the implementation of english teaching at odd …
TRANSCRIPT
THE IMPLEMENTATION OF ENGLISH TEACHING AT ODD
SEMESTER OF SOME PRIVATE JUNIOR HIGH SCHOOLS IN
CIPUTAT SUBDISTRICT BASED ON 2006 SCHOOL LEVEL SYLLABUS
A “Skripsi”
Presented to the Faculty of Tarbiya and Teacher’s Training
In partial fulfillment of the requirement for the degree of strata 1 (s1)
By:
Yova Tri Wahyuni
NIM: 102014023825
ENGLISH EDUCATION DEPARTMENT
THE FACULTY OF TARBIYA AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1430 A.H / 2009 A.D
THE IMPLEMENTATION OF ENGLISH TEACHING AT ODD
SEMESTER OF SOME PRIVATE JUNIOR HIGH SCHOOLS IN
CIPUTAT SUBDISTRICT BASED ON 2006 SCHOOL LEVEL SYLLABUS
A “Skripsi”
Presented to the Faculty of Tarbiya and Teacher’s Training
In partial fulfillment of the requirement for the degree of strata 1 (s1)
By:
Yova Tri Wahyuni NIM: 102014023825
Approved by:
Dra. Hidayati, M.Pd.
NIP. 150 231 927
ENGLISH EDUCATION DEPARTMENT
THE FACULTY OF TARBIYA AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1430 A.H / 2009 A.D
.APPROVAL SHEET
A Skripsi entitled “The Implementation of English Teaching at Odd Semester
of Some Private Junior High Schools in Ciputat Subdistrict Based on 2006
School Level Syllabus” written by Yova Tri Wahyuni, student’s registration
number: 102014023825, was examined at examination session of the Faculty of
Tarbiya and Teacher’s Training Syarif Hidayatullah State Islamic University
Jakarta on April 7th
2009. This Skripsi has fulfilled the requirement for the Degree
of Strata 1 (S1) at the English Education Department.
Jakarta, April 7th
2009
The Examination Committee
Chairman : Drs. Syauki, M.Pd. (……………………)
NIP. 150 246 289
Secretary : Neneng Sunengsih, S.Pd. (……………………) NIP. 150 293 236
Examiners : 1. Drs. Nasifuddin Djalil, M.Ag. (……………………) NIP. 150 244 628
2. Drs. Sunardi K. Dipl. Ed. (……………………)
NIP. 150 022 779
Acknowledged by;
Dean of Tarbiya and teacher’s Training Faculty
Prof. Dr. Dede Rosyada, MA.
NIP. 150 231 356
ABSTRACT
Tri Wahyuni, Yova. 2009. The Implementation of English Teaching at Odd
Semester of Some Private Junior High Schools in Ciputat Subdistrict
Based on 2006 Scholl Level Syllabust. Skripsi, English Education Department, Faculty of Tarbiya and Teacher’s Training, UIN Syarif
Hidayatullah Jakarta. Advisor: Hidayati, Dra. M.Pd.
Key words: Private Junior High School, Syllabus, Ciputat Subdistrict
.
This study tries to describe about how is implementated English teaching
at some private Junior High Schools at Ciputat Subdistrict. This study is aimed at
describing and analyzing the implementation of English teaching based on the
latest syllabus (syllabus 2006), the teachers’ qualification, the teaching
preparation, the curriculum and syllabus, the instructional materials, the English
teaching activities, and also the evaluation.
This study is categorized as descriptive evaluative because it is supposed to describe the objective condition about the implementation of English teaching
at some private Junior High Schools at Ciputat Subdistrict.. The subjects of this study are some private Junior High Schools at Ciputat Subdistrict, in this case the
writer took nine schools as the subject The techniques used to collect the data are observation, documentation and questionnaire.
The findings of the study are (1) the English teachers who teach in nine
schools for the seventh grade at nine private Junior High Schools were qualified
as an English teacher, (2) the curriculum used by the English teachers and schools
were based on the latest syllabus, unfortunately they did not apply it completely in
the real situation, (3) the teaching preparation made by the English teachers were
below standard from the latest syllabus (KTSP), (4) the implementation of English
teaching in the classroom were below standard of the latest curriculum or syllabus
2006, (5) the teachers still faced the problems when they gave the evaluation to
the students.
