study aims to analyze the syllabus Development by English teachers at grade XI of SMAN 2 Sungai Penuh. In addition to analyzing the way the teachers developed their syllabus, the researcher also analyzed the problems faced by the teachers in developing the English teaching syllabus.
The participants of this study were 3 English teachers who were teaching class XI of SMAN 2 Sungai Penuh. The data were obtained from the interview. The Supporting instruments used in this research were tape recorder, and camera. The data were analyzed through, data managing, reading and memoing, describing, classifying, and interpreting.
Based on the findings, the three English teachers had followed the steps of syllabus development suggested in BSNP (Badan Standar Nasional Pendidikan or The Council of National Education Standard 2006) with respect to adapting each component of the syllabus with the teaching and learning context. It can also be concluded from the findings that the three English teachers still needed to get themselves familiar with some of the kinds of evaluation necessary for assessing a learning process. On the other hand, Most of the problems faced by the teachers in developing the English teaching syllabus were first not being able to accomplish the relationship between each components of the syllabus with the first component namely the standard competency and basic competency. The second problem was the three English teachers did not have sufficient knowledge on how to sequence the order of the difficulty level of the lesson as well as finding appropriate materials that suit their students’ need. The third problem they had was they were not familiar with some types of evaluation which are very helpful in assessing a learning process. And the last problem they faced was managing time allocation. A lot of the time they were not able to finish and complete a lesson within one period of a school term due to the lack of time.
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SURAT PERNYATAAN
Dngan ini saya menyatakan bahwa:
1. Karya tulis saya, tesis dengan judul Syllabus Development by English
Teachers at Grade XI of SMA Negeri 2 Sungai Penuh adalah asli dan
belum pernah diajukan untuk mendapatkan gelar akademik baik di
Universitas Negeri Padang maupun Perguruan Tinggi lainnya.
2. Karya tulis ini murni gagasan, penelitian, dan rumusan saya sendiri , tanpa
bantuan tidak sah dari pihak lain, kecuali arahan Tim Pembimbing.
3. Di dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah
ditulis atau dipublikasikan orang lain, kecuali dikutif secara tertulis dengan
jelas dan dicantumkan sebagai acuan didalam naskah saya dengan
disebutkan nama pengarangnya dan dicantumkan pada daftar pustaka.
4. Pernyataan ini saya buat dengan sesungguhnya, dan apabila dikemudian
hari terdapat penyimpangan dan ketidak benaran pernyataan ini, saya
bersedia menerima sanksi akademik berupa pencabutan gelar yang telah
Saya peroleh karena karya tulis ini, serta sanksi lainnya sesuai dengan
norma dan ketentuan hukum yang berlaku.
Padang, 12 Agustus 2014Saya yang menyatakan
A D A MNIM: 19265
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ACKNOWLEDGEMENTS
My sincere gratitude goes to my thesis advisors, Prof. Dr. H. Anas Yasin,
M.A and Dr Hj. Desmawati Radjab, M.Pd, who encouraged me to learn about
being a researcher and doing research. I owe them for their time (even their
weekends) reading the drafts, helping with the analyses of the data as well as
discussing the results with me. Their kind support, explanation, sense of humor,
and spirit of discovery have encouraged me to complete this thesis. It would have
been impossible to finish without their kind feedback and suggestions.
I would also like to thank Prof. Dr. M. Zaim, M. Hum, Prof. Drs. Zainil,
MA. Ph.D and Dr. Ridwan, M.Sc.Ed As contributors and examiners who provided
comments and positive feedback and genuine interest in my work were very
motivational.
I would like to express high gratitude to the English teachers of SMAN 2
Sungai Penuh; Rodi Candra, S. Pd, Nini Andriani, S.Pd, and Silvia, S. Pd for their
collaboration during the research. I also thank the headmaster of SMAN 2 Sungai
Penuh; Suhatman Jaya, M.Pd, and the vice headmaster Adnisal, M.Pd who
coordinated me for participation as well as giving the permission for the research.
I also would like to express high gratitude to all of the lecturers of PPS-
UNP who taught me many subjects of educational and language sciences from the
beginning of the study at the English Graduate Program of UNP. In addition, I
also would like to thank all of my fellows in English Graduate Program in 2010
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for the care and friendship during the study. May all of us get success in love and
career after the study.
Finally, I dedicated this thesis for my mother Jabeda and father the late
Pamonggal as my thankfulness for their faithful love and support. And I am
delighted to thank Tioma Hita, ST, the most wonderful wife in my life. And, I
wish to express my deep gratitude to all of my family: aunt, sister, and brother for
their encouraging support and invaluable ideas.
Padang, August 12, 2014
The Writer
A D A M
NIM: 19265
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TABLE OF CONTENT
Page
ABSTRAK..................................................................................................... i
ABSTRACT .................................................................................................. ii
PERSETUJUAN AKHIR TESIS ................................................................. iii
PERSETUJUAN KOMISI UJIAN TESIS................................................... iv
SURAT PERNYATAAN .............................................................................. v
ACKNOWLEDGEMENT ............................................................................ vi
TABLE OF CONTENT................................................................................ viii
LIST OF TABLES........................................................................................ xi
LIST OF FIGURES...................................................................................... xii
LIST OF APPENDICES............................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Problem .................................... 1
B. Identification of the Problem .................................. 3
C. Limitation of the Problem....................................... 4
D. Formulation of the Problem.................................... 4
E. Research Questions ................................................ 4
F. Purpose of the Research.......................................... 4
G. Significance of the Research .................................. 5
H. Definition of the Key Terms .................................. 6
CHAPTER II REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories
1. Definition of Syllabus........................................ 7
2. Types of Syllabus .............................................. 8
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3. Process Oriented Syllabus................................... 10
4. Principles of Syllabus Development ................... 13
5. English Syllabus for Senior High School ............ 14
B. Components of Syllabus ......................................... 16
1. Standard Competency ........................................ 17
2. Indicators .......................................................... 17
3. Materials ............................................................ 18
4. Media................................................................. 22
5. Classroom Activity ............................................ 24
6. Time Allocation ................................................. 28
7. Evaluation.......................................................... 29
C. Syllabus Evaluation ................................................. 29
a. Formative Evaluation ......................................... 29
b. Illuminative Evaluation ...................................... 30
c. Summative Evaluation........................................ 32
D. Review of the Related Findings ............................. 33
B. Conceptual Framework........................................... 35
CHAPTER III METHODOLOGY OF THE RESEARCH
A. Type of the Research .............................................. 36
B. Setting of the Research ........................................... 36
C. Source of the Data .................................................. 37
D. Instrumentation ..................................................... 37
E. Technique of Data Collection ................................ 40
F. Technique of Data Analysis .................................. 41
CHAPTER IV FINDINGS AND DISCUSSIONS
A. Findings .................................................................. 44
1. The Syllabus Development by English
Teachers at SMAN 2 Sungai Penuh ..................... 44
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2.The Problems faced by English Teachers in
Developing the English Teaching Syllabus at
SMAN 2 Sungai Penuh........................................ 70
B. Discussions ............................................................. 74
1. The Syllabus Development by English
teachers at SMAN 2 Sungai Penuh ...................... 75
2. The Problems faced by English Teachers in
Developing the English Teaching Syllabus at
SMAN 2 Sungai Penuh........................................ 89
C. The Limitation of the Research .............................. 93
CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGUSTIONS
A. Conclusions............................................................ 95
B. Implications............................................................ 96
C. Suggestions ............................................................ 97
REFERENCES ............................................................................................. 99
APPENDICES............................................................................................... 104
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LIST OF TABLES
Table 1 School Based Curriculum Indicators ...................................................... xi
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LIST OF FIGURES
Figure 1 Conceptual Framework ........................................................................ xii
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LIST OF APPENDICES
Appendix 1 Indicators of School Based Curriculum Development ................... 104
Appendix 2 Interview Guide ............................................................................ 106
Appendix 3 The Interview Scripts (A).............................................................. 116
Appendix 4 The Interview Scripts (B).............................................................. 125
Appendix 5 The Interview Scripts (C).............................................................. 134
Appendix 6 Syllabus of SMAN 2 Sungai Penuh............................................... 143
Documentation ................................................................................................ 157
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CHAPTER I
INTRODUCTION
A. Background of the Problem
Education is doing a basic innovation related to the school
curriculum. The innovation demands the change of the way of thinking, the
learning method, and the evaluation technique. Related to this problem, the
National Education Department has changed the previous curriculum
Competence Base Curriculum (CBC) with the new one called KTSP
(Kurikulum Tingkat Satuan Pendidikan) or School-Based Curriculum. Here,
curriculum is a set of plans and rules about goals, contents, and learning
materials as well as the way of using it as guidance for implementation of
learning activities that is aimed at a specific goal National Education
Standardized Institution BSNP (2006). SBC is an operational curriculum
which is prepared and implemented in each education unit. SBC consists of
the target education unit level based on education, structure and contents of
curriculum in educational unit level, education calendar and syllabus.
Syllabus is a learning plan on a subject matter/specific them or a
group of subject matter/ specific themes that covers competency standards,
basic competencies, subject matters/learning material, learning activities,
indicators, assessments, time allocation, and source/materials of learning.
Syllabus is a detailed explanation of competency achievement. In the end of
learning the students are hoped to master a set of competence in own self
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(attitude, skill, knowledge, capability, personality, principles, values, interest
and conviction) passing process of active learning, creative, pleasant and
effective that can be used in the future.
In addition, a syllabus should refer to students’ level of ability and
the year of where they are in. It is designed in such a way that it matches the
teaching and learning activities in order at the end of the teaching and
learning process to come to a desired goal. A syllabus provides all the
planning of the lesson to be carried out in a period of teaching and learning
such as a semester of teaching and learning. The whole processes are all
planned prior to it that the process follows the planning and meet the desired
goal.
But it is often the problem that teachers cannot follow the extent to
which the syllabus has been designed for their activities in a classroom. They
cannot, at least 80 per cent of the desired goal in a syllabus, carry out all of
them. This phenomenon is often referred to the teacher’s policy and the
reality in a classroom. The teachers’ careful policy in designing and
developing a syllabus do not match the reality happens in a class when he
carries out the policy in his teaching process.
Based on the researcher’s interview with some of the English
teachers were teaching at SMAN 2 Sungai Penuh in the academic year of
2012, most of them are having problem with fulfilling the goal of a syllabus
within one semester. One of them said that he could not reach the target by
the end of the semester and left some of materials considered important. But
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how it happens is depending much on the way they develop their syllabus.
Teachers without knowing the necessary knowledge on a syllabus
development will often find problem in their implementation later on.
Therefore, a study of teachers’ syllabus development should be
carried out to reveal how the syllabus is actually designed and developed by
the teachers. In this research paper, the researcher takes a title “Syllabus
development by English teachers at SMAN 2 Sungai Penuh in the Academic
year 2012”.
B. Identification of the Problem
From the background of the problem mentioned above, the
researcher identified some problems that can cause the flow of the English
teaching syllabus at SMA N 2 Sungai Penuh as follows:
First, teachers cannot develop all the components in their syllabus
effectively. Second, there are very few studies about the English teaching
syllabus which could be any practical interest for language teachers.
So that the teachers should bring forward all factors that can
guarantee the effectiveness of teaching and learning process such as standard
competency, indicators, time allocation, classroom activities, evaluation,
good media and material as well as students’ good learning strategies.
Besides, a good syllabus and how it is developed in a teaching and learning
process is the most crucial factors for the successful teaching and learning
process.
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C. Limitation of the Problem
This research was limited to the study of syllabus development by
English teachers at SMA Negeri 2 Sungai Penuh in the academic year 2012.
D. Formulation of the Problem
The problem of this research is formulated as the following:
“How do the teachers develop the English teaching syllabus at grade XI of
SMA Negeri 2 Sungai Penuh”.
E. Research Questions
Based on the formulation of the problem above, the questions of the
research as follows:
1. How do the teachers develop the English Teaching Syllabus at SMAN 2
Sungai Penuh?
2. What are the problems faced by the English teachers in developing the
English teaching syllabus?
F. Purpose of the Research
Based on the research question above, there were two purposes of this
research:
1. To find out how the English teaching syllabus is developed by teachers in
teaching and learning process?
2. To find out the problems that teachers faced in developing the English
teaching syllabus?
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G. Significance of the Research
This research is expected to give contribution to the following:
1. English Teachers
Determining this result, the teachers of English can reflect themselves
how their policy in developing the English teaching syllabus. They were
expected to have the required knowledge about syllabus design and
development. Besides, they were also expected to know the problems
they often have in developing the syllabus in order for them to effectively
anticipate them.
2. Students
Students are also expected to reflect the significance of the English
teaching syllabus designed by their teachers towards their achievement.
And they will understand the goal of the process and they themselves can
balance the policy made by teachers by helping teachers fulfilling them
right such as learning the material as effectively as possible in order for
the desired material to finish at the time planned in a syllabus. This way,
a good cooperative and collaborative teaching and learning process
between teachers and students are made.
3. School
The school can also supervise and help in designing and developing the
English teaching syllabus after knowing the reality of the teachers’ policy
in their teaching process. Teachers can have some counseling and discuss
their problem to other teachers teaching in the same school.
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H. Definition of the Key terms
To avoid any ambiguity or misunderstanding in this research, the key
terms are defined as follows:
1. Syllabus development is a process implying a wide range of decisions
concerning learning experiences, taken by different actors at different
levels on the basis of the needs, abilities and interests of the learners.
(Iftikhar, 1994).
2. Syllabus is a lesson plan for a subject lesson and or for a group of lesson
consisting of competency standard, basic competencies, learning
material, learning activities, indicators, evaluation, time allocation, and
resources.
The term used in this research to refer to a list of subjects, topics, texts,
etc included in a course of English study (BSNP, 2006).
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CHAPTER II
RIVIEW OF THE RELATED LITERATURE
A. Review of the Related theories
1. Definition of Syllabus
There are some definitions of syllabus according to some experts.
Rabbini (2008) defines that “a syllabus is expression of opinion on the nature
of language and learning; it acts as a guide for both teacher and learner by
providing some goals to be attained”. According to Hutchinson and Waters
(1987:80), “a syllabus can be described as a statement of what is to be learnt.
It reflects of language and linguistic performance”. While Yalden (1987: 87)
defines that “a syllabus is seen as an approximation of what will be taught and
that it cannot accurately predict what will be learnt”.
BSNP (2006:12) gives that term syllabus covers the teaching learning
items, materials, equipments and the evaluation tools, time allocation, media,
classroom activity, and standard competency. A finished syllabus is an overall
plan the learning process. It must specify what components, or learning items,
must be available, or learned by a certain time; what is the most efficient
sequence in which they are learned; what items can be learned simultaneously;
what items are available from the stock, and the whole process is determined
by consideration of how long it takes to produce or learn a component or item.
The additional, Brumfit (1988:3) has summarized the syllabus as
follows:
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a. A syllabus is a specification of the work of a particular department or
college which is organized in subsections so as to define the work of a
particular group or class.
b. A syllabus is often linked to time such as semesters, terms, and weeks. A
syllabus then will specify the starting point and the ultimate goal to be
achieved.
c. A syllabus is a document of administrative convenience and will only
partly justified on theoretical grounds, and, is thus, negotiable and
adjustable.
d. A syllabus can only specify what is taught, and cannot organize what is
learnt.
e. A syllabus is a public document and an expression of accountability.
From the definitions of the syllabus above, it can be concluded that
syllabus is a description of the contents of a course of interactions and the
order in which they are to be taught to the students.
2. Types of Syllabus
a. Product oriented syllabus
Product oriented syllabus is also known as synthetic approach. These
kinds of syllabus emphasize the product of language learning, prone to
intervention from an authority.
1). The structural Approach
Historically, grammatical syllabus is perhaps the most used syllabus in
which the selection and grading of the content is based on the complexity
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and simplicity of grammatical items. The learner is expected to master
each structural step and add it to her grammar collection. Then the focus is
on the outcomes or the product (Rabbini, 2010: 2).
One problem that the syllabus designer faces is that connecting the
structural items maybe rather weak. A more fundamental criticism is that
the grammatical syllabus focuses on only one aspect of language, namely
grammar, whereas in truth there are many more aspects to language.
2). The situational Approach
The limitation seen from structural approach led designers to an
alternative approach where the difference became situational needs rather
than grammatical units. Here, the principal organizing characteristic is a
list of situations which reflects the way language and behavior are used
every day outside the classroom. Thus, by linking structural theory to
situations the learner is able to take the meaning from a relevant context.
One advantage of the situational approach is that motivation will be
emphasized since it is "learner- rather than subject-centered"
(Wilkins.1976: 16). However, a situational syllabus will be limited for
students whose needs were not encompassed by the situations in the
syllabus. This dissatisfaction led giving description to notional and
communicative categories which had a significant impact on syllabus
design (Rabbini, 2010:4).
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3). Notional/Functional Approach
The criticism from Wilkins' about structural and situational approaches
lies in the fact that they answer only the 'how' or 'when' and 'where' of
language (Brumfit and Johnson. 1979:84). Instead, he enquires "what it is
they communicate through language" Then the starting point for a syllabus
is the communicative purpose and conceptual meaning of language.
In order to establish objective, the needs of the learners should be
analyzed by the various types of communication in which the learner has
to face. Because of this, needs analysis has an association with notional-
functional syllabuses. Although needs analysis implies a focus on the
learner, critics of this approach suggest that a new list has replaced the old
one. Where once structural/situational items were used a new list
consisting of notions and functions has become the main focus in a
syllabus. White (1988:77) claims that "language functions do not usually
occur in isolation" and there are also difficulties of selecting and grading
function and form. Clearly, the task of deciding whether a given function
(i.e. persuading), is easier or more difficult than another (i.e. approving),
makes the task harder to approach.
3. Process Oriented Syllabus
Process-Oriented Syllabuses, or also called as the analytical approach,
is developed as for a sense of failure in product-oriented courses to
improve communicative language skills. It is more on a process rather than
a product. That is, focus is not on what the students accomplish on
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completion of the program, but on the specification of learning tasks and
activities that they will undertake during the study.
a. Procedural/ Task Based Syllabus
One example of classic procedural syllabus is Bangalore Project by
Prabhu (1979). Here the focus changes from the linguistic element to
the pedagogical, with an emphasis on learning or learner. Within this
framework the selection, ordering and grading of content is no longer
fully significant for the syllabus designer.
Arranging the program around tasks such as information- and
opinion-gap activities the learner is expected would perceive the
language subconsciously while concentrating on solving the meaning
behind the tasks.