Based on the findings above, it is suggested to (1) the English teachers that
they should apply their knowledge that were gotten from joining in service
English training that they joined, (2) the teachers must give more attention for
their teaching preparation before conducting teaching-learning activities, (3) the teachers and schools also must give more attention to the latest curriculum or
syllabus that is used in their schools, (4) they must applly their knowledge from upgrading English training into the physical classroom atmosphere in order to
reach the objectives of learning and the activities of teaching-learning can run effectively and well.
ABSTRAK
Tri Wahyuni, Yova. 2009. Penerapan Pengajaran Bahasa Inggris di Beberapa
Sekolah Menengah Pertama Swasta pada Semester Satu Berdasarkan
kepada Sillabus 2006 di Kecamatan Ciputat. Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif
Hidayatullah Jakarta. Pembimbing: Hidayati, Dra. M.Pd.
Key words: SMP Swasta, Silabus, Kecamatan Ciputat
.
Penelitian ini mencoba menggambarkan bagaimana penerapan pengajaran
bahasa Inggris di beberapa sekolah menengah pertama swasta di kecamatan
Ciputat berdasarkan syllabus 2006. Penelitian ini bertujuan untuk
menggambarkan dan menganalisis penerapan pengajaran bahasa Inggris yang
berdasarkan kepada syllabus 2006, menggambarkan mengenai kualifikasi guru, persiapan mengajar, kurikulum dan syllabus, materi ajar, penerapan pengajaran
bahasa Inggris dan juga menggambarkan dan menganalisis mengenai evaluasi.
Penelitian ini dapat dikategorikan sebagai penelitian deskriptif evaluatif, karena bertujuan menggambarkan kondisi secara objektif mengenai penerapan
pengajaran bahasa Inggris di beberapa SMP swasta di kecamatan Ciputat. Subyek dari penelitian in adalah beberapa SMP swasta di kecamatan Ciputat, dalam hal
ini penulis mengambil sembilan (9) SMP swasta sebagai subyeknya. Tehnik yang
digunakan untuk mengumpulkan data penelitian ini berupa observasi,
dokumentasi dan angket.
Penemuan dari penelitian ini antara lain, (1) para guru bahasa Inggris yang
mengajar di sembilan (9) sekolah yang berbeda di kelas satu SMP sudah
memenuhi kualifikasi sebagai guru bahasa Inggris, (2) kurikulum yang telah
digunakan baik oleh para guru maupun sekolah sudah berdasarkan kepada
kurikulum atau silabus 2006 (KTSP), akan tetapi sayangnya itu belum dapat
diterapkan secara menyeluruh, (3) persiapan mengajar yang dibuat oleh para guru
bahasa Inggris masih berada dibawah standar kurikulum atau syllabus terbaru
(KTSP), (4) penerapan pengajaran bahasa Inggris di kelas masih berada sibawah
standar kurikulum 2006 (KTSP), (5) para guru bahasa Inggris masih dihadapkan kepada beberapa masalah ketika mereka memberikan penilaian kepada siswa.
Berdasarkan pada penemuan - penemuan diatas, disarankan kepada (1)
para guru bahasa Inggris agar dapat menerapkan pengetahuan yang mereka dapatkan dari keikutsertaan pelatihan – pelataihan bahasa Inggris didalam
mengajar, (2) para guru harus lebih memperhatikan persiapan mengajar yang
mereka buat sebelum proses belajar mengajar dilakukan, (3) guru dan pihak
sekolahpun harus lebih memperhatikan kurikulum yang mereka gunakan
disekolah sehingga dapat terlaksana dengan baik, (4) mereka harus menggunakan kemampuan pengetahuan mereka pada saat mengajar di ruangan kelas sehingga
tujuan – tujuan dari pembelajaran dapat dicapai dengan baik dan proses belajar mengajar dapat berjalan dengan baik dan efektif.