This task-based approach indicates that speaking a language is a
skill that can be improved better through practice and interaction, and
uses tasks and activities to encourage learners to use the language
communicatively in order to achieve a purpose. Tasks must be relevant
to the real world language needs of the student. That is, the underlying
learning theory of task based and communicative language teaching
seems to suggest that activities in which language is employed to
complete meaningful tasks, enhances learning. The real world
interaction is the focus of the task of the instruction (Rabbini, 2010).
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b. Learner –Led Syllabus
Breen and Candlin (1984) are the experts who suggest that
designing a syllabus should be based on how learners learn. In this
approach, the emphasis is with the learner, who is hoped will be
involved in the implementation of the syllabus design as far as that is
practically possible. By being fully aware of the course they are
studying it is believed that their interest and motivation will increase,
coupled with the positive effect of nurturing the skills required to
learn.
However, as stated before, a predetermined syllabus provides
support and guidance for the teacher and should not be so easily
dismissed. Some critics have suggested that a learner-led syllabus
seems radical that it will be difficult to track as the direction of the
syllabus will be the responsibility of the learners.
c. The Proportional Approach
This approach is propounded by Yalden (1987) as reaction to
learner led syllabus. The proportional syllabus basically tries to
develop an "overall competence”. It consists of a number of elements
with theme playing a linking role through the units. This theme is
designated by the learners. Initially it is expected that form will be
central value, but later, the focus will be towards interactional
components; the syllabus is designed to be dynamic, not static, with
ample opportunity for feedback and flexibility.
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Changing from form to interaction can occur at any time and
not limited to a particular stratum of learner ability. Yalden (1987:97)
observes, it is important for a syllabus to indicate explicitly what will
be taught, "Not what will be learned".
This approach with the focus on flexibility and spiral method of
language sequencing bring to the recycling of language, it seems
relevant for learners who lack exposure to the target language beyond
the classroom.
4. Principles of Syllabus Development
The English syllabus applied in the research is the syllabus
developed by the English teacher of SMAN 2 Sungai Penuh. It follows
School-Based Curriculum called KTSP or the School-based curriculum
and covers the components of Objectives, Standard of Competency,
Basic of Competence, Learning Materials, Indicators, Media, Learning
Activities, Evaluation Time allotment, Scope of Learning and resources.
So a good development of a syllabus should be that which is in
accordance with the above components of syllabus.
In additional, BSNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard 2006:14) has defined several
principles of syllabus development namely:
a. Scientific
The materials and the activities stated in the syllabus must be correct
and accountable scientifically.
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b. Relevant
The coverage, the depth, and the level of difficulty as well as the
orders of materials in the syllabus must be relevant to the students’
physical, intellectual, social, economical, and spiritual development.
c. Systematic
The components in the syllabus must be functionally inter-related to
achieve the stated competence standard.
d. Consistent
There must be a consistent relation among the basic competence,
indicators, main materials, learning activities, learning resources, and
assessment system.
e. Sufficient
The coverage of indicators, main materials, learning activities,
learning resources, and assessment system must be sufficient to
achieve the basic competence.
f. Actual and contextual
The coverage of indicators, main materials, learning activities,
learning resources, and assessment system must be in line with the
development of science, technology, and arts happening in the real life
and events.
g. Flexible
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All the components in the syllabus must be able to accommodate the
homogeneity of students, teachers, and dynamical changes that may
happen both at school public demands.
h. Comprehensive
The components of the syllabus cover the three domains of
competency (cognitive, affective and psychomotor).
5. English Syllabus for Senior High School in School Based
Curriculum/KTSP
School- Based Curriculum called KTSP is an operational curriculum
that is made and to be implemented in every level of education in Indonesia
(National Education Department, 2006:12). Actually, SBC is quite the same
with CBC, it means SBC is SBC. It caused by SBC is a development of
CBC which was based on SI and SKL. Mulyasa (2009:17) states that the
characteristics of School Based Curriculum.
“First, it gives a big opportunity to schools and education unit to develop their own curriculum based on the condition of school. Second, it need the participation of society and the parents of the students through school committee to design and develop the school program that could be improve teaching and learning activities. Third, it is democratic and also professional of leadership. Last, it is solid and transparent team, it means that the headmaster, teachers, and school committee work together professionally to reach their target.”
Based on the explanations above it can be inferred that in the
development of School-Based Curriculum. The government gives large
autonomy in designing, developing, and implementing the curriculum based
on their own situation, condition and potential. There are principles that
16
should be considered in developing curriculum based on KTSP it involves
(Mulyasa: 2009: 18)
(1) Oriented in potential, development, needs and importance of students (2) varied and integrated (3) responsive to science, technology and art (4) relevant to life needs (5) general and continued (6) long life learning (7) balanced with national and local needs.
School-Based Curriculum called KTSP is based on Law number 20,
2003 about National Education System and The Rules of Government of
Republic of Indonesia number 19, 2005 about The National Education
Standard. It is applied in Primary School, Junior High School, Senior High
School and also the Vocational School, arranged by unit of education based
on the Content Standard and Passing Standard Competence (SKL) also
according to the guidance arranged by The Education National Standard
Board (BSNP). It is based on The Rule of Minister of National Education
number 24,2006. Its arrangement involves teachers, employees and also The
School Committee, with the hope that KTSP will reflect the aspiration of
people, environment situation and condition, and the people’s needs. The
example of English Syllabus of SMAN 2 Sungai Penuh in the academic
year of 2011-2012 will be appended in appendix.
B. Component of Syllabus
According to BSNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard 2006: 14), In School-Based
Curriculum called KTSP (SBC) at least there are seven components of
syllabus:
17
1) Standard Competency. 2) Indicators. 3) Teaching Material. 4) Media. 5) Classroom activity. 6) Time allocation. 7) Types of Evaluation.
From the components, in School Based Curriculum the researcher
investigated all the components above. Standard of Competence, Basic
Competence, Indicators of teaching, teaching Material, classroom activity,
Media, Source of Teaching, time allocation, and types of evaluation,
1. Standard Competency
According to BSNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard 2006:14) Standard
competency is an industry-determined specification of performance that
sets out the skills, knowledge and attitudes required to operate
effectively in employment. It is the aim of learning process in general.
There are some aspects that should be considered in developing the
standard competency:
a. The sequence the order of the lesson based on the level of
difficulty.
b. Cohering the standard competency and basic competence within
the subject lesson.
2. Indicators
An indicator is about what the Standard Competence spells out. In
formulating of the indicators of the competency, there are some ways
that should be considered (BSNP: 2006).
18
a. The indicators should relate to the students’ characteristics, subject
lesson, and local potency.
b. And the indicators started from concept of slightly higher.
3. Material
Teaching materials are key component in most language programs.
Whether the teacher uses a text book, institutionally, prepared materials
or make us of his/her own materials, instructional material generally
serve as the basis for much of the language input learners receive and
the language practice that occurs in the classroom. These may take the
form of:
a. Printed materials such as books, workbooks, worksheet, or readers.
b. Non print materials such as cassette or audio materials, videos, or
computer-based materials.
c. Material that comprise both print and no-print sources such as self-
access materials, and materials on the internet. In addition,
materials not designed for instructional use, such as magazine,
newspaper, and TV materials, may also play a role in the
curriculum.
Some teachers use instructional material as their primary teaching
resource. The material provide the basis for the content of the lesson,
the balance of skills taught, and the kind of language practice students
take part in. In other situation materials serve primarily to supplement
the teachers’ instruction. For learners, materials may provide the major
19
source of context they have with the language apart from the teacher.
Hence, the rule and uses of material in a language program is a
significant aspect of language curriculum.
Obtaining appropriate materials generally involve one of the
three alternatives; selecting available materials, modifying existing
materials and designing new materials.
a. Selecting available materials, the majority of instructional materials
used by the teachers and trainers are “off the self” that is ready
made and available from school, district, or company collections or
other easily accessible sources.
b. Modifying Available Materials, if the teachers cannot locate
entirely suitable materials and media off the shelf, they might be
able to modify what is available. This can be challenging and
creative. In terms of time and cost, it is a more efficient procedure
than designing own materials.
c. Designing Material. Heinich et al (1996:48) gives some basic
elements that must be considered when designing materials, they
are; objectives, audience, cost, technical expertise, equipment,
facilities, and time.
According to Kitao (2003:123) the materials should be slightly
higher in their level of difficulty than the students’ current level English
proficiency”. Teaching materials should be designed easily enough for
the students to process it without difficulty. Besides that the choice of
20
materials should be suitable with students’ age. Urr (1991) expresses
that “the teacher needs to know if the material is appropriate for the age
of the students. Some materials may focus on some skills but may differ
in format and content to appeal to different ages”. Related to this
statement, it is really important to choose the materials which are
suitable with students’ background knowledge. The teaching materials
will be mastered easily, if it can be related to the previous learning and
background knowledge of the students.
Additional, Robininett (1978) characterizes that good materials
can be viewed from the validity, authenticity, proficiency level and
appropriateness and the currency of the topics. Good materials should
be related to students’ need, daily life and situation.
It can be seen that the material should be:
1. The materials should be slightly higher in their level of difficulty
than the students’ current level English proficiency. (Kitao: 2003)
2. The authentic materials can be used in giving the materials to help
the students to understand the materials easily. (Tanti and
Yusuf:2010)
3. Teaching materials should be designed easily enough for the
students to process it without difficulty. (Kitao: 2003)
4. The choice of materials should be suitable with students’ age.
(Urr: 1991)
21
5. The materials can be viewed from the validity, and authenticity.
(Robininett: 1978)
6. The materials should be related to the students’ need, daily life and
situation. (Robininett: 1978)
In additional, According to BSNP (2006:12) there are some
components that should be considered in developing the English
teaching materials as follow:
a. Students’ potency. It means the materials used by the English
teachers should be suitable with the students’ knowledge.
b. The relevance to the local characteristics. It means the materials
should be related to the students’ environments.
c. Students’ usefulness. It means the material that the teachers give
should have significances for the students themselves.
d. Timeliness, Depth, breadth of the instructional materials. In
preparing, implementing and doing the evaluation the materials
should be considered the promptness appropriate with the
timetable. Besides, the depth and width of information contained in
the materials become the aspects of the materials which are
appropriate with the students’ level, intellectual and condition.
e. The relevance to the students’ needs of environment demand. SMA
N 2 Sungai Penuh has two kinds of study programs; namely
science and social program. So the materials should be related with
their programs and what their environments demand.
22
f. Time allocation. It means the material that the teachers give to the
students must be given the time allocation in presenting it
appropriate with the time for each of activities has been given in
the lesson plan.
So that, the indicators for the materials consist of a) students’
potency, b) the relevance to the local characteristics, c) students
usefulness, d) timeliness, depth, with of the instructional materials, e)
relevance to the students’ need of and environment demand, f) time
allocation.
4. Media
Media, the plural of medium, are means of communication.
Derived from the Latin medium (between), the term refers to anything
that carries information between a source and a receiver. The purpose of
media is to facilitate communication and learning. Media can be divided
into two kinds, they are media by utilization, this media can be found any
shop in the market, and designed media, this media needs to design and
prepared in specific for achieving the certain instructional purposes.
Instructional media is one of the instructional components which
have the important role in the instructional activities. The use of media
must be attention for the teachers in every instructional activity. Media is a
tool which has function to convey the message. As Heinich (1996) has
defined that “a media is a channel of communication, such as film,
television, diagram, printed materials, computers, and instructors”.
23
Next, Sadiman (2007) defines that “Media is everything which can
convey information source to the information receiver”. The other word
instructional media is a media that is used in teaching and learning
process, which covers aid for the teachers or facilitators in teaching and
also the tool which convey the message from the instructional source to
the message receivers.
In technological development, instructional media also undergoes
development through the use of technology itself. Based on the
technological development, Arsyad (2002) classifies media into four
groups, they are “printed media, audio-visual, and the combination printed
and computer media, then those media are divided into two groups,
namely; a) traditional media, b) modern media”.
a. Traditional media
It is used by the teachers to help the students to convey the information
about the instructional materials. This media is easy for the teacher to
find them, because everything around the students can be the
traditional media, but the media must be appropriate with the material
given to the students. There are several media classified into traditional
media such as: audio-visual, printed, game and real media.
b. Modern media
It is used by the teachers to give the explanation about the materials to
the students. This media is appropriate with the technological progress
in communication. The media which are classified into modern media
24
are computer, LCD and hypermedia. This media can facilitate or
represent the teacher in classroom in giving the materials.
According to BSNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard 2006:16) here some aspects that
must be considered in developing the English teaching media:
a. The media must be related to the standard competency
b. The media must be related to the basic competence
c. The media must be related to the materials
d. The media must be related to the indicators
So that, the indicators for the media consists of the media must be
related to the standard competency, the media must be related to the basic
competence; the media must be related to the materials, and the media
must be related to indicators.
5. Classroom Activity
Teachers have a significant impact on their students. The
instructional strategies selected by the teacher influence students learning
outcomes. Therefore, teachers need to be selective in the choice they
make. Teachers must plan and manage the learning setting to ensure that
their students are both challenged and successful.
According to BSNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard 2006:16) there are some
indicators that must be considered in developing the classroom activity as
follow:
25
a. The classroom activities should be designed to help students and
teachers for professionalism.
b. Series of activities for the students to do to reach Standard Competency
and Basic Competence.
c. The order of activities should be based on the concept of materials
Additional in developing and designing the activities the teachers
could be best having various activities which appropriate to the materials.
According to Brown (2000:183) there are some instructional strategies that
can teachers use in the classroom activities:
1) Games. A game could be any activity that formalizes a technique into
units that can be scored in some way. Several of the other group tasks
outlined below could thus become games. Guessing games are
common language classroom activities. In this kind of activities all
students can enjoy the lesson while learning; besides it can reduce the
tensions that happened in the classroom.
2) Role-play. Role-play minimally involves giving a role to one or more
members of the group. And assigning an objective or purpose that
participants must accomplish. In role-play every students can role their
own rule in this activity in order to attract all the students to be active
in the class.
3) Demonstration, in a demonstration, learners view a real or life like
example of a skill or procedure to be learned. Demonstrations may be
recorded and played back by means of media such as video.
26
4) Tutorial, in a tutorial a tutor- in the form of a person, computer
software, or special printed materials-present the content, poses a
question or problem, request a learner’s response, analyzes the
response, supplies appropriate feedback, and provide practice until the
learner demonstrates a predetermined level of competency.
5) Discussion, it involves the exchange of ideas and opinions among
students or among students and the teachers. It can be used at any stage
of instruction and learning, and in small or large groups. From this
activity the students hopefully can share their knowledge each other
students.
6) Cooperative Learning is a grouping strategy in which students work
together to benefit each other’s learning potential. This activity is very
helpful for students to attract the students to do some activities by
teamwork.
7) Simulation, here the learners confronting a scaled down version of a
real-life situation. It allows realistic practice without the expense or
risk otherwise involved.
8) Discovery, it can be used an inductive, or inquiry, approach to
learning. It presents problems to be solved through trial and error.
9) Problem solving, it involves placing students in the active role of being
confronted with a novel problem situated in the real world.
27
According to Kunandar (2007) there are several things that must be
done by the teacher to encourage the students’ motivation in teaching-
learning activities, they are:
a) Interesting and clear objective. It is very important for the teachers to
create the interesting and clear instructional objective.
b) Enthusiastic in teaching-learning process. This aspect must be
possessed by the English teachers in implementing the English
syllabus in teaching and learning process. The teachers may not
indicate the sense of lazy, bored, complaint and tired in facing the
student’s attitudes.
c) Comfortable condition. The teachers can give the fresh and
comfortable situation in teaching-learning activity by using their own
way.
d) Involving the student’s participation. In instructional activity the
teachers may not give explanation about their materials by themselves
to the students. The teacher must be facilitator, motivator, and
mediator in instructional activity.
e) Relating the material to the students’ needs. The teacher must relate
the instructional materials to the students’ needs. The teacher can
relate the materials to the students’ real-life.
f) Giving the students smile and Appreciation. The teacher should give
the students smile when they do something wrong. The teachers are
28
suggested to give the students reward when the students give
something good in teaching and learning activity.
g) Giving homework is appropriate with the students’ ability. This aspect
must be done by the teacher, because homework must be given to the
students appropriate with what they have studied before.
h) Giving the criticisms. The teachers are suggested to give the criticism
by smile. The teachers may not give the students hopelessness.
i) Appreciating the students’ tasks. The teachers must give the
comments about their tasks, assignment, homework that the students
do. The teachers also give the students mark and give them back.
j) Giving the variation of method, way and media. The teachers should
have the variation of way and method and also media appropriate to
the English syllabus.
6. Time Allocation
According to BNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard 2006:16) there are some indicators
that must be considered in developing time allocation as follow:
a. Time allocation should be based on number of effective week/ based on
the basic competence.
b. Number of basic competence
c. Depth
d. Breadth
e. And difficulty level
29
So that the indicators of the time allocation consists of time
allocation should be based on the basic competence, number of basic
competence, depth, breadth, and difficulty level.
7. Evaluation
According to BSNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard 2006:16) there are some aspects
that must be considered in doing the evaluation, namely:
a. The evaluation should be based on the indicators
b. Teachers can use test, non test, written test, and oral test
c. The evaluation can be observed based on the students’ work
d. Using portfolio
e. And self assessment
So that, the indicators of the evaluation consists of the evaluation
should be based on the indicators, Teachers can use test, non test, written
test, and oral test, The evaluation can be observed based on the students’
work, Using portfolio, and self assessment
C. Syllabus Evaluation
According to Richard (2001) there are three approaches that can be
used for syllabus evaluation; formative, illuminative, and summative
evaluation.
1. Formative Evaluation
Evaluation may be carried out as part of the process of program
development in order to find out what is working well, and what it is not,
30
and what problems need to be addressed. This type of evaluation is
generally known as Formative evaluation. It focuses on ongoing
development and improvement of the program. Typical questions that
relate to formative evaluation are:
a. Has enough time been spent on particular objectives?
b. Have the placement tests placed students at the right level in the
program?
c. How well is the textbook being received?
d. Is the methodology teachers are using appropriate ?
e. Are teachers or students having difficulties with any aspect of the
course?
f. Are students enjoying the program? If not, what can be done to
improve their motivation?
g. Are students getting sufficient practice work? Should the workload be
increased or decreased?
h. Is the pacing of the material adequate?
2. Illuminative Evaluation
Another type of evaluation can be described as Illuminative
evaluation. This refers to evaluation that seeks to find out how different
aspects of the program work or are being implemented. It seeks to
provide a deeper understanding of the process of teaching and learning
that occur in the program, without necessarily seeking to change the
31
course in any way as a result. Questions that might be asked within this
framework are:
a. How do students carry out group-work tasks? Do all students
participate equally in them?
b. What type of error correction strategies do teachers use?
c. How do teachers use lesson plan when teaching?
d. What type of teacher-student interaction patterns typically occur in
classes?
e. How do students understand the teacher’s intention during a lesson?
f. Which students in a class are most or least active?
Sloan and Watson (2001) adopted an illuminative approach to
investigate educational processes involving the interpersonal interaction
between "supervisors" and their "supervisees" during clinical supervision
in a nursing setting. The aim of the study was to determine "which
supervisor interventions facilitate and constrain the supervisee's use of
individual clinical supervision"
Basson and Nonyongo (1997) adopted the interpretive stance of
illuminative evaluation to evaluate a face-to-face tutorial support
programmed offered by the South African Committee for Higher
Education Trust (SACHED) to students of the University of South
Africa, a distance education provider
32
Parlett and Hamilton then propose "illuminative evaluation", an
approach of which the main concern is "description and interpretation
rather than measurement and prediction".
The aims of illuminative evaluation are the following (Parlett &
Hamilton 1976:89): to study the innovatory project; how it operates; how
it is influenced by the various school situations in which it is applied;
how students' intellectual tasks and academic experiences are most
affected. It aims to discover and document what it is like to be
participating in the scheme, whether as teacher or pupil; and, in addition,
to discern and discuss the innovation's most significant features,
recurring concomitants, and critical processes.
3. Summative evaluation
A third approach to evaluation is the type of evaluation with which
most teachers and program administrators are familiar and which seek to
make decisions about the worth or value of different aspects of the
curriculum. Summative evaluation is concerned with determining the
effectiveness of a program, its efficiency, and to some extent with its
acceptability. Richard (2001) takes place after a program has been
implemented and seeks to answer questions such as these:
a. How effective was the course? Did it achieve its aims?
b. What did the students learn?
c. How well was the course received by students and teachers?
d. Did the materials work well?
33
e. Were the objectives adequate or do they need to be revised?
f. Were the placement and achievement tests adequate?
g. Was the amount of time spent on each unit sufficient?
h. How appropriate were the teaching methods?
i. What problems were encountered during the course?
From the three approaches above, the researcher used the
Illuminative evaluation, to analyze the syllabus development, because the
researcher just wants to provide a deeper understanding of the processes
of teachers in developing the English teaching syllabus.
D. Review of the Related Findings
This part contains the relevance of studies. Some studies on analysis
of syllabus had been done by different researchers. The first relevance
research was the one conducted by Ahmed (2009) on English Language as a
Requirement Course for Information Students -- A Content Analysis of
English Syllabus in the Faculty of Arabic and Islamic Studies/ Nile Valley
University. He found out the major problems of the teacher in developing
syllabus is the lack of teacher training and there is no ESP teacher program.
The second relevance research was conducted by Goh et al (2005)
on Knowledge, beliefs and syllabus design: A study of English Teachers in
Singapore. They found that most of the teachers have problems in developing
the English Syllabus are some teachers could not accurately articulate the key
principles and main features of the syllabus, they still felt confident of
34
developing it and the teachers not getting enough time for achieving the aims
of the syllabus.
Next, the research was conducted by Wulandari (2009) on the title
The Problems of teachers faced in developing the English syllabus at SMA N
2 Sampang. She found that the common problems that faced by teacher are
teachers reported was insufficient effective teaching materials/resources.
Although textbook had been published to assist teachers in delivering the
requirements of the new syllabus, many teachers were not entirely happy with
their quality and there was little reference to the use and learning of the
English language across the curriculum.
Finally, research was conducted by Rosmawati (2010) had done a
research about analysis of the English Syllabus for the vocational High
School and the School Based Curriculum. In her research she found that most
of the teachers have problems in managing the content of the syllabus such
as, lack of the sources, and allocation of time, materials, and media.
In conclusion, there had been many studies related to this research.
The study concerns on teachers’ policy in developing syllabus. While, in this
research, the researcher did an analysis study to find out how the English
teachers developed the English teaching Syllabus. then the researcher
described the data into qualitative data.
35
E. Conceptual framework
Based on the theory above, the conceptual framework is like the
following:
Syllabus Component
School Based Curriculum
Standard competency
The Syllabus Development
Result
Indicators Materials Media Time Allocation
Classroom Activities
Evaluation
36
CHAPTER III
RESEARCH METHODOLOGY
A. Type of the Research
The design of this research is descriptive. A qualitative research is
all about understanding issues, observing phenomena and answering
questions (Sugiyono, 2010: 283). It is done to see the human phenomenon in
such a way that it can give a clear description. In this research the researcher
will describe the syllabus development analysis in order to give an accurate
description of their syllabus development.
Besides giving the description of their development, this research
also studied the problems they often have in teaching English referring to the
syllabus they are fulfilling. The description of the development as well as the
analysis of the problems will be given in such a way that the phenomenon
being researched can be revealed in as much qualitatively clear as possible.
The qualitative analysis method applied for this research will go through
cruising all the possible related phenomena that are describable happening
during the development of the syllabus in an English teaching classroom
context from the most observable to the least one. Thereby, covering and
explaining all facts of the development of the syllabus.
B. Setting of the Research
The setting of the research was in SMA Negeri 2 Sungai Penuh at
grade XI. This is located on Jalan Depati Parbo Kota Sungai Penuh, Kerinci-
Jambi Province. It took place in the middle of Kerinci regency that is called
36
37
now Kota Sungai Penuh. It is about 260 km from Padang city. The researcher
will be conducted at grade XI that consists of three English teachers, and
seven classes and two programs, namely scientific and social programs. The
scientific program consists of four classes and the total number of the
students in each class is thirty-two. While, the social program consist of three
classes and the total number of the students in each class was thirty-two.
C. Source of the Data
The source of the data for this research was the English teachers who
taught at grade XI. The data was gathered from three English teachers, there
were two English teachers taught in scientific program and one English
teacher who taught in social program. All of them were participating. The
data was taken from the interview.
D. Instrumentation
As this study was the qualitative study which investigates the
syllabus development by English teachers in their teaching, so the appropriate
instruments for this research will be an interview.
Interview is one of the instruments used in this study. According to
Thomas (2003: 63) interviews usually involve a researcher orally asking
questions for individuals to answer orally. Annabel (2005) “adds interviews
are a systematic way of talking and listening to people and are another way to
collect data from individuals through conversations”. The researcher or the
interviewer often uses open questions. Data is collected from the interviewee.
Meanwhile, Kvale (1996: 14) states that “individual interview is an
38
interchange of views between an interviewer and the interviewee by talking
about theme of mutual interest”. Moreover, Dawson (2010: 28) argues that
“interview aims to know specific information that can be compared and
contrasted with the information gained from other data collecting
techniques”. This study employs semi structured interviews that can support
the findings of the data gained from classroom observations. Semi-structured
interviews are non-standardized and are frequently used in qualitative
analysis. The interviewer did not do the research to test a specific hypothesis
(David, & Sutton, 2004, p. 87). The researcher has a list of key themes,
issues, and questions to be covered. In this type of interview the order of the
questions can be changed depending on the direction of the interview. An
interview guide is also used.
The interviews was conducted to answer all research questions
concerning how each English teacher personally in developing the syllabus in
teaching English at SMAN 2 Sungai Penuh, the difficulty they encounter in
developing it and their solution to overcome the problems they faced.
There are two kinds of interview one-to-group interview and one-to-
one interview. This research uses one-to-one interview as it is to know how
each English teacher personally implement the syllabus in teaching English at
SMA N 2 Sungai Penuh. One-to-one interview allows the interviewee
personally answers the interview questions without any tendency to refer to
others’ response.
39
Interview guidelines were used to strengthen the qualitative data.
The researcher used interview to collect some data that influenced the
teacher’s planning in developing the English teaching syllabus. According to
Burton and Barlet (2005:126), one of the strengths of interview as a means of
data collection is the interviewer can collect detailed qualitative data
expressed in the respondent’s own words. The researcher interviewed
teachers in developing the English teaching syllabus orally. The questions for
the interview guidelines were asked for the interviewee as follows:
Table 1: Based on BSNP (2006)
NO Indicators Sub-Indicators
1. Standard Competency a. The order of the lesson based on the level of difficulty
b. The relation of standard competency and basic competence within subject lessons.
2. Indicator a. Related to students’ characteristicsb. Related to subject lessonsc. Related to local potency
3. Materials a. The level of difficultyb. Students’ agec. Using authentic materialsd. Related to students’ potencye. Related to the local characteristicsf. Students’ usefulnessg. The breadth, width, and authenticityh. Support the students’ need environmenti. Related to the time allocation
4. Media a. Using media/ resourcesb. Traditional mediac. Modern mediad. Relate to the materialse. Related to the Standard Competencyf. Related to the Basic Competence
5. Classroom Activity a. Students and teachers for professionalismb. Activities should be designed to reach
Standard Competency and Standard
40
Competence.c. Relate to the materials
6. Time Allocation a. Relate to the Basic Competenceb.The depth, breadth, and the difficulty level
7. Evaluation a. Related to the indicatorsb. An observation of students’ workc. Using portfoliod. Self assessment
The details of the indicators above are presented in chapter II.
E. Technique of Data Collection
Data from Interview
Kvale (1996: 35) defines interview as “an interaction between two
people, with the interviewer and subject acting in relation to each other and
reciprocally influencing each other”. Interviewing is an important way
because it can be used to check the accuracy of, verify of what the researcher
has gained through observation (Fraenkel and Wallen, 1993: 385; Maxwell,
1996: 76). This aims to obtain more comprehensive data on their perspective
and to clarify the extent to which the teachers implement the English
syllabus. It is intended to answer the research questions on the three areas.
A semi-structured interview is administered to enable the researcher
to get all information required while at the same time permitted the
participants’ freedom of responses and description to illustrate the concept
(Beg, 2000: 70). Semi-structured interview can increase the
comprehensiveness of the data and make data collection somewhat systematic
for each respondent because logical gaps in data can be anticipated and closed
(Fraenkel and Wallen, 1993: 387).
41
A face-to-face interview is conducted at the end of this program.
Considering the interview language, based on the agreement with the
interviewees, the interview is conducted in Bahasa Indonesia. Choosing
Indonesian language in interview is to make the English teachers free in
expressing their ideas; it enables the researcher to analyze the data in depth
(Silverman, 2005).
Individual interview with English teacher is conducted in quiet
environment such as laboratory or in the library. In this case, the individual
interviews are intended to get factual information, opinions, and attitudes.
The interview questions are divided into seven parts, namely: Standard
Competency, Indicators, materials, media, classroom activities, time
allocation, and evaluation.
F. Technique of Data Analysis
According to Bogdan and Bikden (1992:153) data analysis needs the
systematic search and organization of data obtained from interviews and
notes to increase the teachers’ understanding of the problems being explored.
The data of this research was analyzed through qualitative data analysis. As
stated by Alwasilah (2003) the analysis of data must be conducted as soon as
they are collected. Data analysis will be done after the course and the research
program. It will be done on the basis of the research questions stated in
chapter 1. They were classified into three central themes, First, how the
teachers implement the English syllabus at SMA N 2 Sungai Penuh. Second,
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what are the problems faced by the English teachers in developing the
English teaching syllabus.
To find out how the teachers develop the English teaching syllabus
at SMA N 2 Sungai Penuh in the academic year of 2012, the analysis will be
presented to the seven areas, namely, standard competency, formulating
indicators, materials, media, classroom activities, time allocation, and types
of evaluation.
After the whole series of the steps of the research are done then the
last step is to analyze the data. In order to generalize the data on how the
teachers develop the English syllabus at SMA N 2 Sungai Penuh- Kerinci in
the academic year 2012, the researcher followed several steps as suggested by
Gay (2003:239):
1. Data Managing
In analyzing the data, the researcher used data managing that involved
creating and organizing data of collected during teaching English based on
the English syllabus. The purpose is to organize, to check for completeness
and to star analyzing the data from preparation, process and evaluation
collected by using observation checklist, interview guide, and field notes.
2. Reading/memoing
The data from preparation, process and evaluation will be collected in
observation checklist, field notes, and interview will be read intensively
after the research already finished. Then, the data will be put into memos
that make the data easy to understand.
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3. Description
The research will describe all of the data-preparation, process and
evaluation that will be collected during observation checklist, interview
guide, field notes and camera about the implementation the English
syllabus at SMA N 2 Sungai Penuh.
4. Classification
The data gathered during the teaching and learning process, preparation,
process and evaluation will be classified into smaller units. Classifying
data is needed in order to put data into each type and analyze them partly
based on each indicator.
5. Interpretation
The data-preparation, process and evaluation gathered will finally interpret
in order to get a better result. Interpreting data is based on what happen
during teaching and learning process. In addition, analyzing and
interpreting data is controlled so that the description did not go beyond the
focus of the research.
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CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
This chapter described in more details the research findings of the
study and the data investigated and collected from the interview. The issues
to be described here are the two already stated in previous chapters. These
centre on how the English teachers developed the English teaching syllabus at
SMAN 2 Sungai Penuh, and the problems faced by the English teachers.
There were seven components analyzed here; Standard Competency,
Indicators, Materials, Media, Classroom activities, time allocation, and types
of evaluation. The data gathered from the interview was presented and
analyzed.
1. Syllabus Development by English Teachers at Grade XI of SMAN 2
Sungai Penuh
In this case the researcher described and analyzed the way the
English teachers developed the syllabus an. There are seven components
of the School-Based Curriculum or KTSP that to be analyzed here,
namely; Standard Competency, Indicators, Materials, Media, Classroom
Activity, Time allocation, and Evaluation. Each component would be
presented in more details below.
a. Standard Competency
The first component to be covered in the syllabus is Standard
Competency. Referring to the standard competency of School-Based
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Curriculum, some points are needed to be considered in developing the
English syllabus; the order of the lesson based on the level of difficulty,
the relation of standard competency and basic competence within subject
lesson.
1) The order of the lesson based on the level of difficulty
In analyzing and developing the standard competency of the
syllabus, teacher A depended much on her rules of thumbs derived
from her own belief and perception of what she thought to be the
best for her students. She said she knew a little about Standard
Competency and only did the safe things. As in the interview:
“Actually I don’t really understand the nature of standard competence, but I pay much attention to my knowledge and students’ capability and resources. I just teach what I think easy for my students.”
Teacher B considered first choosing good materials for the
standard competency before some other factors like the hierarchy of
the concept of knowledge, the order of the lesson based on the level
of difficulty, and the relation with the time to be allocated. As he
said in the interview:
“The first thing I consider when developing the standard competency is choosing the good materials for my teaching by adjusting this to my students’ potency”
While, teacher C stated three things that need to be done in
developing the standard competency, they are the order of the
difficulty of the materials, the relevancy of Standard Competency
and Basic Competency, and the relevancy of Standard Competency
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and Basic Competency within subject lessons. As stated in the
interview:
“In analyzing and developing the standard competency, there are some factors that I always consider: First, the order of the difficulty of the materials, second the relevancy of SKKD and the last one the relevancy of SKKD between intra subject lessons.”
2) The relation of Standard Competency and Basic Competency within
subject lesson
Concerning the relationship between the standard
competency and basic competency, teacher A said that she just
needed to relate the genre and the subject lesson. In the interview she
said:
“It depends on the genre I teach, if it is about descriptive, I can relate to biology, if it is about narrative I can relate to social science and religion.”
Similar to teacher A, teacher B also related the standard
competency and basic competency to the materials. As said in the
interview:
“It depends on the materials to be taught.”
Teacher C explained some steps needed for establishing the
relationship between the standard competency and basic competency
starting from categorizing the standard competency and basic
competency of the same materials through mapping the systematical
order of the lesson based on the difficulty level. As she said in the
interview:
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“There are some steps to relate the standard competency and basic competency that I do. First, I categorize the standard competency and basic competency which has the same materials, second, by mapping the system of teaching by considering the level of difficulty and the usefulness of materials.”
b. Indicators
The other term that teacher should develop in their syllabus
called Indicators. In developing the indicators teacher should consider
some points; the indicators should relate to the students’
characteristics, subject lesson, and local potency.
Indicators relate to the students’ characteristics, subject lesson, and
local potency.
In formulating the indicators teacher A put more emphasis on
students’ characteristics and the subject lessons over the local potency.
As she said in the interview:
“Not really because I just focus on students’ characteristics, and lessons, but not the last.”
Teacher B on the other hand related the indicators to the local
potency as well as the students’ characteristics. He related them to the
most noticeable local potency, as quoted from the interview:
“Yes, I always try to develop the indicators based on my students’ characteristic, and I try to relate them to the local potency. As you know Kerinci is one a tourist destination, so I try to relate them to the local potency.”
Teacher C in a somewhat different way formulated the
indicators through associating the standard competency and basic
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competency by means of teaching materials integration from the
combination of a number of disciplines. As she clearly stated below:
“Yes, they do. I associate SK and KD between lessons by integrating teaching materials in a lesson by combining the number of disciplines through the integration of contents.”
c. Material
Teaching materials are a key component in most language
programs that generally serve as the basis for much of the language
input learners. Based on the guideline book from BSNP, the syllabus
could be developed by the English teachers by considering some
elements; the level of difficulty, students’ age, using authentic
materials, related to the students’ potency, related to the local
characteristics, students’ usefulness, the breadth, width, and
authenticity, support the students’ need environment, and related to
the time allocation.
1) The level of Difficulty
Teacher A explained that she used the materials that were
slightly higher in their level of difficulty than students’ current level
of English proficiency by doing English test proficiency and need
analysis first. She said that by doing this a teacher would know the
level of the material being given to the students. As she said in the
interview:
“To do that, I do a need analysis and tests of English proficiency. After that I know that the students’ English ability and their level. And then I adjust the materials with the students’ need”.
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Similarly, teacher B said that he also did the same way as
teacher A. He said that he considered the slightly higher material than
the students’ level of English proficiency. He often used some tests
and need analysis to find it. As what he stated in the interview:
“Well, I think it is very important to relate the material with the slightly higher in their level of difficulty than students’ current level of English proficiency. For me, to know those things. I usually have test in order to know my students’ English proficiency. Besides, I also do analysis to find their ability before giving the material. After that I relate the material to the students’ level, so that the material can be easily understood by the learners”.
And teacher C explained that she designed the material that
was slightly higher in the level of difficulty than the students’ current
level of English proficiency. She said that it is very useful to do,
because every student has different background knowledge and
different level of English proficiency. She used test to know them. As
she said in the interview below:
“All right. The material should be designed as good aspossible in order to be easily enough for the students to understand the materials. And for me, the material should be slightly higher in their level of difficulty than students’ current level of English proficiency. So that by doing this, the pupils will learn and understand the materials easily enough….”