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in
completing this “skripsi”. Peace and salutation be upon to the noble prophet of
Islam, Muhammad peace be upon him, the perfect man and the best leader in the
world, his family, relatives, and all followers.
A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training in
partial fulfillment of the requirement for the degree of strata 1 (s1). The writer
would like to express her great honor and deepest gratitude to her beloved parents,
brothers and sisters and also all families in Malaysia and Padang who always give
prayer, motivation, love, faith and support for her to finish her study.
The writer would like to express her thanks and great gratitude to her
advisor Ms. Dra. Hidayati, M. Pd. for her valuable help, guidance, corrections and
suggestions for the completion this “skripsi”. Her gratitude also goes to Mr. Drs.
Syauki, M. Pd. and Ms. Neneng Sunengsih, S.Pd. as the head and secretary of
English Education Department, and also for all lecturers of English Education
Department for their encouragement to her. Her great gratitude also goes to Mr.
Prof. Dr. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher’s
Training, and also for all staffs and officers of UIN Library, Tarbiya’s Library
who have given permission for using and lending their books in completing the
references for this “Skripsi”, and all of her friends whether in English Education
Department or UIN Theatre that she cannot mention the name one by one who
always help and give the writer support, time and love, and also remind her in
accomplishing this “skripsi”. May Allah, the Almighty bless them all, amen.
Finally, the writer realizes that this “skripsi” is not perfect yet, therefore the
writer would like to welcome and accept positive suggestion and criticism to
make this “skripsi” better.
And the writer hopes this “Skripsi” can give the beneficent for all people
who are interested in it.
May Allah, the Almighty bless them all and give them more than what they
have given to the writer. Amen.
Jakarta, March 2007
The writer
TABLE OF CONTENTS
APPROVAL SHEET ..................................................................................... i
ABSTRACT IN ENGLISH............................................................................ ii
ABSTRAK DALAM BAHASA INDONESIA .............................................. iii
ACKNOWLEDGEMENT ............................................................................ v
TABLE OF CONTENTS............................................................................... vii
LIST OF TABLES ......................................................................................... ix
CHAPTER I INTRODUCTION ................................................................... 1
A. Background of the Study ............................................................. 1
B. Statement of the Problem............................................................. 2
C. Objectives of the Study................................................................ 3
D. Significances of the Study............................................................ 4
E. Scopes and Limitations of the Study ............................................ 4
F. Operational Definition ................................................................. 5
CHAPTER II THEORITICAL FRAMEWORK ......................................... 6
A. The Curriculum and Syllabus....................................................... 6
B. The Qualifications of English Teachers........................................ 9
C. The Instructional Materials .......................................................... 10
D. The Teaching English at Junior High School ............................... 14
E. The Objectives of Teaching English at Junior High School.......... 14
F. The Teaching Preparations of Teaching English at Junior High
School ......................................................................................... 15
G. The Implementations of Teaching English at junior High School. 17
H. The Evaluation ............................................................................ 18
CHAPTER III RESEARCH DESIGN .......................................................... 20
A. ................................................................................................Res
earch Design................................................................................ 20
B. ................................................................................................Pla
ce and Time of the Study ............................................................. 20
C. ................................................................................................Sub
ject of the Study .......................................................................... 20
D. ................................................................................................Res
earch Instrument .......................................................................... 21
E..................................................................................................Dat
a and Source Data........................................................................ 21
F. .................................................................................................Tec
hniques of Collecting Data........................................................... 22
G. ................................................................................................Tec
hniques of Data Analysis ............................................................. 22
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS .................. 24
A. ................................................................................................The
Teacher’s Qualification................................................................ 24
B. ................................................................................................The
Curriculum Used at Private Junior High School........................... 26
C. ................................................................................................The
Teaching Preparation Made by the English Teachers ................... 27
D. ................................................................................................The
Instructional Materials Used by the English Teachers .................. 30
E..................................................................................................