2) Materials relate to the students’ age
Teacher A said that, she related the materials to the students’
age. And she said in relating the materials to the student’ age she
just adjusted the materials to the student age by adjusting it with
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her syllabus, because the materials already had the standard for
every class. As what she said in the interview:
“I relate it to the students’ age, because it is very important to relate it. But I have a standard in my syllabus.”
While, teacher B said that she did not need to relate his
materials to the students’ age, because she said all the materials in
his syllabus have been standardized from the educational office. So
that she just follow the syllabus. What he said in interview:
“I actually, did not consider about the student’ age with my materials, because as we know it is already has the standard of the age in every class”
On the other hand, teacher C said that she related her
materials to the students’ age by adjusting them with the
curriculum given. She said that she just referred the materials with
the syllabus and seeing the appropriate materials would be taught.
Besides that she gave tests to the students to know the students
level of English. As she said in interview below:
“As we know we already have curriculum. For example; the curriculum for class XI, XII it is already designed in the curriculum, so that I do not really consider about the students’ age. But the most important thing that I can do here referring the materials with the curriculum and seeing the good material being given. And then, I gave them tests and need analysis in order to know their English proficiency, after that I know what kind of material should be taught.”
3) The teachers use the authentic materials in teaching
Teacher A explained that she used the authentic materials
when teaching. She said that the authentic materials are very useful for
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introducing the real language use of language. As she said in
interview:
“I often use the authentic materials when teaching, because authentic material is very useful for introducing the real-language use of language.”
And teacher B said that, she did the same way as teacher A. He
also used the authentic materials when teaching. He said that by
giving authentic materials the students can easily understand the
lesson, because the students understand the real-life language used.
Whereas, teacher C stated that she did not use the authentic
materials in her teaching she only used the standard text book kind of
language. It could be seen when the researcher interviewed her:
“No, I do not, because I have text book, and just use it when I am teaching”
4) The materials relate to the students’ potency
In developing the materials and relating them to the students’
potency both teacher A and B tried to look at their students’ need then
identified what they need to include into the materials that can be
associated with their students’ potency. If it turned out to be too
difficult for their students they made a simplification. As teacher A
said in the interview:
“I teach based on what my students’ need. So I develop it based on what they know and they do not know. Sometimes, I simplify but I also often skip some difficult lesson.”
While teacher C attempted to view their students’ potency
from a different angle; something that can easily be accessed by their
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students in their real life activities such as the things around their
school environment that they are surrounded by in everyday school
life as stated in the interview:
“Yes, I relate it. I develop the materials that relate to students’ potency; here I choose the materials that are available in the school environment by considering the usefulness to be applied in their real-life.”
5) The materials relate to the students’ local characteristics
Related to the local characteristics, teacher A, B and C rather
had a similar way. They focused more on the prominent cultural
aspect that serve as their local identity which is very familiar to all the
students.
“I develop materials related to regional characteristics of the students with learning how to pursue development in harmony with the area and the living conditions of students, for example, if students live in coastal areas, then I try to relate the materials to coastal areas.”
6) The students’ usefulness
The main thing all the three teachers have in common in
developing the materials that have the content for students’
usefulness is relating the materials to the students’ daily life. All of
them attempted to include some current daily affairs of the students
into the lesson. In addition, a more comprehensive consideration
was done by teacher C who also took into account the students’
experience as well as the technology utilization. In the interview
she said:
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“In developing the materials in order to emphasize on the students’ usefulness, there are some ways to do this. First, the materials should relate to the students’ real life. Second, the materials relate to the update technology, and then the materials should relate to the students’ experiences, and then the materials should be interesting to the students. How teachers do this? They can develop the materials by considering the materials with the students’ need, situation, and the school condition.”
7) Depth, and breadth of the materials
In plumbing the depth and breadth of the materials teacher
A took a consideration of a comparison between its levels of the
difficulty with the students’ existing knowledge. She adjusted the
materials in such a way till it reached the right depth. She said:
“Yes, of course, it is so important, because teaching is enabling them to do or to know something. If the materials are difficult I try to make it as simple as possible.”
Teacher B associated the depth and breadth with the quality
of the materials as he said in the interview:
“Yes, I do. I consider the materials because it is very important. Because by considering the, teachers know the quality of the materials.”
Teacher C believed the depth and breadth of the materials
to be the tools to achieve the standard competency and basic
competency. In the interview she said:
“I consider the materials on the level of difficulty because it is very necessary to reach the standard competency and the basic competency.”
8) The materials support the students’ need and environment
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For materials that support students’ need and environment
teachers A, B, and C tried to relate the materials with the students’
real life and involved the school collages in cooperation to discuss
for help. Teacher C said:
“To develop the materials to support the need and the environment of students, the first thing I relate the materials to the students’ life directly. Besides, I involved all the component of school to cooperate and develop the materials for the students’ need in developing their personality, skills, thinking, academic, as well as social life.”
9) The materials adjusted with the time allocation
Relating to the size of the materials with the time
allocation, teacher A stated that she used much time to fit the
lesson with the syllabus. She said in the interview:
“I use much time for complicated lessons even it doesn’t fit in the syllabus”
Similar to teacher B, he adjusted the size of the materials
with the time allocation by skipping some unnecessary materials,
and he had extra time to fit the size of materials to the time
allocation. He said in the interview:
“I need extra time to fit my materials with the time allocation, even if I miss some important materials, sometimes I need extra time to reveal it.”
Different from teacher C, she said that she adjusted the size
of the materials with the time allocation by considering the
effectiveness of the teaching-learning process per week. Besides,
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she studied the standard competency, depth, breadth, level of
difficulty, and the basic competency. She said in the interview:
“I do it by adjusting the materials to the time allocation and based on the effectiveness per week by studying the standard competency, depth, breadth, level of difficulty, and the basic competency”.
d. Media
The other component to be developed in the syllabus of
school-based curriculum is media. The teachers could develop their
media having considered some elements; namely; using
sources/media, traditional media, modern media, related to the
materials, related to the standard competency, and related to the
basic competence.
1) Teachers use media for teaching
Teacher A and teacher B said that they considered media
deployment for teaching. They believed it can help the students
understand the materials, because the media in teaching are very
helpful. As she said below:
“Yes, of course. I consider including the media in developing the syllabus to help the students easier in understanding the materials”
While, teacher C explained that she deigned the media in
teaching if needed, because the media is very useful to give a better
understanding of the lesson. For example; when talking about
America teacher C usually designed the students a map and picture
of it. As she said in the interview below:
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“Yes, I design some media in developing my syllabus whenneeded, because the media is very useful to help the students easier in understanding the material. For example; when we are talking about America country, we usually included and design related to America, so that the students feel at ease to understand the topic.”
2) Teachers use traditional media in teaching
Teacher A said that she considered including traditional
media in developing syllabus. She explained sometimes traditional
media is needed in the class. I often included the traditional media
when the students get difficulties in learning, for example when the
materials learned the listening skill the teachers prepared such as
tape recorder. Besides she used the classroom environment as a
media which was related to the materials being taught. As she said
in the interview:
“Yes, I do. I often included media in developing my syllabuswhen needed.”
Teacher B and teacher C did the same way in developing
the media. They also used and developed the media when needed.
They said that media were very useful to help the students easier in
understanding the materials. They said sometimes the traditional
media is needed to give the students a better understanding of the
lesson. As teacher C said in the interview:
“Yes, I do. I design traditional media in my teaching to give a better understanding of the students. The example of the traditional media is audio-visual, tape, etc.”
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3) Teachers use modern media in teaching
Teacher A said that she created modern media in teaching.
Modern media as she understood could be the best sophisticated
alternative available at her disposal for use in teaching. The
example of the modern media that teacher C considered including
in the class are Laptop, In-focus, LCD, etc. she stated in interview
below:
“Yes, I do. Sometimes I use modern media in my syllabus if it is needed. But I adjust it to my syllabus, the example of the modern media that I usually use laptop, in-focus, LCDs, and internet.”
While teacher B also included the modern media for
teaching, he stated that modern media right now is very crucial to
help the students easier in understanding the materials. He said that
he often showed the students the media which are available around
the class such as the environment of school, canteen, library, and
all the things that can be involved as a media for his teaching. And
she usually got the media from the school, and sometimes he
needed to create it by himself.
Teacher C stated that she also did the same way as teacher
B. She explained that nowadays the development of the advanced
technology can change the educational progress. A teacher should
be creative to find and to select the media in teaching. She usually
prepared the media such as In-focus, Laptop, Computer, and LCD.
As she said in interview:
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“Yes, I do. As we know today is modern era we suppose to know the technology progress to help our teaching to be more active. I design modern media in my teaching if it is needed. But I adjust it to the syllabus. The example of the modern media that I usually prepare is laptop, in-focus, LCD, and internet”
4) Teachers use teaching sources
Teacher A said that she developed sources in developing
her syllabus. She said that textbook is very important in teaching
and learning process. She opted for commercial textbook in her
teaching, because it is easy to find. As she stated in the interview
below:
“I usually design commercial textbooks. You know the commercial textbook is very easy to find. We can buy it in the book store. And sometimes I download it on internet. By using textbook we do not waste much time to design it, because it is already available what we want to teach in the textbook”.
While, teacher B also said that she also developed the
textbook in developing his syllabus. He said that he used
commercial textbook for his teaching, because it is so easy to find.
And he stated that textbook can be found in a book store, and the
Internet, she just needed to follow and taught what has been
designed in the textbook. As he said in the interview below:
“I design commercial textbook, because it is easy to use. We do not have much time to create it. We can buy it from the book store, and we can get if from the head master. In commercial textbook it is not a time consuming planning activities because all the courses that we need to teach have already been arranged there”
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Next, teacher C also did the same way as teacher A, and B.
Teacher C used the textbook for her development. She often used
commercial textbook, because the commercial textbook is easy to
find. She just taught the courses that have already been in the
textbook by adjusting it to the syllabus. Here is what she said in the
interview:
“In my teaching I often design commercial textbook, my reason using this you know it is very easy to get. It is available in the school and in the book store. But I usually get it from the education office. The commercial textbook it is very easy to use, we do not need to create our sources again and we just take the lesson in the textbook by adjusting the materials with our syllabus. So we can save our time in teaching”.
Next, teacher A chose a good textbook for her teaching by
considering the textbook with the students’ level and background.
Besides, she read the content of the textbook quality. And she also
related it to the students’ culture. As she said in the interview
below:
“Yes, my criteria for choosing a good textbook for my teaching, first of all I always find the appropriate one for my students’ level, besides I read the content of the textbook whether it is suitable or not. Addition, to choose the good textbook I always adjust it with the students’ background such as age, culture, and their motivation”.
Teacher B said that textbooks should contain good lesson
and be suitable for the students. And he said that the most
important thing is the textbook should contain all four language
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skills, they are speaking, reading, listening, and writing. As he said
in the interview below:
“Yeah, the criteria should be that it contains a good lesson and that is suitable for the students. And it contains all the language skills that are necessary for the students to master”.
While, teacher C said that she chose the textbook by
looking at the quality of the content of the textbook, the
vocabulary, the culture, and the quality of the exercises. As she
said in the interview below:
“My criteria when choosing the textbook is the content and the quality of the practice materials. I read first thecontents, the exercises, the vocabulary used, and the cultural content. But the most important thing to consider the four English language skills, they are speaking, listening, reading, and writing”.
5) The media relate to the standard competency basic competence,
and materials
To relate to the standard competency teacher A and B said
that it would vary depending on the materials and the teaching
techniques they deploy with the purpose of reaching the standard
competency and basic competence. Teacher B said:
“I actually have so many kinds of media, but I always try to choose appropriate media with the materials. Sometimes I just need a simple media such things around the class, and it depends on materials need.”
Teacher C, also consider including the physical and cultural
environment where the students live amid with those things. She
said:
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“There are so many kinds of media that can be used to achieved the standard competency and indicators such as print media, students’ and teachers’ handbooks, and the physical and cultural environment where the students live. Besides, I also choose laptop and in-focus.”
Teacher C further added:
“I choose the media which relate to the materials. For example, when it talks about culture I relate the materials to the local culture.
e. Classroom Activity
In term of classroom activity in the component of school-
based curriculum, teachers could develop the media having noticed
some of the elements in developing the classroom activity; namely
teachers use various activities, students and teachers for
professionalism, the activity should be designed to reach standard
competency and basic competence, and the activity relates to the
materials.
1) Types of Activities
a) Teachers use various activities in teaching
Teacher A said that she had many activities in her teaching.
By doing this the students will enjoy the learning process. Teacher
A gave the example of her kind of classroom activities, such as;
cooperative learning role-play, etc.
First, she said that cooperative learning is a very good
technique in giving the instructional activities, because by doing
this the students can work together and share their knowledge. And
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second, role-play. It is also one of the techniques that can be used
in giving the instructional activities in the class. In this case she
designed the activities by choosing role-play technique, such as
between a doctor and a patient, a police and a driver, etc. This aims
to introduce the students the real-life language. Here she usually
used role-play for speaking activities, and cooperative learning for
reading passages. She stated in the interview:
“Yeah, first, I think cooperative learning is very useful in learning process. Because, here all the students can work together each other students and they can discuss and share their knowledge. So every student has chances to talk. Second, for role-play is also a good activity that can be used in the class. Here, in role-play I usually give a role to one or more members of a group, and then I ask them to play their own role such as the interaction between a doctor and a patient, teacher and students, etc”
While, teacher B said that he also had various activities in
his teaching, he said that the instructional activities should be
adjusted with the students’ immediate need. Teacher B often used
discussion, and games in giving the instructional activities. He said
that game is one of activities that can be used in the class to reduce
the classroom tension, so that the students feel relaxed and enjoy
the activities. And the discussion also is very important to attract
the students to be more active and creative in the class. He usually
divided the students into several groups to discuss the materials.
Teacher B usually used discussion for reading lesson, and games
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for all kind of the activities, but it depends on the students’
condition. He stated in the interview below:
“Well, I have developed various classroom activities when teaching. As we know there are many activities that can be used in the class. For example, jigsaw, brainstorming, collaborative learning, role-play, problem solving, games, as soon”.
Next, teacher C said that she developed some activities in
her class. She often used role-play, cooperative learning, and
games in her instructional activities. She used role-play to
encourage the students to be more active in speaking. And she used
cooperative learning to give the students opportunities to do their
tasks together. Finally, they can share and discuss their knowledge
with the other students even with the teacher. As she said in the
interview:
“I design and develop some activities when teaching. As we know there are so many activities that can be applied while teaching, such as simulation, brainstorming, cooperative learning, jigsaw, information gap, and collaborative learning. But, in this case I often use role-play, cooperative learning, and sometimes I use games”.
b) Classroom Activities for students’ and teachers’ professionalism
In developing classroom activities for students’ and
teachers’ professionalism, teacher A and teacher B stated that they
developed their kind of activities by designing them into a student-
centered approach. They emphasized more on teacher as a
facilitator. Teacher A said in the interview:
“I try to apply students centered”.
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Similar to teacher C, she said that she developed her
classroom activities for student’ and teachers’ professionalism by
applying the student-centered approach. Besides, she created
various activities that can motivate all students to be active. She
said in the interview:
“My classroom activity is students centre; we are as a teacher a facilitator. And I developed them by involving all students in the classroom”.
c) Classroom Activities related to Standard Competency and Basic
Competence
The classroom activities related to standard competency
and basic competency both teacher A and teacher B did the
same way in developing it. They explained that they just
designed their lesson plan as good as possible and designing the
scenario of teaching. Teacher B said in the interview:
“I designed my activities to do to reach SKKD by preparing the lesson plan”.
And teacher C developed her activities by creating some
interesting activities; she chose her activities that can attract the
students’ interest in learning process by looking up the standard
competency and basic competency. She said”
“I designed my classroom activity to reach SK and KD by creating various and interesting activities. But the most important thing is always fit to the SK and KD
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d) Classroom Activities related to materials
Dealing with the activity that related to the materials,
the three English teachers did the same way. For example when
the materials were related to the market they created the
activities which contains the activities in the market. Besides
they often used role-play and cooperative learning to reach the
target. Teacher C said in the interview”
“Yes. sure. I always related my materials to my activities. It could be seen in my lesson plan. For example when the students learned about market, restaurant then I try to design such as role-play, cooperative learning, etc.
f. Time Allocation
The other component of School Based Curriculum is time
allocation. In developing the time allocation, teachers needed to
consider some elements to do the things; they are time allocation
relates to the Basic Competence, the depth, breadth, and the
difficulty level.
1. Time allocation relate to the Basic Competence
Teacher A, and B managed their time allocation for
achieving the basic competency by putting a fixed measurement in
their syllabus. After designing their materials they assigned each
basic competency to the time limit for each meeting. In case they
ran out of time before they had reached the entire basic
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competency, they would have an additional time if possible.
Teacher B said:
“I manage my time allocation by designing my materials first, if there is not enough time I usually have additional time to reach the target in the syllabus.”
While, teacher C tried to make a prediction on what can be
achieved by one basic competency then decided the number of
hours possible for each meeting. She said:
“I managed the time allocation by calculating the achievement possible for each basic competency with the measurement of hours times the number of meetings e.g. 2 x 40.”
2. Depth, Breadth, and Difficulty level
Among other things teacher A, and B considered were the
difficulty level and the depth of the basic competency to be
achieved within the available time allocation. For that they did a
need analysis and a test of English proficiency. Teacher A said in
the interview:
“I always consider the depth and the difficulty level of the basic competency to be achieved within the time constraint. I do need analysis and test of English proficiency in order to know the students’ level. “
Teacher C considered the depth, breadth and the level of
difficulty by calculating the number of effective meeting per
semester, duration per week then accorded it with indicators of the
calculated lesson achievement as she explained it in the interview:
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“I always consider depth, breadth and difficulty level. Because by doing this effectively, the teachers can reflect their success in completing their target. Here is my way in managing time allocation: first calculating the effective meeting per semester e.g. 18 week, second the total of duration per week e.g. 4 hours, third the total of hours per semester e.g. 18 x 4 hours = 72 hours, fourth the total of the basic competency that should be reached per semester.
g. Evaluation
It is stated in the School-Based Curriculum that evaluation
is one of the main points that teachers should develop in their
syllabus. This evaluation is applied considering that in school
based curriculum development that the teachers must relate the
evaluation to the indicators; teachers could use an observation of
students’ work, using portfolio, and self-assessment.
1. The evaluation should be related to the indicators
In designing the evaluation the three English teachers first
referred to the indicators so that they could decide which type of
evaluation needed. They said that indicators are the basis of
making an evaluation as quoted below:
“I related to indicators then decided the type of evaluation that is suitable for measuring them.”
2. Types of evaluation
There were several types of evaluation teacher A, B, and C
chose based on their indicators, they are performance tests, written
tests, multiple choices, oral tests, students’ worksheet, appraisal
work, task, project or product, portfolio, and self-assessment. With
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the exception of appraisal work, portfolio teacher A, and B, used
all the rest, while teachers C used all of them. Teacher C said in the
interview:
“I develop my evaluation based on existing indicators in each basic competency. Thus, there are some types of evaluation that I choose such as oral or written, performance, appraisal work, task, project or product, portfolio, and self-assessment.”
3. An observation of their students’ performance
All three teachers included in their syllabus an observation
of students’ performance as a type of evaluation that suited the
indicators of the standard and basic competency. Teacher B said in
the interview:
“This is one kind of evaluation that I really need in measuring my students’ achievement. I included it in the syllabus as a series of evaluation to be carried out one after another.”
4. Teachers use portfolio in their evaluation
Regarding the portfolio for evaluation, teacher A, and B
said that they did not include this kind of evaluation in their
syllabus development because they were not used to using it.
Teacher B said in the interview:
“No, I never have it because I am not used to using it.”
While teacher C said that she included it in her syllabus for
the evaluation. She believed portfolio can help students see their
progress over time in terms of the compilation of their work. She
said in the interview:
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“I include portfolio in my evaluation because by portfolio the students can compile their best work and see their progress over time.”
5. Self-assessment
Regarding the students’ self- assessment, teacher A said
that he sometimes included it in her evaluation by giving the forms
for the students’ self-assessment. As quoted in the interview below:
“Yes, sometimes I included self-assessment in my evaluation by giving forms for their self assessment.”
In contrast to teacher A, teacher B did not include self-
assessment in his evaluation; he believed that oral test, written tests
and students’ performance is enough for doing evaluation. He said
in the interview:
“No, I did not. I did not include self-assessment in my evaluation”
While teacher C stated that she included self-assessment
in her evaluation, she believed that by including it the students can
check and see their work and which is best to do for the next
meeting, besides it could be able to cultivate the students’ honesty.
She explained it in the interview:
“Yes I include self-assessment in the evaluation, because the students can check their work and think about what is best to do to be able and more confidence, and also it can be able to cultivate an attitude of honesty, digging spiritual attitudes, morals, attitude, and good behavior.”
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2. The Problems faced by English teachers in developing the English
teaching syllabus
In this session, the researcher described the problems faced
by the three English teachers in developing the English teaching
syllabus.
a. Teacher A
In developing the standard competency teacher A said that
she had problem to sequence the order of the lesson based on the
level of difficulty, because she lacked the knowledge of standard
competency and did not know the nature of the standard
competency. So that she just developed it by what she thought easier
for her teaching. She said in the interview:
“Sure…., as I said I don’t really know the nature of the standard competency.”
In formulating the indicators of the competence teacher A
stated that having problem to relate the indicators to the students’
characteristic, subject lesson, and local potency. She said that
sometimes she was difficult to decide the operational words are
appropriately used. She said in the interview:
“A little bit yes, it is difficult to decide what the operational words are appropriately used.
In developing and designing the materials teacher A had
problems to relate the materials to the students’ potency. She said
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that the students were not in the level of the competencies stated in
the curriculum that made her trouble in adopting the lesson with the
students’ condition. She said in the interview:
“Yes, my students were not in the level of the competencies stated in the curriculum, so I got trouble in adopting the lesson with my students’ condition”
Additional teacher A said that she had problem in doing
need analysis and doing test English proficiency of the students. She
stated that she got difficulties to find appropriate materials for the
students’ need. As she said in the interview:
“Yes, sometimes I get difficulty to find the appropriate materials for the students’ need”.
Next, teacher A also had problem to consider the depth,
breadth, width, and authenticity of the materials. She got trouble in
designing them because the time allocation in the syllabus
sometimes did not match with the materials need and she could not
managed well to fit her materials with the syllabus application. She
said in the interview:
“Yes, I got trouble in teaching difficult lesson, it takes time, but the curriculum won’t give much time.”
Besides teacher A also stated that she had problem in
designing the authentic materials. She got difficulties to adjust the
authentic materials with the students’ level. She said in the
interview:
“Yes, I do. I get difficult to adjust the authentic material with the students’ level”
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Teacher A also said that she had problem in developing the
media which relate to the materials. She stated that when choosing
the IT she could not find it easily, because the sources and facility at
the school was limited. Besides she also had problems to provide
such as in-focus, LCD, etc, because she did really know to operate
them. She said in the interview:
“I got problem in using IT because of limited resources or facility at my school.”
Regarding time allocation teacher A said that she had
problem to manage her time allocation and relating it to the basic
competence. She spent much time to plan these, because sometimes
she could not match her time to the materials. And she often had
longer or shorter. She said in the interview:
“Yes, I often go longer or shorter. And I could not match
well my time with the materials”
b. Teacher B
And teacher B said that he had difficulty in designing and
developing the standard competency in choosing the appropriate
materials for the indicators because sometimes the materials did not
fit with the indicators needed. He said in the interview:
“Yes, sometimes I get difficulty to find such a good materials that appropriate with the indicators”
Regarding materials teacher B had problem in relating the
materials to students’ potency because the students had different
level. He said in the interview:
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“Yes, it is become a problem for me, because they are in different level.”
And teacher B also had problem in designing the
authenticity materials in his syllabus. He explained that he got
difficulty to sort out which pattern to use that was easier for the
students to understand. And he said that she could not find easy the
authentic materials. Besides she lacked the knowledge of selecting
the authentic materials how it looks like. Even he got it he did not
know which materials should be included to the materials. He said in
the interview:
“I don’t know much about the authenticity materials.”
Besides teacher B had problem to adjust the materials with
the time allocation. He stated that the size of the materials sometimes
did not fit to the time he had and he spent much time to put it well.
He said in the interview:
“Yes, I spent a lot of time to do that”
Additional teacher B also had problem to relate the media
with the materials. Sometimes what the materials need on the media
could not provide at the school. And some of the media was not
available in the school. He said in the interview:
“Yes, sometimes it is hard to serve the media such as in-focus and LCD is not available.”
Dealing with time allocation teacher B also had problem in
managing the time which relates to the basic competence. He said
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that the time that he designed in the syllabus sometimes did not fit
with the materials, because the number of the English lesson a day
was limited. He said in the interview:
“Yes, I said above, sometimes I can’t manage the time well, because the number of meeting only two times a week.”
c. Teacher C
Teacher C said that she had problem to relate the materials
to the time allocation, she said sometimes the time was not enough to
adjust to the materials because the meeting of English subject was
limited. She said in the interview:
“Yes, sometimes the time is not fit with the materials”
Regarding media teacher C had problem to provide the
media that appropriate to the materials. She said that the media were
not available in the school, besides she got trouble to adjust the
media to the materials. She said in the interview:
“Yes, it is. Sometimes the media is very limited and I could not prepare it well.”
B. Discussion
Based on the findings above, the researcher presented discussion
directed to answer the research questions. The discussion was directed to the
answer for every research questions holistically by recalling the ideal theory
related to the research findings.
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1. The Syllabus Development by English Teachers at Grade XI of
SMAN 2 Sungai Penuh
Badan Standar Nasional Pendidikan 2006 has located teachers’
understanding of the curriculum and syllabus as the symbol of
professionalism of a teacher in the implementation of syllabus. All
teachers must have a good understanding of a syllabus in order for them to
do better implementation in their hour of implementation. The rationale is
that there will never be a teacher without the knowledge about curriculum
and syllabus.
According to Mulyassa (2009) there are some preparations before
teaching and learning process: prepare the subject, local material, self-
development, time schedule, criteria of mastery learning, criteria of
assessment and grading policy, and the most important are preparing
syllabus and the lesson plan. Besides, there are five components that must
be also considered before implementing the English teaching syllabus,
such as material, media, teaching activities, classroom and time allocation,
evaluation and textbooks.
Richards (2001) mentions that preparing syllabus and lesson plan
should be provided for each course offered in the program with
information on the course, aims and objectives, recommended materials
and methods, suggested learning activities, and procedures assessment. In
addition he explains that preparation of teaching included adequate
materials. Teachers need good materials to teach from either in the form of
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commercial textbook or institutionally prepared materials. Preparing
materials provide the basis of the content of lessons.
Then, based on the ministry regulation No.41 (2007) about the
process standard, it was explained that a Lesson Plan is the elaboration of
syllabus which illustrates the teaching and learning activities to achieve
the goals of the basic competency. Every teacher who uses school
curriculum, should design a plan completely and systematically to make
the teaching and learning interactive, inspirative, joyful, challenging, and
could be able to motivate students to active, creative, and self-reliance, in
line with their talent, motivation, their physical, and physiological
development. Every stage of the lesson should be planned to fulfill the
above requirements and make certain that the instructional objectives
could be achieved. Besides, every teacher should make syllabus and lesson
plan as the guidance for their teaching. So, they can evaluate whether the
objective could be reached or not.
A still controversial issue among the most debated topics regarding
which component of a syllabus to be designed ahead of any other
components is a statement of an objective of a lesson (Nunan, 2001). A
familiar term in School Based Curriculum is what is called Standard
Competency and Basic Competence in which all the learning purposes or
objectives are stated clearly with suitable operational words. It is,
however, in School Based Curriculum, this component that is designed
first before the other components.
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From the interview of three English teachers at SMA N 2 Sungai
Penuh, a considerable number of differing policies emerged within their
responses. Teacher A’s developments were not so much dependent on a
theoretical approach. Much of what she did was referring to her personal
experiences, beliefs and perceptual ideas. She developed the standard and
basic competency ahead of the other components; objective specification
over contents, and learning tasks. However, Nunan (2001) suggests that
teachers, as role players, in a syllabus design should first have some
necessary knowledge; knowing the scope of the objectives, and the
rationale. Regarding the objective specification before content and
learning task Nunan further points out that teachers should understand the
type of syllabus they opt for in order to decide if they need to design them
before the other components. The reason behind that is different learning
approach will need a different way of stating a learning objective.
Widdowson (1979) clearly puts that very often the way a language
learning objective is designed does not reflect the natural way of how a
language is being learned.
Teacher B, on the other hand, gave a primary concern on the kinds
of material to be taught. This way she believed that having decided the
materials in advance one will be able to determine which objective to
achieve and which is not. This is in contrast to what Nunan (2001)
suggests that teachers should not neglect the sociological, personal
variability of the students. Each student has different cultural view points,
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different personalities, and learning styles. Therefore, before deciding
which objectives to be learned and achieved by the students, teachers
should carry out a need analysis and a test of English proficiency for
determining the students’ level of English and language variation they tend
to have. Thenceforth, teachers will have a clear orientation of which kind
of students they are going to teach and be able to design a learning
objective accurately at least, to some extent, of that which is of value for
their students.
Teacher C followed a three-step development of the standard and
basic competency of a syllabus: ordering the difficulty level of the
materials, establish the relationship between the standard and basic
competency, and the relationship within the subject lesson. Pertaining to
this issue in language teaching, there was some significant research during
the 1970s e.g. Dulay and Burt (1975), Larsen Freeman (1976), Krashen,
Butler, Birnbaum, and Robertson (1978) on if there was a natural order of
the acquisition. The implication of that research connected to the syllabus
design in ordering the difficulty level of the materials for the purpose of
stating the competence in Standard and Basic Competency, it is imperative
that lesson should be ordered in accordance with the natural route of
acquisition. Another most important thing is that the nature of the input,
from which the Standard and Basic Competency will be achieved by the
students in their learning, should be comprehensible and slightly higher in
difficulty than the students’ current level of English proficiency (Krashen,
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1981). Teacher C in this regard fulfilled the theoretical requirement for
difficulty order of the input for a lesson.
To relate the standard and basic competency within a subject
lesson, teacher A and B stated that they just need to select a related genre
to be taught. However, they admitted to get lost finding their way round
within the zone of Standard and Basic Competency. Nunan (2001)
suggests that teachers are obliged to have some necessary knowledge on
syllabus design and curriculum development. In contrast to teacher A, and
B, teacher C accomplished the relationship between the standard
competency and basic competency within a subject lesson by categorizing
them into the same materials then mapping the systematical order of the
lesson based on the difficulty level. While Brown (2000) suggests that
basic competence as he calls it enabling objectives, can be related to the
standard competence or in his term terminal objectives, by assigning each
of the enabling objectives the interim steps to reach the terminal objectives
thereby, accomplishing the relationship between the two.
According to BSNP (Badan Standar Nasional Pendidikan or The
Council of National Education Standard: 2006) the achievement indicators
should be formulated through considering the students’ characteristics,
subject lesson, the educational levels, local potency, using operational
words which are observable and are used as a tool for instruments of
evaluation. From the interview of the three English teachers, some laxity
was revealed. Teachers A stated that in formulating the indicators she only
80
focused on the students’ characteristics, and the lesson to be taught, while
not recognizing the other important factors as suggested by BSNP.
Similarly, teacher B formulated the indicators only based on the local
potency and the students’ characteristics. While teacher C on the other
hand only focused on the integration of materials. This is indicative that
they did not follow an appropriate step in formulating the indicators in
terms of the factors to be considered.
In addition to the above factors, BSNP (Badan Standar Nasional
Pendidikan or The Council of National Education Standard: 2006) also
suggests that indicators should have the appropriate operational words
with the order lower order thinking skills to higher order thinking skills.
This is supported by Ishihara and Cohen (2010) who suggest that
operational words should be ordered with Bloom’s Taxonomy’s order of
thinking matching the students with the right adjustment of cognitive
development stage. It is obvious from the interview that the three English
teachers did not take into account of this aspect.
Material is one of the most important elements of a syllabus. In
order to carry out a syllabus, a teacher must have some fundamental
knowledge about it. In developing the English teaching syllabus regarding
materials teacher A, B and C must have the criteria of instructional
materials; first, the materials should be slightly higher in their level of
difficulty than the students’ current level of English proficiency. Teacher
A, B, and C did relate the materials with the student’s current level of
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English proficiency although here and there, there were still some
problems and obstacles for them to optimize their development. This
criterion has been suggested by some educators and experts in language
teaching as one among the first things teachers should do with the
materials. Krashen (1981) strongly emphasized that acquisition should
only occur when the input given to the learners is slightly higher in
difficulties than students’ current level of proficiency as what he called
i+1. It is also supported by Brown (2001) that good material should relate
to the students’ need and the English level of the students.
Related to the connection between age and materials, both Teacher
A and C believed that the material should only be adjusted to the standard
competence in the curriculum that they thought they only needed to make
some necessary changes in the materials that were adaptable to the
curriculum. Teacher B has an even very simple tackling on it, he thought
that it was not a problem; all the content within the standardized
curriculum should not require any change at all. It is, as he said, already a
well-planned lesson from the educational office.
While age in language learning is one of the main constraints that
influence the success of the leaning therefore it requires a lot of close
attention. Despite the fact that the ages of senior high school students are
comparatively the same, their maturity is different. Griffiths (2008) argues
that age in relation to language learning is affected by the maturational
stage of the students. Consequently the content of the lesson needs to be
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adjusted with it. This is in contrast to what the teachers believed.
Suggestive from Griffiths that teachers’ duties are not only adjusting the
materials with the standardized curriculum but also and not the least
studying and paying attention to the students themselves before making
changes and designing materials. The obvious benefit of that is to help
students understand better in the learning. Urr (1991) says that the choice
of materials should be suitable with students’ age, so that the students will
be easy to understand the materials.
Student’s potency is also one of the major constraints in language
learning that should be taken into account. The question of who learns a
language is of the utmost importance. Students in their journey to
achieving their learning goal are very much affected by their personal
factors like the potency they have on the ground as Brown (2001) calls it
students’ intellectual capacities. Materials must be weighted with the
content that does not go beyond the students’ capacity, instead loaded with
the content that supports their potency. It was found from the interview
that the three teachers did pay a lot of attention to the students’ potency
despite differing viewpoints. Teacher A and B tended to initially know the
students’ need and their pre-existing knowledge. Thence, they would be
able to sort out some materials to be suited with what they thought to be
their students’ potency. This is supported by Kunandar (2007) that
materials should be suitable with the students’ knowledge.
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Teacher C in the interview stated that students’ potency can be
looked at from what the students are doing, and dealing with in everyday
life. Consequently, the materials should be designed by relating it to their
everyday school life, and environment. The researcher assumes that these
differing viewpoints occur because of a multitude of study on cognitive
psychology and language acquisition. Mitchell and Myles (1998) points
out that students are language processors where everyone of them is
already equipped with their inner mental mechanism to acquire and
process any kind of language input. Students’ potency in this case stands
as something more universal rather than specific. This means that
materials developed by the teachers do not matter much in the route of
learning. Teacher A, B, and C may have considered anything to dig out
their students’ potency from their eliciting materials but the jury is still
out.
Another important factor to be concerned with in developing
materials is the local characteristics in which the students are immersed. It
influences the rate of the acquisition since students learn the things they
are familiar with. As Brown (2001) puts it learning a language is learning
something that influences our thought while thought is influenced by the
language reflected by the cultural and physical aspect of local conditions.
In due course, our thought is very reflective to our local characteristics and
automatically we can easily recognize the things related to it. In relation to
the materials, students will be able to recognize things easily if they are
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related to their local characteristics. While in the interview the three
English teachers said to have considered the local characteristics to relate
it to the materials they developed. It is in accordance with Kunandar
(2007) who suggests that good materials should be related to students’
environment.
Regarding the usefulness of the materials for the students the three
English teachers tried to relate them to the students’ need concerning their
daily life, experiences, and interests. Kunandar (2007) suggests that
materials should have significance for students. It can be concluded that
the teachers had fulfilled one of the most necessary factors of materials.
Considering the depth and breadth of the materials, teacher A
believed it to be related to the level of difficulty, teachers B said it to be
the quality level while teacher C said it to be the tools for reaching the
standard competency. Kunandar (2007) says that the depth and breadth of
information contained in the materials become the aspect of the materials
which are suitable with the students’ level, intellectual and condition.
Concerning the size of the materials with the time allocation the
three teachers stated that they needed to adjust it by considering the
effectiveness of teaching- learning process every week. Besides teachers
should manage and handle it well to fit the size of the materials to the time
allocation. It is in accordance with Kunandar (2007) materials that
teachers developed must be given the time allocation and appropriate for
each activities.
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In developing the media, all the teacher s included both traditional
and modern media such as tape recorders, maps, blackboards, LCDs, in
focus, laptops, and computers. They said that media could aid the
students’ comprehension. It is in accordance with Arsyad (2002) who says
that traditional media and modern media could be used by the teachers to
give the explanation about the materials so that the students could
comprehend the lesson easily.
For the media that relate to the standard and basic competency
teacher A and B said that it depends on the materials and the teaching
technique they use. Teacher C also considered various media such as print
media, students and teachers’ handbooks, physical and cultural
environment and technology. According to Lord, 1991, Farrant 1981, and
Michealis, 1975 in Onasanaya (2004) media should require learners’
response, built into the program that will ensure learners’ participations.