The Teaching-learning Activities at Some Private Junior High
Shools at Ciputat Subdistric ......................................................... 32
F. .................................................................................................The
Evaluation Used at Some Private Junior High Shools at Ciputat
Subdistric .................................................................................... 34
CHAPTER V CONCLUSION AND SUGGESTION ................................... 37
A. ................................................................................................Co
nclusion ....................................................................................... 37
B. ................................................................................................Sug
gestion......................................................................................... 38
BIBLIOGRAPHY .......................................................................................... 40
APPENDICES................................................................................................ 42
LIST OF TABLES
Table Page
2.1 Standard Competencies and Basic Competencies ....................................... 12
2.2 The format of lesson plan........................................................................... 16
4.1 English Teacher’s Qualification at some private
Junior High Schools at Ciputat Subdistrict ................................................ 24
4.2 Curriculum Used at Some Private Junior High Schools
at Ciputat Subdistrict.................................................................................. 26
4.3 The teaching preparation used by the English teachers
at some private Junior High Schools at Ciputat Subdistrict ......................... 27
4.4 The instructional materials used at some private Junior High Schools
at Ciputat Subdistrict.................................................................................. 30
4.5 The teaching-learning activities conducted in the classroom....................... 33 4.6 The evaluation conducted or given in the teaching-learning activities......... 35
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in
completing this “skripsi”. Peace and salutation be upon to the noble prophet of
Islam, Muhammad peace be upon him, the perfect man and the best leader in the
world, his family, relatives, and all followers.
A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training in
partial fulfillment of the requirement for the degree of strata 1 (s1). The writer
would like to express her great honor and deepest gratitude to her beloved parents,
brothers and sisters and also all families in Malaysia and Padang, my beloved
Luqman Dardiri, who always give prayer, motivation, love, faith and support for
her to finish her study.
The writer would like to express her thanks and great gratitude to her
advisor Ms. Dra. Hidayati, M. Pd. for her valuable help, guidance, corrections and
suggestions for the completion this “skripsi”. Her gratitude also goes to Mr. Drs.
Syauki, M. Pd. and Ms. Neneng Sunengsih, S.Pd. as the head and secretary of
English Education Department, and also for all lecturers of English Education
Department for their encouragement to her. Her great gratitude also goes to Mr.
Prof. Dr. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher’s
Training, and also for all staffs and officers of UIN Library, Tarbiya’s Library
who have given permission for using and lending their books in completing the
references for this “Skripsi”, and all of her friends (Radhar Panca Dahana and FTI
also Bale Sastra Kecapi, Krisniati Marcellina Dahana, Ags. Arya Dipayana and
Teater Tetas, Jojoba and Salsabila rent house) whether in English Education
Department, Teater Syahid UIN, Cigna Insurance, that she cannot mention the
name one by one who always help and give the writer support, time and love, and
also remind her in accomplishing this “skripsi”. May Allah, the Almighty bless
them all, Amen.
Finally, the writer realizes that this “skripsi” is not perfect yet, therefore the
writer would like to welcome and accept positive suggestion and criticism to
make this “skripsi” better.
And the writer hopes this “Skripsi” can give the beneficent for all people
who are interested in it.
May Allah, the Almighty bless them all and give them more than what they
have given to the writer. Amen.
Jakarta, March 2007
The writer
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of the problems,
objectives of the study, significances of the study, scopes and limitations of the
study, and operational definitions.
A. Background of the Study
English as a tool of communication plays an important role as an
international language in connecting people from various countries in the world.
English is used in many kinds of field, such as, English is used as a clue how to
operate the computer tools and internet program. Besides, English used to absorb
the knowledge especially from the books written in English. But to master English
is not easy for everybody, while, it has taught at the earlier stages of educational
levels, although it functions as the local content at the elementary and so is at
kindergarten. Whereas, English for Junior High School as a compulsory subject
should be mastered by the students and becomes one of the subjects to be
measured in the National Examination (UN).
Moreover, English has been introduced at the kindergarten although it
functions as enjoyable. English has already introduced from the earlier stages up
to the university to reveal it role, therefore, it cannot be neglected in formal
education. The main objective of teaching English is to make the students able to
read the textbooks written in English. In other words, the main goal of teaching
English is to develop the students’ reading skill.
In line with the objectives stated explicitly by the Ministerial Decree No.
096/1967 dated 12 December 19671, the result of teaching English is not
satisfactorily achieved in Indonesia. It is caused by some factors such as, the
methods used in teaching-learning process, the teaching preparations, and also the
1 Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 096/1967 tentang
penetapan Bahasa Inggris sebagai bahasa asing pertama di Indonesia yang harus di ajarkan dari
Sekolah Menengah Pertama (SMP) sampai dengan perguruan tinggi.
1
materials which are presented to the students. In presenting the materials, they
must be interesting and good. Teaching preparation is one of some factors in
supporting the materials given to the students’, it has functioned to reach the goals
of teaching English itself. The teacher must look into the curriculum as a main
reference in making their teaching preparations.
The materials used by the English teachers should be concerned by some
elements in developing them, namely; (a) the instructional objectives must be
appropriate for each level and year, (b) the appropriate teaching-learning
strategies which are used in teaching-learning process. All of them must be
written down in the teaching preparations. So, the objectives of teaching English
can be reached well. In this case, the teachers’ educational background and
language competence can influence the students’ motivations and interest in
learning English, the teaching methods which are used and the way of presenting
the materials.
In teaching English there are three kinds of activities should be used
namely; (a) pre-activities, (b) whilst-activities, and (c) post-activities. Those
activities must be written in teaching preparation in order to get the real objectives
of teaching English in the classroom. Besides, must be in line with the latest
syllabus or curriculum that is syllabus 2006. Therefore, the writer tries to analyze
or describe about English teaching at some private Junior High Schools based on
the latest syllabus that is Syllabus 2006. It is based on the background stated
above the writer choose the title of this study is about the implementation of
English teaching at some private junior high schools based on the syllabus 2006 at
Ciputat subdistrict.
B. Statement of the Problems
Based on the background of the study mentioned previously, the writer
conducts a study about the implementation of English teaching at odd semester of
some private junior high schools in Ciputat subdistrict based on 2006 school level
syllabus. The main problem of this study is “how is the implementation of English
2
teaching at some private junior high schools in Ciputat subdistrict?” This main
question can be formulated into more specific questions as follows:
1. How is the English teachers’ qualification at some private junior high
schools in Ciputat subdistrict?
2. What is the curriculum used at some private junior high schools in Ciputat
subdistrict?
3. How well is the teaching preparation made by the English teachers of
some private junior high schools in Ciputat subdistrict?
4. How are the instructional materials used by the English teachers at some
private junior high schools in Ciputat subdistrict?
5. How are the instructional activities conducted by the English teachers at
some private junior high schools in Ciputat subdistrict?
6. How is the evaluation used by the English teachers at some private junior
high schools in Ciputat subdistrict?
C. Objectives of the Study
Based on the statement of the problems above, the objectives of the study
can be found as follow:
1. To know about the English teachers’ qualification at some private junior
high schools in Ciputat subdistrict whether good or not.
2. To know about the curriculum used at some private junior high schools in
Ciputat subdistrict.
3. To know whether the English teachers at some private junior high schools
in Ciputat subdistrict make the teaching preparation well in teaching
English.
4. To know the instructional materials used by the English teachers at some
private junior high schools in Ciputat subdistrict.
5. To know kinds of the instructional activities conducted by the English
teachers at some private junior high schools in Ciputat subdistrict.
3
6. To know the types evaluation used by the English teachers in their
teaching-learning process at some private junior high schools in Ciputat
subdistrict.
D. Significance of the Study
The findings of this study hopes to be good information for three kinds of
people, such as; (a) some English teachers, (b) school principals and (c) further
researchers which are explained as follows;
(a) The findings of this study will give useful information for some English
teachers at some private junior high schools to improve their quality and
knowledge in teaching English at school and they can apply them in their
teaching-learning process.