Regarding textbooks, Teacher B and C stated that to choose a good
textbook, they had the criteria of selecting it. They said that the textbook
should contain the good lessons that are suitable for students. And the
most important thing is the textbooks must contain the four English
language skills, they are speaking, listening, reading, and writing. It is in
accordance with Robineet in Brown (2001), the textbook must have the
four English language criteria; listening, speaking, reading, and writing,
but there are so many elements that to be considered.
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In developing the classroom activity the teachers are required to
have various techniques. It is supported by Brown (2000:183) there are
some instructional strategies that teachers can include in their classroom
activities, such as; games, role-play, demonstration, tutorial, discussion,
cooperative learning, simulation, discovery, and problem solving.
Cooperative learning, as for instance is one of the good example that
teachers can choose their activities. The first one is motivational benefit,
and second one is cognitive benefit (Slavin: 1990). It has been studied that
the interaction of the students within a group work such as cooperative
learning can increase their mastery of critical concept. Teachers besides
just assigning the students the activities should also shed some light on
why they do a particular activity. Accordingly, the students will get
themselves into what they are assigned for accompanied by the basic
understanding of the activity.
Besides having various kinds of classroom activities, it is very
imperative to relate them to the standard and basic competency as well as
the materials used in the lesson. Brown (2001) says that classroom
activities should help to accomplish a course goal. From the interview it
can be seen that all three teachers claimed to have related their classroom
activities with the course objectivities despite having different viewpoints.
They realized that they needed to relate the classroom activities with the
course objectives however they tended to believe that classroom activities
just need to be attractive.
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Regarding the time allocation, the three English teachers said that
they tried to allocate the time for each competency. Teacher A and B first
looked at the materials and see how many points of the competency to be
achieved then assigned the appropriate hours each. Teacher C tended to
look at the number of competencies that are possible to reach within one
semester then allocate the time for it. Brown (2001) says that it is possible
not to complete one objective within a fixed time scale if teachers have
other extra opportunity to continue it outside of the classroom. This
implies that although time allocation is needed to be fixed it is not the
absolute time scale to be achieved within a particular term.
Evaluation is the last component of a syllabus as suggested in
BSNP. It is said that in a syllabus development it is the most essential
component for program reflection. Some criteria suggested in BSNP are
evaluation should relate to the indicators, evaluation should evaluate
students’ performance, evaluation should be better using portfolio, and
evaluation should also include self-assessment.
Indicators should be representative to the achievement of the
objectives. Therefore, evaluation should measure the indicators of
achievement. Richard (2001) says that evaluation should represent the
progress achieved by a program within a syllabus after a certain period of
time in an educational term scale. All three English teachers as revealed in
the interview developed their evaluation by relating it to the indicators.
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Evaluation is also better with a portfolio. Porter and Cleland
define portfolio as "a collection of artifacts accompanied by a reflective
narrative that not only helps the learner to understand and extend learning,
but invites the reader of the portfolio to gain insight about learning and the
learner" (1995:154). Teacher A and B however did not include portfolio in
their evaluation due to the lack of experiences in using it. They said they
are not used to using portfolio that they decided not to include it in their
evaluation. While teacher C said that she did include portfolio in her
evaluation to see her students’ progress over time. Green and Smyser
(1996) say that portfolios give teaching a context, accommodate diversity,
and encourage teachers to capitalize on strengths, allow teachers to self-
identify areas for improvement, empower teachers by making them
reflective, encourage professional dialogue, and integrate all aspects of
teaching.
Besides portfolio, self-assessment is also suggested in BSNP
(Badan Standar Nasional Pendidikan or The Council of National
Education Standard: 2006) for a good evaluation. However in the
interview teacher B said that he did not include self-assessment in his
evaluation because he considered all other kinds of evaluation he had were
already enough. This is probably because self-assessment is still a rare
technique of assessment used by a large majority of teachers. Nikolov
(2002) says that self-assessment and learner involvement in the process of
evaluation are not generally employed by teachers, so they perceive these
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techniques as unique. Teacher A and C on the other hand believed that
self-assessment is very necessary for a successful and thorough evaluation
as Nokolov further points out that students feel successful and this feeling
generates the need for further success. They are motivated to participate
actively and enjoy classroom activities, for they are aware of the
availability of success. They trust their own ability and consider tasks as
challenges
2. The Problems Faced by the English teachers in Developing the
English Teaching Syllabus
In general, the problems concerning the syllabus development by
English teachers at SMAN 2 Sungai Penuh can be divided into two
factors: the first, teachers who are in charge with the provision of the
syllabus development and performing the strategy in developing it; the
second, the teachers lacked trainings in designing and developing the
English teaching syllabus. Besides teachers lacked knowledge about the
students’ background knowledge and their English level proficiency, the
problems which are related to the teachers’ factors.
The first problem concerned with teachers is that the teachers
lacked knowledge. That the teacher lacked knowledge can be concluded
from their confession in the interview related to the indicators which they
did not conduct and which they conducted but were not relevant with the
demand of BSNP. They confessed that they did not know how to conduct
them.
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The second problem, the teachers lacked ability in developing and
designing their syllabus. it was found that the teachers could not reach
their target stated in their syllabus application.
In developing the English teaching syllabus, teacher A, B, and C
had some problems in the syllabus development. The problems covered
developing the standard competency, developing materials, media, time
allocation, classroom activities, and evaluation.
The problem faced by the three English teachers in developing the
English teaching syllabus is the selecting the materials which relates to the
students’ English proficiency, so that the students could not understand the
materials easily. When they were interviewed they said that they had problem
in developing the materials which have slightly higher materials. It is in
accordance with Kitao (2003) the materials should be slightly higher in their
level of difficulty than the students’ current level English proficiency to make
the students feel at ease in understanding the materials.
Besides, the three English teachers also had problem in designing the
authentic materials. They said that they got difficulty to sort out which pattern
to use that easier for the students to understand after having the authentic
materials. One of them got problem in developing the authentic materials. She
said that it was hard for her to get it because she did not know where the
materials should be found, and she did not know for sure about the kind of the
authentic materials, so that she just used her workbook, LKS, for her teaching
and learning process. It is in accordance with Dar (2012) says that the teachers
91
should use authentic materials when teaching, so that the students know the
real-life English use. Besides the use of authentic materials may cause
students to feel demotivated and frustrated since they lack many lexical items
and structures used in the target language. However, authentic materials are
useful for those learners who already have a fair idea about English language
and who can meaningfully interpret the cultural and linguistic nuances of it.
For them the use of authentic materials is a pleasant experience in the
classroom as they can easily interact with the real language. In addition, Tanti
and Yusuf also supported that authentic materials can be defined as a text or
non-text that are not specifically designed for language teaching and contain
example of real language in ways it would be used for communicative needs
(Jacobson et.al, 2003; Harmer, 2002). In language teaching, there are many
authentic materials that could be adapted. Thus, in this research they are
instant noodle packages, coffee packages, and recipe as authentic printed
materials; videos as authentic listening viewing materials; pictures as
authentic visual materials; and a set of tea cup, spoon, bowl, water, sugar etc.,
as realia.
The three English teachers also had problem to find the media in
developing the English teaching syllabus. Teacher A said that she had problem
to get the modern media. Sometimes the media needed the material is not
available in the school. The teachers just included such as students’ workbook,
LKS, whiteboard, board marker, and pictures. It is contradicted with Arsyad
(2002) says that teachers could combine or use two kind of media, traditional
92
media, and modern media in teaching to help the students understanding of the
lessons.
While, the three English teachers also had problem in manage time
allocation, they could not manage it as well as possible. Sometimes they had
limited time to fit the materials with the time allocation. Besides they also had
problem to manage the time which relates to the basic competence. BSNP
(2006) suggests that the time allocation should be designed as good as
possible by considering the total of basic competence and the level of
difficulty.
Regarding instructional activities, teacher A and C said that they got
difficulties when developing and choosing appropriate activities in their
syllabus. The teachers lacked knowledge in creating and choosing which
activities are appropriate with the material that should be included in the
syllabus. The researcher assumed that teachers should have much knowledge
in selecting the instructional activities when developing the syllabus. The
teachers might include such as collaborative learning, simulation, role-play,
cooperative learning, brainstorming, as so on. It is in accordance with Brown
(2000) teachers should have much knowledge about choosing the instructional
activities such as Role-play, games, simulation, problem solving,
demonstration, tutorial, cooperative learning, as so on.
The three English teachers also had problems in developing the
textbook or sources in their English teaching syllabus. They spent much time
to change the low frequency words into high frequency word, and they got
93
difficulty to sort out the contents illuminating the cultural bias that seems to be
very distance from the students’ culture. As Robineet in Brown (2001) says
that the good textbook is the words should relevance to each other study, and
the low frequency words should be considered. The three English teachers
gave clarifying and changed the language. It could be seen in the interview
that teacher B and, C when developing the textbook if they found the complex
sentences in the textbook, they usually designed it as simple as possible, so
that the students felt easy to understand the lesson.
C. The Limitation of the Research
The research described how the English teaching syllabus was developed
by three English teachers at grade XI of SMA Negeri 2 Sungai Penuh, and the
problems encountered. The findings were directed by the theory in chapter II,
and it was analyzed with triangulation. However, there are a few limitations to
this research.
1. The limitation of the time in collecting the data which was only 1 month was
not ideal enough for a qualitative research. The data may not represent the
whole details of teaching practices, problems, and problem solving
encountered in the implementation of English teaching syllabus.
2. The findings of this research were sensitive to the teachers’ improvement of
their knowledge and skills in developing the English teaching syllabus, the
change of the students’ environment as well as the school treatment on
teacher’s teaching performance. So that, this research findings may not be
valid for the periods after the research.
94
3. The findings of this research cannot be generalized at grade X and XII of
SMA Negeri 2 Sungai Penuh and the other school in Sungai Penuh. The
syllabus development, and problems, which are found in this research, may
be different from the same study in the other grade.
95
95
CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
Having analyzed the data gained from the document study regarding
syllabus development by the English teachers at grade XI of SMAN 2 Sungai
Penuh, and interview with respondents the conclusions can be drawn are as
follows:
1. With regard to the first research question, the teachers to some extent had
followed the steps of syllabus development suggested in BSNP (Badan
Standar Nasional Pendidikan or The Council of National Education
Standard 2006) with respect to adapting each component of the syllabus
with the teaching and learning context. The teachers also considered
adopting some implications from the accepted theories regarding
curriculum development and syllabus design in order to innovate and
improve the quality of the syllabus. However, it can also be concluded
from the findings that they still needed to get themselves familiar with
some of the kinds of evaluation necessary for assessing a learning process
such as using portfolio and self-assessment in which case they confessed
that they were not acquainted with, instead of just learning product such as
using paper tests and practical tests.
2. Teachers, who were in charge with the syllabus lack the knowledge of
syllabus development despite the fact that they have followed a series of
steps in syllabus development as suggested by BSNP (Badan Standar
96
Nasional Pendidikan or The Council of National Education Standard 2006)
Most of the problems faced by the teachers were first not being able to
accomplish the relationship between each components of the syllabus with
the first component namely the standard competency and basic
competency. The second problem was they did not have sufficient
knowledge on how to sequence the order of the difficulty level of the
lesson as well as finding appropriate materials that suit their students’
need. Even after carrying out a need analysis they still had problem with it.
The third problem they had was they were not familiar with some types of
evaluation which are very helpful in assessing a learning process such as
an observation of students’ performance, self-assessment and portfolio.
The last problem the faced was managing time allocation. A lot of the time
they were not able to finish and complete a lesson within one period of a
school term due to the lack of time even though the time they had allocated
for a lesson had been designed and managed as appropriately as possible.
In other words, the size of the materials often required more time than they
predicted.
B. Implication
In accordance with the findings of the research, there are some
implications that can be generated in order to improve the learning activity
and achievement of English subject, as follows:
97
1. School and education department should have all the teachers follow
the trainings which relate to English syllabus development based on
the School-Based Curriculum.
2. The English teachers of SMAN 2 Sungai Penuh should learn more
about how the English teaching syllabus developed based on the
School Based Curriculum.
3. It is necessary to cooperate between school and department education
of Sungai Penuh to get the facilities and follow the MGMP program.
The weakness possessed by the teachers always conducted together
with other teachers who had got many experiences in developing the
syllabus. Besides, the teachers should follow the criteria as suggested
in BSNP especially in developing the English teaching syllabus.
C. Suggestions
In accordance with the findings and discussion there are some
suggestions that can be derived in the field of English teaching syllabus
development in teaching English in the school as follows:
1. It is better for English teachers to base their syllabus development on
School Based Curriculum; develop and implement their syllabus with
the criteria suggested by accepted theories.
For a better in developing their syllabus, a syllabus should cover all
the element of a syllabus for each of them is interdependent elements.
2. The autonomy for developing subject matter syllabus is a part of the
curriculum reforms. Therefore, it is suggested the school facilitate and
98
motivate the teachers to always analyze and develop the English
syllabus and the instructional materials.
3. The problem with syllabus development should better be solved by
conducting the study of the students, their background knowledge,
culture, ages, and environments. Thus avoiding difficulty in carrying
out the entire element of the syllabus when they suit the students, the
teaching and the learning immediate need.
4. For further study, the scope should be expanded to other aspects such
as the implementation of syllabus and the English program conducted
in SMAN 2 Sungai Penuh, the materials development and the
evaluation.
99
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APPENDIX I
Indicators of School Based Curriculum Development (SBC)
NO Indicators Sub-Indicators
1. Standard Competency a. The order of the lesson based on the level
of difficulty
b. The relation of standard competency and
basic competence within subject lessons.
2. Indicator a. Related to students’ characteristics
b. Related to subject lessons
c. Related to local potency
3. Materials a. The level of difficulty
b. Students’ age
c. Using authentic materials
d. Related to students’ potency
e. Related to the local characteristics
f. Students’ usefulness
g. The breadth, width, and authenticity
h. Support the students’ need environment
i. Related to the time allocation
4. Media a. Using media/ resources
b. Traditional media
105
c. Modern media
d. Relate to the materials
e. Related to the Standard Competency
f. Related to the Basic Competence
5. Classroom Activity a. Students and teachers for professionalism
b. Activities should be designed to reach
Standard Competency and Standard
Competence.
c. Relate to the materials
6. Time Allocation a. Relate to the Basic Competence
b.The depth, breadth, and the difficulty level
7. Evaluation a. Related to the indicators
b. An observation of students’ work
c. Using portfolio
d. Self assessment
106
APPENDIX II
INTERVIEW GUIDE
A. TEACHER A (INFORMANT A)
1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and
developing the standard competency? How do you sequence the
order of the lesson based on the level of the difficulty?
Researcher : Do you have problems?
Researcher : How do you cohere the standard competency and basic
competence within the subject lessons?.
Researcher : Do you have problems?
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Researcher : Do you have problems?
3. MATERIALS
Researcher : How do you develop the materials that relate to your
students’ potencies?
Researcher : Do you have problems?
Researcher : How do you develop your materials that relate to your
students’ local characteristics ?
Researcher : Do you have problems?
107
Researcher : In developing the materials, what are the things you
consider to emphasize on the students’ usefulness? How do
you do that?
Researcher : Do you have problems?
Researcher : Do you consider the depth, width and authenticity of the
materials you develop? How important do you think they
are?
Researcher : Do you have problems?
Researcher : How do you develop the materials that support the
students’ need and environment?
Researcher : Do you have problems?
Researcher : How do you adjust the size of the materials and the time
allocation?
Researcher : Do you have problems?
4. MEDIA
Researcher : What kind of media that you choose to help to reach the
standard competency, basic competence, and indicators?
Researcher : Do you have problems?
Researcher : What kind of media that you choose to relate to the
materials?
Researcher : Do you have problems?
108
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to help
students and teachers for professionalism? How?
Researcher : Do you have problems?
Researcher : How do you deign your activities for students to do to
reach SK and KD?
Researcher : Do you have problems?
Researcher : Do you relate your activities to the materials? How?
Researcher : Do you have problems?
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you relate
it to the basic competence? How?
Researcher : Do you have problems?
Researcher : How about depth? Breadth? And the difficulty level?
Researcher : Do you have problem?
7. TYPES OF EVALUATION
Researcher : How do you develop your evaluation? Do you relate it to
the indicators?
Researcher : Do you have problems?
Researcher : What kind of evaluation do you choose?
Researcher : Do you have problems?
Researcher : Do you include in your evaluation an observation of
students’ work?
109
Researcher : Do you use portfolio in your evaluation? How?
Researcher : Do you include self assessment? How?
Researcher : Do you have problems?
B. TEACHER B (INFORMANT B)
1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and
developing the standard competency? How do you sequence
the order of the lesson based on the level of the difficulty?
Researcher : Do you have problems?
Researcher : How do you cohere the standard competency and basic
competence within the subject lessons?.
Researcher : Do you have problems?
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the
students’ characteristics, subject lesson, and local
potency?
Researcher : Do you have problems?
3. MATERIALS
Researcher : How do you develop the materials that relate to your
students’ potencies?
Researcher : Do you have problems?
Researcher : How do you develop your materials that relate to your
students’ local characteristics?
110
Researcher : Do you have problems?
Researcher : In developing the materials, what are the things you
consider to emphasize on the students’ usefulness?
How do you do that?
Researcher : Do you have problems?
Researcher : Do you consider the depth, width and authenticity of
the materials you develop? How important do you
think they are?
Researcher : Do you have problems?
Researcher : How do you develop the materials that support the
students’ need and environment?
Researcher : Do you have problems?
Researcher : How do you adjust the size of the materials and the
time allocation?
Researcher : Do you have problems?
4. MEDIA
Researcher : What kind of media that you choose to help to reach
the standard competency, basic competence, and
indicators?
Researcher : Do you have problems?
Researcher: What kind of media that you choose to relate to the
materials?
Researcher: Do you have problems?
111
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to
help students and teachers for professionalism? How?
Researcher : Do you have problems?
Researcher : How do you deign your activities for students to do to
reach SKKD?
Researcher : Do you have problems?
Researcher : Do you relate your activities to the materials? How?
Researcher : Do you have problems?
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you
relate it to the basic competence? How?
Researcher : Do you have problems?
Researcher : How about depth? Width? And the difficulty level?
7. TYPES OF EVALUATION
Researcher : How do you develop your evaluation? Do you relate it
to the indicators?
Researcher : Do you have problems?
Researcher : What kind of evaluation do you choose?
Researcher : Do you have problems?
Researcher : Do you include in your evaluation an observation of
students’ work?
Researcher : Do you use portfolio in your evaluation? How?