(b) The findings of this study will give clear and useful information for some
school principals as the input for them to make some roles or strategies
which must be obeyed by the English teachers such as, they must have
good qualifications in their educational background and they must
graduate from English education.
(c) The findings of this study will give useful information for some further
researchers as a basic data for them in conducting further research.
The findings of this study can give them useful information for the
implementation of English teaching at secondary level.
E. Scopes and Limitations of the Study
This study just focuses on some private junior high schools in Ciputat
subdistrict which discusses the implementation of English teaching, for further
clearly information about this study the problems of it will be limited into; (1)
English teachers’ qualification at some private junior high schools in Ciputat
subdistrict, (2) the curriculum used at some private junior high schools in Ciputat
subdistrict, (3) the teaching preparation made by the English teachers, (4) the
instructional materials used by the English teachers, (5) kinds of the instructional
activities conducted by the English teachers and (6) the evaluation used by the
4
English teachers in their teaching-learning process at some private junior high
schools in Ciputat subdistrict.
F. Operational Definitions
The writer gives some definitions of the key terms used in this skripsi, in
order to avoid misunderstanding between readers and the writer as follows:
1. Private Junior High School stands for nine junior high schools under the
administrations of private institution which conducted the education which
is located in Ciputat subdistrict.
2. Syllabus consists of list of material stated clearly in content standard
syllabus that should be taught by the English teacher in teaching-learning
activities.
3. Subdistrict refers to nine schools of Kecamatan Ciputat.
5
CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses and presents the curriculum and syllabus, the
qualification of English teachers, the instructional materials, the teaching English
at Junior High School, the objectives of teaching English at Junior High School,
the teaching preparations of teaching English at Junior High School, the
implementation of teaching English at Junior High School, and the evaluation.
A. The Curriculum and Syllabus
The word curriculum has so many different understanding given by many
authors, as Yalden states;
“…the curriculum includes the goals, objectives, content, processes,
resources, and means of evaluation of all the learning experiences planned
for pupils both in and out of the school and community through classroom
instruction and related program…”2
The concept of curriculum given by Yalden above generally has similar
concept with Tanner and Tanner which is stated that;
“curriculum has been variously defined as; the cumulative tradition of
organized knowledge, modes of thought, race experience, guided experience, a planned learning outcomes, cognitive/affective content and
process, an instructional plan, instructional ends or outcomes, technological system of evaluation”3
Besides, the definitions described above Saylor and Lewis made a
classification of the concept of curriculum by dividing into some categories; (a)
curriculum as the subjects and subject matters, (b) curriculum as experiences, (c)
curriculum as objectives and (d) curriculum as planned opportunities.
The category of curriculum as the subjects and subject matters is the
domain concept of curriculum itself. In the high school levels, curriculum refers to
the set of subjects or specified course of study. Whereas, the curriculum as
2 Janice Yalden, The Communicative Syllabus ‘Evolution, Design and Implementation’,
(London: Prentice-Hall International, 1987), p. 18. 3 J. Galen Saylor, Alexander, William. M, Lewis, Arthur. J, Curriculum Planning for
Better Teaching and Learning. 4th Ed. (Japan: Holt-Saunders International Edition, 1981), p.3.
6
experiences which are introduced by Ragan (in Tjokrosujoso, 1996:6-7) stated
that “the term curriculum…includes all experiences of children for which the
school accepts responsibility”4. While, the curriculum as objectives is series of
things which children and youth do experience by way of developing ability to do
the things well that make up the affair of adult life, it should be based on the skills
and knowledge needed by adults. The last is the curriculum as planned
opportunities for learning, because curriculum itself is a plan for providing sets of
learning opportunities for persons to be educated.
In our education, the understanding of curriculum can be seen at the
constitution number 2/1989 about the system of national education that
curriculum is a set of plans and arrangements of the contents and the materials and
also the model of presentation to conduct teaching-learning activities.
The curriculum applied in Indonesia now is School-Level Curriculum (for
the next term the word KTSP is used) which designed the syllabus of any subject
that must be developed by the teachers based on the content standard given by
National Educational Standard Board (for the next term the word BSNP is used).