112
Researcher : Do you include self assessment? How?
Researcher : Do you have problems?
C. TEACHER C (INFORMANT C)
1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and
developing the standard competency? How do you sequence
the order of the lesson based on the level of the difficulty?
Researcher : Do you have problems?
Researcher : How do you cohere the standard competency and basic
competence within the subject lessons?.
Researcher : Do you have problems?
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Researcher : Do you have problems?
3. MATERIALS
Researcher : How do you develop the materials that relate to your
students’ potencies?
Researcher : Do you have problems?
Researcher : How do you develop your materials that relate to your
students’ local characteristics ?
Researcher : Do you have problems?
113
Researcher : In developing the materials, what are the things you
consider to emphasize on the students’ usefulness? How do
you do that?
Researcher : Do you have problems?
Researcher : Do you consider the depth, width and authenticity of the
materials you develop? How important do you think they
are?
Researcher : Do you have problems?
Researcher : How do you develop the materials that support the
students’ need and environment?
Researcher : Do you have problems?
Researcher : How do you adjust the size of the materials and the time
allocation?
Researcher : Do you have problems?
4. MEDIA
Researcher : What kind of media that you choose to help to reach the
standard competency, basic competence, and indicators?
Researcher : Do you have problems?
Researcher : What kind of media that you choose to relate to the
materials?
Researcher : Do you have problems?
114
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to help
students and teachers for professionalism? How?
Researcher : Do you have problems?
Researcher : How do you deign your activities for students to do to
reach SKKD?
Researcher : Do you have problems?
Researcher : Do you relate your activities to the materials? How?
Researcher : Do you have problems?
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you relate
it to the basic competence? How?
Researcher : Do you have problems?
Researcher : How about depth? Width? And the difficulty level?
Researcher : Do you have problem?
7. TYPES OF EVALUATION
Researcher : How do you develop your evaluation? Do you relate it to
the indicators?
Researcher : Do you have problems?
Researcher : What kind of evaluation do you choose?
Researcher : Do you have problems?
Researcher : Do you include in your evaluation an observation of
students’ work?
115
Researcher : Do you use portfolio in your evaluation? How?
Researcher : Do you include self assessment? How?
Researcher : Do you have problems?
116
APPENDIX III
INTERVIEW SCRIPTS
HOW THE TEACHERS DEVELOP THE ENGLISH TEACHING
SYLLABUS AND THE PROBLEMS THEY FACED
A. TEACHER A (INFORMANT A)
1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and
developing the standard competency? How do you
sequence the order of the lesson based on the level of the
difficulty?
Teacher : Actually I don’t really understand the nature of
standard competence..but I pay much attention to my
knowledge and student’s capability, and resources. I just
teach what I think easy for my students
Researcher : Do you have problems?
Teacher : Sure....as I said I don’t really know the nature of it.
Researcher : How do you cohere the standard competency and basic
competence within the subject lessons?
Teacher : It depends on the genre I teach..if it is about descriptive
I can relate to biology, if it is about narrative I can relate
to social science and religion.
117
Researcher : Do you have problems?
Researcher : As far as I did such thing no problem...
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Teacher : Not really...because I just focus on student’s characteristic,
and lesson, but not the last.
Researcher : Do you have problems?
Teacher : A little bit yes...it’s difficult to decide what the operational
words are appropriately used.
3. MATERIALS
Researcher : Are the materials that you design appropriate with the
slightly higher in their level of difficulty than students’
current level of English proficiency?
Teacher : Yes.
Researcher : Is there any standard that you use to measure the students’
level of proficiency in order to adjust the learning material
as slightly higher in difficulty?
Teacher : To do that, I do a need analysis and tests of English
proficiency. After that I know that the students’ English
ability and their level. And then I adjust the materials with
the students’ need.
Researcher : Do you have problems?
118
Teacher : No
Researcher : Do you relate your material to the students’ age?
Teacher : Yes, I do.
Researcher : How do you know that material relates with the students’
age?
Teacher : I relate it to the students’ age, because it is very important
to relate it. But I have a standard in my syllabus.
Researcher : Do you have problem on it? Problem solving?
Teacher : I have no problems about it so far, as we know all the
students in the class are relatively at the same range of age
so that I do not really consider it too much. I just follow
my curriculum application.
Researcher : Do you include the authentic materials in your syllabus
development?
Teacher : Yes, I do. I included the authentic material in teaching,
because authentic material is very useful for introducing the
real language use of language.
Researcher : Where do you get that authentic material?
Teacher : I get them form newspaper, film, video and magazine
Researcher : How do you develop the materials that relate to your
students’ potencies?
119
Teacher : I teach based on what my student’s need. So I develop it
based on what they know and they do not know. Sometime
I simplified but I also often skip some difficult lesson.
Researcher : Do you have problems?
Teacher : Yes, my students are not in the level of the competences
stated in the curriculum, so I get trouble in adapting the
lesson with my student’s condition.
Researcher : How do you develop your materials that relate to your
students’ local characteristics ?
Teacher : I make use of the things they already know and familiar
with, Such as teaching descriptive by exploring some
tourism places there, but not always.
Researcher : Do you have problems?
Teacher : Yes, I got trouble because not all text in English can be
taught to them by exploring their environment potential.
Researcher : In developing the materials, what are the things you
consider to emphasize on the students’ usefulness? How do
you do that?
Teacher : 1. The usage of the material 2. The relation of the material
with their daily life...but it’s hard....
Researcher : Do you have problems?
Teacher : I get difficulties..but it’s fun if I can show them that the
materials are worthwile for their life.
120
Researcher : Do you consider the depth, width and authenticity of the
materials you develop? How important do you think they
are?
Teacher : yes of course. It’s so important because teaching is enable
them to do or to know something. If the materials are
difficult I try to make it as simple as possible.
Researcher : Do you have problems?
Teacher : Yes...I get trouble in teaching difficult lesson, it takes
time, but the curriculum won’t give much time.
Researcher : How do you develop the materials that support the
students’ need and environment?
Teacher : I involve all the students and include the environment.
Researcher : Do you have problems?
Teacher : No, for a while.
Researcher : How do you adjust the size of the materials and the time
allocation?
Teacher : I use much time for complicated lesson even it doesn’t fit
the syllabus.
Researcher : Do you have problems?
Teacher : As so far No.
121
4. MEDIA
Researcher : Do you include the media in your teaching?
Teacher : Yes, of course. I design the media in teaching to help the
students easier in understanding the material; you know
media is very useful in teaching.
Researcher : What kind of media do you choose?
Teacher : I use two kinds of media.
Researcher : Do you include the traditional media in your teaching?
How?
Teacher : Yes, I do. I design tradition media by adjusting it to the
material given.
Researcher : Where do you get them?
Teacher : I get them form the library, newspapers, and this a rounding
of the environment.
Researcher : Do you have problems to get them?
Teacher : So far, I do not find this problem, because I have many
sources to get them, like newspapers, magazines, and
internet.
Researcher : Do you also include modern media in your teaching? How?
122
Teacher : Yes, I do. Sometimes, I design modern media in my
teaching if it is needed. But I adjust it to the syllabus. The
example of the modern media that I design is laptop, in-
focus, LCD, and internet.
Researcher : Where do you find them?
Teacher : I usually get it from the school. Because some of them
available in the school.
Researcher : Do you have problems to plan them?
Teacher : Yes, sometimes it is hard to get the modern media. What the
media in syllabus needs is not available sometimes. And I
solve it by looking for the kind of modern media on internet.
And the other things like laptop, in-focus, and LCD I always
prepare it before teaching held. And this kind of media is
available in the school.
Researcher : What kind of media that you develop to help to reach the
standard competency, basic competence, and indicators?
Teacher : Many media depends on the lesson and technique I use in
teaching.
Researcher : Do you have problems?
Teacher : I got problem if I use IT because of limited resources or
facility at my school.
123
Researcher : What kind of media that you choose to relate to the
materials?
Teacher : For example I use pictures, card, sometime in focus.
Researcher : Do you have problems?
Teacher : For in focus yes...electricity does not work well.
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to help
students and teachers for professionalism? How?
Teacher : I try to apply students centered.
Researcher : Do you have problems?
Teacher : As so far no.
Researcher : How do you deign your activities for students to do to
reach SKKD?
Teacher : I make lesson plan of course or at least scenario of
teaching.
Researcher : Do you have problems?
Teacher : No
Researcher : Do you relate your activities to the materials? How?
Teacher : Yes sure, different genres different activities of course.
Researcher : Do you have problems?
Teacher : Sometime, yes.
124
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you relate
it to the basic competence? How?
Teacher : Yes, sure...I wrote it clearly at my lesson plan but I can’t
really follow that way.
Researcher : Do you have problems?
Teacher : Yes, I often go longer or shorter.
Researcher : How about depth? Breadth? And the difficulty level?
Teacher : Yes, I always consider it; I do need analysis and test
English proficiency in order to know the students’ level.
7. TYPES OF EVALUATION
Researcher : How do you develop your evaluation? Do you relate it to
the indicators?
Teacher : Sure....indicators are the basic of making instrument.
Researcher : Do you have problems?
Teacher : No
Researcher : What kind of evaluation do you choose?
Teacher : it depends on the skill..I can use performance (unjuk
kerja) or written test, but mostly multiple choices.
Researcher : Do you have problems?
Researcher : As o far no.
Researcher : Do you include in your evaluation an observation of
students’ work?
125
Teacher : I seldom include it, because I am so lazy to use it.
Researcher : Do you use portfolio in your evaluation? How?
Teacher : No, I never use portfolio.
Researcher : Do you include self assessment? How?
Teacher : Sometimes...by giving forms for their self assessment.
Researcher : Do you have problems?
Teacher : Yes, the answers are absolutely good...they do not know
to be honest with their weakness.
B. TEACHER B (INFORMANT B)
1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and
developing the standard competency? How do you sequence
the order of the lesson based on the level of the difficulty?
Teacher : What the first thing I consider when developing the
standard competency is choosing the good materials for my
teaching by adjusting this to my students’ potency.
Researcher : Do you have problems?
Teacher : Yes, sometimes I get difficulty to find such a good material
to the indicators
Researcher : How do you cohere the standard competency and basic
competence intra and inter subject lessons?
Teacher : It depends on the materials being thought. Besides, I always
follow my syllabus
Researcher : Do you have problems?
126
Researcher : No, for now
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Teacher : Yes, I always try to develop my materials based on my
students’ characteristics. And I try to relate them to their
local potency, as you know Kerinci is a tourism district, so
I try to relate it to the local potency.
Researcher : Do you have problems?
Teacher : No.
3. MATERIALS
Researcher : Are the materials that you teach appropriate with the
slightly higher in their level of difficulty than students’
current level of English proficiency?
Teacher : Well, I think it is very important to relate the material
with the slightly higher in their level of difficulty than
students’ current level of English proficiency.
Researcher : Is there any standard that you use to measure the
students’ level of proficiency in order to adjust the learning
material as slightly higher in difficulty?
Teacher : For me, to know those things. I usually have test in order
to know my students’ English proficiency. Besides, I also
do analysis to find their ability before giving the material.
127
After that I relate the material to the students’ level, so that
the material can be easily understood by the learners.
Researcher : Do you relate your material to the students’ age?
Teacher : Actually, I do not really consider about the students’ age.
Because as we know it is already has the standard of the
age in every class.
Researcher : Do you have problems?
Teacher : No
Researcher : Do you design the authentic materials in your teaching?
Teacher : Hmm…, Yes, I do. Authentic language can be very
helpful to show the students the real-life language used.
Researcher : Where do you get that authentic material?
Teacher : There are so many sources that can be used to get them
like, newspaper, film, video, magazines and in internet.
Researcher : How do you develop the materials that relate to your
students’ potencies?
Teacher : Yes, as I said before, I try to develop the materials to the
students’ need and their level.
Researcher : Do you have problems?
Teacher : Yes, it is become a problem for me, because they are in
different level.
Researcher : How do you develop your materials that relate to your
students’ local characteristics?
128
Teacher : I relate it to the local characteristics.
Researcher : Do you have problems?
Teacher : No
Researcher : In developing the materials, what are the things you
consider to emphasize on the students’ usefulness? How
do you do that?
Teacher : Fist, I choose the useful materials for my teaching. For
example the descriptive text, based on this text the students
will know the use of the generic structure and the language
future of the text.
Researcher : Do you have problems?
Teacher : I get difficulty to design the useful lesson.
Researcher : Do you consider the depth, width and authenticity of the
materials you develop? How important do you think they
are?
Teacher : Yes, they do. I think it is very important to consider dept,
width, and the authenticity, because by considering them
as teachers know their materials quality.
Researcher : Do you have problems?
Teacher : I don’t know much about the authenticity materials.
Researcher : How do you develop the materials that support the
students’ need and environment?
Researcher : Do you have problems?
129
Teacher : I do not have so far.
Teacher : I develop it by involving all the students to be active. And
I relate it to the school environment.
Researcher : Do you have problems?
Teacher : No
Researcher : How do you adjust the size of the materials and the time
allocation?
Teacher : I need extra time to fit my materials with the time
allocation, if even I miss some important materials,
sometimes I need additional time.
Researcher : Do you have problems?
Teacher : Yes. I spent a lot of time to do that.
4. MEDIA
Researcher : Do you design the media in your syllabus development?
Teacher : Well of course yes. Because the media is one of the
factors that can make the students easier to understand the
material given.
Researcher : What kind of media do you include?
Teacher : I have so many media.
Researcher : Do you include the traditional media in your teaching?
How?
130
Teacher : yes, I do. I usually include traditional media in my
teaching. I use it to convey the information about the
material.
Researcher : Where do you get them?
Teacher : Actually, I have many sources to get them. I take them
form the library, newspapers, and this a rounding of the
environment, because everything around the students can
be the traditional media.
Researcher : Do you have problems to get them?
Teacher : So far, I do not have problems about it, because I have
many sources to get them, like newspapers, magazines,
and internet.
Researcher : Do you also include modern media in your syllabus
development? How?
Teacher : Yes, I do. The modern media is very useful to help the
students easier understanding the material. For example:
In-focus, computer, Laptop, and LCD. But I fit it to my
syllabus.
Researcher : Where do you find them?
Teacher : I usually get it from the school, because some of them are
available in the school.
Researcher : Do you have problems to plan them? What is your
problem solving?
131
Teacher : Yes, sometimes it is hard to get the modern media. What
the media in syllabus needs is not available sometimes.
And the other things like laptop, in-focus, and LCD I
always prepare it before teaching held.
Researcher : What kind of media that you choose to help to reach the
standard competency, basic competence, and indicators?
Teacher : I actually have so many kinds of media, but I always try
to choose appropriate media with the materials. Sometimes
I just need a simple media such things around the class,
and it depends on materials need.
Researcher : Do you have problems?
Teacher : No
Researcher : What kind of media that you choose to relate to the
materials?
Teacher : I often choose pictures, map, laptop, and in-focus.
Researcher : Do you have problems?
Teacher : Yes, sometimes it is hard to serve such in-focus, because
I do not know much knowledge to operate it.
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to help
students and teachers for professionalism? How?
Teacher : Sure. I try to design any kind activities in order for
students and teachers’ professionalism.
132
Researcher : Do you have problems?
Teacher : Not really!
Researcher : How do you deign your activities for students to do to
reach SKKD?
Teacher : I design my activities to do to reach SKKD by preparing
lesson plan.
Researcher : Do you have problem?
Teacher : Yes, I get difficulty to fit my activities in order to reach
the SKKD.
Researcher : Do you relate your activities to the materials? How?
Teacher : Yes, they do. I always relate any kind of activities to the
materials; it helps the students’ comprehension to the
lesson.
Researcher : Do you have problems?
Teacher : No, as so far
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you relate
it to the basic competence? How?
Teacher : I mange my time allocation by designing my materials
first, if it is not enough time at that time, I usually have
additional time to reach the target stated on the syllabus.
Researcher : Do you have problems?
133
Teacher : Yes, as I said above, sometimes I can’t manage as good
as possible, because I often left some important lesson due
to limited time.
Researcher : How about depth? Width? And the difficulty level?
Teacher : Yes, I consider those things. I find slightly higher
materials to teach them.
Researcher : Do you have problems?
Teacher : Yes. I usually spent much time to prepare such a thing
that material.
7. TYPES OF EVALUATION
Researcher : How do you do your evaluation? Do you relate it to the
indicators?
Teacher : Yes, sure! I always relate it to indicators. Here I often use
various evaluation, such as written test, oral test, and
student’ work sheet.
Researcher : Do you have problems?
Teacher : Yes, sometimes I get difficulty in designing oral test,
because it is not a very systematically forms.
Researcher : What kind of evaluation do you use?
Teacher : Yes, I said before, I usually use written test, and oral
tests.
Researcher : Do you evaluate your students by observing the students’
work? How?
134
Teacher : Yes. I often evaluate the students’ work by observing it
Researcher : Do you have problems?
Teacher : No, as so far
Researcher : Do you use portfolio in your evaluation? How?
Teacher : No, I never have it, because I do not know much about it.
I usually deign multiple choose to give them evaluation.
Researcher : Do you have problems?
Teacher : No.
Researcher : Do you include self assessment? How?
Teacher : No, it is not.
C. TEACHER C (INFORMANT C)
1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and
developing the standard competency? How do you sequence the
order of the lesson based on the level of the difficulty?
Teacher : In analyzing and developing the standard competency, there
are some factors that I always consider, first the order of
difficulty of the materials, second, the relevancy of SK and KD,
and the last one, the relevancy of SKKD between intra subject
lessons.
Researcher : Do you have problems?
Teacher : No for now
Researcher : How do you cohere the standard competency and basic
competence intra and inter subject lessons?
135
Teacher : There are some steps to cohere the standard competency and
basic competence that I do. First I categorize the standard
competency (SK) and Basic Competency (KD) which has same
materials, second, mapping the systimatically of teaching by
considering the level of difficulty and the usefulness of
materials for students.
Researcher : Do you have problems?
Teacher : No
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Teacher : Yes, they do. I associate SK and KD between lessons by
integrating teaching material in a lesson by combining the
number of disciplines through the integration of the
content.
Teacher : No
3. MATERIALS
Researcher : Are the materials that you teach appropriate with the
slightly higher in their level of difficulty than students’
current level of English proficiency?
Teacher : All right. The material should be designed as good as
possible in order to be easily absorbed for the students to
understand the materials. And for me, the material should
be slightly higher in their level of difficulty than students’
136
current level of English proficiency. So that by doing this,
the pupils will learn and understand the materials easily
enough.
Researcher : Do you have problems?
Teacher : No for a while.
Researcher : Do you relate your material to the students’ age?
Teacher : Yes, I do.
Researcher : How do you know that material relates with the students’
age?
Teacher : As we know we already have curriculum. For example;
the curriculum for class XI, XII it is already designed in
the curriculum, so that I do not really consider about the
students’ age. But the most important thing that I can do
here referring the materials with the curriculum and seeing
the good material being designed. And then, I designed
tests and need analysis in order to know their English
proficiency, after that I know what kind of material should
be taught in the class.
Researcher : Do you have problems?
Teacher : No as so far
Researcher : Do you include the authentic materials in your syllabus
development?
137
Teacher : No, I do not, because I have text books. And I usually
referred to it.
Researcher : Where do you get that?
Teacher : I get them form library, such as magazine, newspaper,
etc.
Researcher : Do you have problem to find it? Problem solving?
Teacher : No, I do not.
Researcher : How do you develop the materials that relate to your
students’ potencies?
Teacher : Yes, I relate it. I developed the materials that relate to
students’ potential; here I choose the materials that are
available in the school environment by considering the
usefulness to be applied in their real-life.
Researcher : Do you have problems?
Teacher : No as so far
Researcher : How do you develop your materials that relate to your
students’ local characteristics ?
Teacher : I develop materials related to regional characteristics of
the students with learning how to pursue development in
harmony with the area and the living conditions of
students, for example, if students live in coastal areas,
then I try to take them coastal areas.
Researcher : Do you have problems?
138
Teacher : No
Researcher : In developing the materials, what are the things you
consider to emphasize on the students’ usefulness? How
do you do that?
Teacher : In developing the materials in order to emphasize on the
students’ usefulness, there same ways to do this, first
thing the materials should be relate to the students’ real-
life, second, the materials relate to the update technology,
and the materials should relate to the students’
experiences, the materials should be interested in students.
How teachers do these, teachers can develop the materials
by considering the materials with the students’ need,
situation, and the school condition.
Researcher : Do you have problems?
Teacher : No
Researcher : Do you consider the depth, width and authenticity of the
materials you develop? How important do you think they
are?
Teacher : Yes, they do. I consider the materials on the level of
difficulty, because I think it is very important to reach the
standard competency and the basic competence.
Researcher : Do you have problems?
Teacher : No
139
Researcher : How do you develop the materials that support the
students’ need and environment?
Teacher : to develop the materials that support the needs and
environment of students, the first thing I relate the
material to students' life directly, besides I involve all the
component of school to cooperate and developing the
materials to the students’ need and develop their
personality, skills , thinking skills, academic as well as in
social life.
Researcher : Do you have problems?
Teacher : No
Researcher : How do you adjust the size of the materials and the time
allocation?
Teacher : I do it by adjusting the materials to the time allocation
and based on the effectiveness per week by studying the
standard competency, depth, width, level of difficulty, and
the level of basic competence.
Researcher : Do you have problems?
Teacher : Yes, sometimes it is not fit with the materials being
taught. And I cannot reach my entire target due to the
limited time.
140
4. MEDIA
Researcher : Do you design your media in your syllabus?
Teacher : Yes, I use some media in my teaching when needed,
because the media is very useful to help the students
easier in understanding the material. For example; when
we are talking about America country, we usually use
map to show the students about America, so that the
students feel at ease to understand the topic.
Researcher : Do you design your media?
Teacher : I usually design it.
Researcher : Do you include the traditional media in your teaching?
How?
Teacher : Yes, I do. I design tradition media by adjusting it to
the material given. For example; use of audio-visual.
Researcher : Where do you get them?
Teacher : I get them form the school, because it is available in
the school.
Researcher : Do you have problems to get them?
Teacher : So far, I do not find this problem, because I have
many sources to get them.
Researcher : Do you also include modern media in your syllabus?
How?
141
Teacher : Yes, I do. As we know today is modern ear, we
suppose to know the technology progress to help our
teaching to be more active. I use modern media in my
teaching if it is needed. But I adjust it to the syllabus.
The example of the modern media that I usually deign
is laptop, in-focus, LCD, and internet.
Researcher : Where do you find them?
Teacher : Yeah..I found them in the school.
Researcher : Do you have problems to plan them?
Teacher : No
Researcher : What kind of media that you choose to help to reach
the standard competency, basic competence, and
indicators?
Teacher : There are so many media that can be used to achieve the
KD and indicators, such as print media student and
teachers’ handbooks, and the physical and cultural
environment where the students’ live. Besides I also use
laptop, in-focus, etc.
Researcher : Do you have problems?
Teacher : Yes, it is. Sometimes the media is limited. Besides I
cannot operate all the things like the in-focus.
Researcher : What kind of media that you choose to relate to the
materials?
142
Teacher : I choose the media which relate to the materials
depends on the materials needs. For example if they
talk about the culture, I relate the lessons to Kerinci’s
culture.
Researcher : Do you have problems?
Teacher : No.
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to
help students and teachers for professionalism? How?
Teacher : My classroom activity is students’ centre. We are as a
teacher as facilitator. And I develop it involving and
activating all students in the classroom.
Researcher : Do you have problems?
Teacher : No
Researcher : How do you deign your activities for students to do to
reach SKKD?
Teacher : I design my classroom activity to reach SKKD by
creating various and interesting activities. But the most
important thing is always fit to the SKKD.
Researcher : Do you have problem?
Teacher : No
Researcher : Do you relate your activities to the materials? How?
143
Teacher : Yes, sure. I always relate my materials to my
activities. It could be seen on my lesson plan. For
example if the students learn about market and
restaurant I try to design such as role-play, cooperative
learning, etc.
Researcher : Do you have problems?
Teacher : No
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you
relate it to the basic competence? How?
Teacher : I manage time allocation by considering what standard
competency has reached.
Researcher : How about depth? Breadth? And the difficulty level?
Do you consider these?
Teacher : Yes, I always consider depth, breadth, and the
difficulty level, because by doing this affectively the
teachers can reflect their success in completing their
target. Here is my way in managing time allocation,
first, calculating the effectiveness meeting per semester,
example 18 weeks, second, the total of duration per
week, example; 4 hours, third, the total of hours per
semester, e.g. 18 X 4 hours: 72 hours. Forth, the total of
KD should be reach per semester, e.g 14 KD.
144
Researcher : Do you have problems?
Teacher : No
7. EVALUATION
Researcher : How do you do your evaluation? Do you relate it to
the indicators?
Teacher : Yes, sure. I do evaluation based on the indicators,
because it could be guidance to reach the other basic
competencies.
Researcher : Do you have problems?
Teacher : No
Researcher : What kind of evaluation do you use?
Teacher : I do kind of evaluation and develop it based on
existing indicators in each KD. Thus: There are some
types of evaluation that can be used such, oral or
written, performance, appraisal work, task, project or
product, portfolio, and self-assessment.
Researcher : Do you have problems?
Teacher : No
Researcher : Do you evaluate your students by observing the
students’ work? How?
Teacher : Yes, I include the evaluation by observing students’
work.
Researcher : Do you use portfolio in your evaluation? How?
145
Teacher : Yes, I often use portfolio to assess my students,
because by having this students can reflect their best
projects.
Researcher : Do you have problems?
Teacher : No
Researcher : Do you include self assessment? How?
Teacher : Yes I include self-assessment in the evaluation,
because the students can check their work and think
about what is best to do to be able and more
confidence, and also it can be able to cultivate an
attitude of honesty, digging spiritual attitudes, morals,
attitude, and good behavior.
Researcher : Do you have problems?
Teacher : No for so far.
146
KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)
PPEERRAANNGGKKAATT PPEEMMBBEELLAAJJAARRAANN
SSIILLAABBUUSS PPEEMMBBEELLAAJJAARRAANN
PENDIDIKAN BUDAYA DAN KARAKTER BANGSA
Mata Pelajaran : Bahasa Inggris
Satuan Pendidikan : SMA / MA
Kelas/Semester : XI / 1
Nama Guru : .....................................................
147
SILABUS PEMBELAJARAN
Nama Sekolah : SMA / MA ………………..
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
Listening
1. Comprehend the meaning in transuctional and interpersonal dialogue formally and sustained in daily life
1.1 Respond the meaning in transuctional (to get things done) and interpersonal dialogue (socialize) formally and sustained, accurately, fluently, and appropriately by using spoken language indaily life contexts, that involve the expressions:giving/asking opinion, satisfied, and
• Responding to express-ions of making, accepting anddeclining an invitation
Religious, honest, tolerant, decipline, hard working, independent, democratic, curiosity, nationalism, patriotism, frindship, peace, reading hobby, inveronmental care, social care and responsibility.
Do the study of the library to identify the expression of satisfied and the respond
Listen to the interpersonal/transuctional dialogue by using classically
Discuss the expressions and the respond in dialogue which is heard in group.
Identify the words which is heard
Identify the meaning
Identify the correlation between the speakers
Identify the expression of offering opinion
Respond the expressions in offering opinion
Identify th expressionse meaning of the satisfied
Respond the expression of satisfied
Identify the meaning of the dissatisfied
Written test
Quiz
Task
1 x 45
1 x 45
4 x 45
Developing English Competencies
for Grade XSenior High School (SMA/MA)
Tape
dictionary
cassette/CD
Tape/CD Player
OHP/LCD
Photos/ Poster
Pixcture
English newspaper
Magazine
Internet
148
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
disatisfied. expression
Respond the expression of dissatisfied
Identify the situation context.
1.2 respond the meaning in transuctional (to get thing done) and interpersonal dialogue (socialioze) formally and informally sustained, accurately, and appropriately by using spoken language in daily life context that involved the expressions:advising,warning,giving permission,
• Responding to expres-sions of making and cancelling an
Appointment
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
Do the study of library to identify the expressions of advising/warning/giving permission and feeling relief, pain, and pleasure nin group.
Listen to the interpersonal/transuctional dialogue by using tape classically
Use the expressions of advising
Respond the expressions of advising
Identify the expression of warning
Respond the expressions of warning
Identify the expressions of giving permission
Respond the expressions of giving permission
Identify the expressions of feeling
Respond the expressions of feeling relief.
Written test
(PG and explanations)
Quiz
Task
Developing English Competencies
for Grade XSenior High School (SMA/MA)
Tape
Dictionary
Cassete/CD
Tape/CD Player
OHP/LCD
Fhotos/ Poster
Picture
English Newspaper
Magazine
Internet
149
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
feeling relief, pain, and pleasure.
2. Comprehend the meaning in transactional and interpersonal text in reprots form, narrative, and analytical exposition in daily context.
2.1 Respond the meaning orally in the functional texts formally and informally, sustained, accurately, fluently in daily life context.
Respondingto instruc-tions
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
Heard the meeting invitations that spoken orally by using tape classically
Discuss the content and the language used in group
Identify the fucntional topic which is heard
Identify the information of the functional text heard
Identify the finction of the text heard
Witten test
(PG and explanations)
Quiz
Task
2 x45
2 x45
Developing English Competencies
for Grade XSenior High School (SMA/MA)
Tape
Dictonary
Cassete/CD
Tape/CD Player
OHP/LCD
Fhotos/ Poster
Picture
English mewspaper
Magazine
Internet
2.2 Respond the meaning of monologue text orally, sustained, accurately,
Respondingto instruc-tions
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity,
Heard to the narrative, report, analytical exposition classically
Discuss the
Identify the main idea of the text which is heard
Identify the characters of the story which is heard
Written
(PG and
1 x 45
1 x 45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
150
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
fluently in daily life context. In report form, narrative, andanalytical exposition
nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
cantain which is heard in pair.
Discuus the form of spoken language based on the text which is heard in group
Identify the events of the text which is heard
Identify the characteristics of thing/person which is reported
Identify the case which is heard
Identify the argument which is heard
explanations)
Task 1 x 45
1 x 45
Tape
Dictionary
Cassette/CD
Tape/CD Player
OHP/LCD
Photos/ Poster
Picture
English Newspaper
Magazine
Internet.
Speaking
3. Express the meaning in transuctional and interpersonal dialogue formally and sustained in daily life context
3.1 express the meaning in transuctional (to get things done) and interpersonal dialogue (socialize) formally and sustained by usisng spoken language accurately, fluently, and appropriately
Using expressions of making, accepting and declining an invitation
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
Play the roles in group
Use the expressions in offering opinion
Respond the expression in offering opinion
Use the expressions in offering opinion
Respond the expression in offering opinion
Use the expressions in asking opinion
Respond the expression in
Task
Performance
6 x 45 Developing English Competencies
for Grade XSenior High School (SMA/MA)
Tape
Dictionary
Cassette/CD
Tape/CD Player
OHP/LCD
Fhotos/ Poster
Picture
English magazine
151
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
in daily life context that involve the expressions:offering, asking opinion, satisfied, and disatisfied.
asking opinion. Magazine
Internet
3.2 Express the meaning in transuctional (to get things done) and interpersonaldialogue (socialize) formally and informally sustained, accurately, fluently, and appropriately by using spoken language in daily life context that involved the expressions:
Using expressions of making and cancelling an appointment
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
Discuss the expressions and the respond in dialogue which is heard in group.
Use the expression of advising
Respond the expression of advising
Use the expression of warning
Respond the expression of warning
Use the expressions of giving permission
Respond the expressions of giving permission
Use the expressions of feeling relief, pain,
Task
Performance
4 x 45
4 x 45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Dictionary
Cassette/CD
Tape/CD Player
OHP/LCD
Photos/ Poster
Picture
English Newspaper
Magazine
Internet.
152
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
advising warning, warning, giving permission, hfeeling relief, pain, and pleasure.
and pleasure.
Use the expressions of feeling relief, pain, and pleasure.
4. Express the meaning in short functional text and monolog in report, narrative, analytical exposition in daily life context.
4.1 express the meaning in the short functional text formally and informally,accurately, fluently and appropriately by using spoken language in daily life context.
Performing a monologue of a procedure text
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
Tell the orall invitation individually in front of the class.
Use the spoken language to convey the short functional text.
Performancece 2 x 45 Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Dictionary
Cassete/CD
Tape/CD Player
OHP/LCD
Fhotos/ Poster
Picture
English Newspaper
Magazine
Internet.
4.2 Express the Performing a monologue
Religious, honest, tolerant,
Do the case building based
Do the simple present tense to
Performance 4 x 45 Developing
153
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
meaning in monolog text in using spoken language accurately, fluently, and appropriately in daily life context in texts: report, narrative, and analytical exposition .
of a procedure text
discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
on the pro and contra group
Do the debating in group about the cases.
tell a report
Do the monolog in narrative form
Do the monolog in analytical exposistion
Do the debating Persentation
4 x 45
English Competencies
for Grade XSenior High School (SMA/MA)
Tape
Dictionary
Cassete/CD
Tape/CD Player
OHP/LCD
Photso/ Poster
Picture
English newspaper
Magazine
Internet
Reading
5. To comprehend the meaning in the short functional written text in narrative, report, and analytical exposition in daily life context to access the
5.1 respond the meaning in the short functional written text (e.g. banner, poster, pamphlet, etc.) formally and informally in
Identifying the structure of a procedure text
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental
Read aloudly the text of report, descriptive, narrative, and analytical exposition individually.
Discuss the aspects of the text such as: contain,
Read aloudly and meaningful the written text which is discussed by the correct pronuncation and intonation
Identify the topic of the read text
Identify the specific information of the
Performancece
Written
(PG and
1 x 45
1 x 45
1 x 45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Dictionary
Cassette/CD
154
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
knowledge. using spoken language written, accurately, fluently and sustained in daily life context.
care, social care and responsibility.
structure in group
Practice the use of the simple present tense to convey the fact and passive voice to convey the topic of news.
short functional text.
explanations) Tape/CD Player
OHP/LCD
Photos/ Poster
Picture
English Newspaper
Magazine
Internet.
5.2 respond the meaning and theoritical steps of the written text and essay accurately, fluently, and sustained in daily life context to access the knowledge, such as: report, narrative, and analytical exposition
Reading procedure texts
The written text of narrative, report, and analytical exposition
Religious, honest, tolerant, discipline, hard work, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
Read loudly and meaningful the text of narrative, report, and analytical exposition individually.
Discuss the aspects of the text such as: structure, contain in group.
Identify the meaning of words in text which is read
Identify the complication of the narrative text
Identify the events of the text which is read
Identify the characteristics of things/person which is reported
Identify the case which is read
Identify the argument which is read
Identify the rethorical steps of
Quiz
Written
Task
2 x 45
2 x 45
Developing English Competencies
for Grade XSenior High School (SMA/MA)
Tape
Dictionary
Cassete/CD
Tape/CD Player
OHP/LCD
Fhotos/ Poster
Picture
English newspaper
Magazine
Internet
155
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
text
Identify the purpose of text.
Writing
6. Express the meaning in the short functional written text in daily life context such as: report, narrative and analytical exposition
6.1 Express the meaning in the short functional written text (e.g. banner, poster, pamphlet, etc.) formally and informally , accurately, fluently and sustained in daily life context.
Writing short instructions
Religious, honest, tolerant, discipline, hard working, independent, democratic, curiosity, nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
Make the draft of banner, poster, pamplhet with the chain writing.
Do the correction between classmate to complete the draft.
Use the grammar, vocabulary, functuation, speeling, and writing accurately
Write the main idea
Combining the main idea
Make the draft, revision
Producing banner, poster, orpamphlet
Task
Portfolio
1 x 45
1 x 45
Developing English Competencies
for Grade X Senior High School (SMA/MA)
Tape
Dictionary
Cassette/CD
Tape/CD Player
OHP/LCD
Photos/ Poster
Picture
English Newspaper
Magazine
Internet.
6.2 Express the meaning and theoritical steps of the written text and essei
Writing procedure texts
Religious, honest, tolerant, discipline, hard work, independent, democratic, curiosity,
Read loudly and meaningful the text of report, narrative and analytical exposition
Identify the meaning of words in text which is read
Identify the meaning of words which is read
Task
Portfolio
1 x 45
1 x 45
Developing English Developing English Competencies
for Grade X
156
Standard-Competency
Basic-Competency
Materials Culture Value & Nation Character
Learning Activities
Indicators EvaluationTime
AllocationSources
accurately, fluently, sustained in daily life context in report, narrative and analytical exposition
nationalism, patriotism, friendship, peace, reading hobby, environmental care, social care and responsibility.
individually
Discuss theaspects of the text such as: contain, structure in group.
Practice using the simple present tense in a complex sentence that states the events of the contra sentence
Identify the complication of the narrative
Identify the events of the text which is read
Identify the characteristic of things/person which is rported
Identify the arguments which is heard
Identify vthe rhetorical steps of text
Senior High School (SMA/MA)
Tape
Dictionary
Cassette/CD
Tape/CD Player
OHP/LCD
Photos/ Poster
Picture
English Newspaper
Magazine
Internet.
157
DOCUMENTATION
158
159
160