The teachers must be develop them in the teaching-learning process through the
teaching preparations, such as, the materials, the variety of indicators, the
strategies used in teaching-learning process and kinds of evaluation used in
teaching-learning process to get the teaching objectives.
The objective of English teaching is to develop students’ to communicate
in actual communicative context. The communicative here means four
communicative competences introduced by Canal (1983)5 communicative
competence consist of four domains; grammatical competence, sociolinguistic
competence, discourse competence, and strategic competence.
Grammatical competence identifies the linguistic competence, such as
vocabulary, derivations, sentence formation, pronunciation, spelling, and
semantics. And it refers to what Chomsky calls linguistic competence and what
4 Drs. Harsono Tjokrosudjoso, M.Pd. Kurrikulum 1994 dan Pengembangan Materi
Bahasa Inggris SLTP dan SMU. (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p. 6-7. 5 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP
Malang Publisher, 1999), p. 32.
7
Hymes intends by what is “formally possible”. It is the domain of grammatical
and lexical capacity6.
Sociolinguistic competence refers to the understanding of the social
context where the communication takes place, including role relationships, the
shared information of the participants, and the communicative purpose for their
interaction7. Discourse competence is the mastery of ways combining the
grammatical forms and meaning to produce the spoken or written utterance in
various forms8. Besides, strategic competence consists of the mastery of verbal
and non-verbal communication strategies used by a speaker to (1) make-up for the
weakness in communication due to the limitations circumstances, and (2) to
strengthen the effectiveness of communication9. Then Richards and Rodgers
stated that strategic competence refers to the coping strategies that communicators
employ to initiate, terminate, maintain, repair, and redirect communication10
. So,
the instructional materials must be selected carefully in order to reach the teaching
objectives in teaching-learning process.
Moreover, Syllabus is a plan which a teacher translates into activities in
the classroom. It is a part of a curriculum excluding the element of curriculum
evaluation, furthermore, Finocciaro and Brumfit (in Timsela Luhulima et.al,
1987:14) that a syllabus differ from a curriculum in that it provides a listing of
content to be learned but does not suggest methods, activities and measurement
for evaluation” 11, the syllabus should be viewed in the context of an ongoing
curriculum development process. Syllabus and curriculum cannot be neglected,
because to develop syllabus the teachers need the curriculum, it is as a main
reference in developing the syllabus design. But, in fact, the teachers only talk
6 Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 1986), p. 71. 7 Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 1986), p. 71. 8 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP
Malang Publisher, 1999), p. 33. 9 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP
Malang Publisher, 1999), p. 33. 10
Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 1986), p. 71. 11
Drs. Harsono Tjokrosujoso, M.Pd. Kurikulum 1994 dan Pengembangan Materi
Bahasa Inggris SLTP dan SMU, (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p. 4.
8
about the syllabus and most of them are rarely much in making it when they want
to conduct the teaching in the classroom, so the syllabus which is written down
into the teaching preparations are neglected.
B. The Qualification of English Teachers
Many factors affect the success of failure of teaching English. Those
factors are related to linguistics and non-linguistic areas. Some of the factors
which can be attributed to the unsatisfactory condition are the language system
which is different from Indonesia, the teachers, the students, the curriculum, the
materials and the attitude of the society toward the teaching of English (Kasbolah,
1993)12.
In line with the statement of Kasbolah, Baradja (1994)13
more specifically
says that in foreign language learning there are at least six factors which
determine the success or failure of foreign language learning. Those factors are
learning objectives, students, teachers, materials, methods, and environment.
Meanwhile, another factors which affect the success of a foreign language
instruction can be classified into two; (a) linguistic factors, that is factors
concerning the language itself such as phonology, morphology and system, and
(b) non-linguistic factors, that is factors external to the nature of the language
being taught, such as teachers, students, materials, methods and environment.
Those factors mentioned above, teacher is the most important factor in
determining the success or failure of teaching English. Well-motivated students
can be “turned-off” by the rigidly and lack of enthusiasm of a poor teacher. On the
other hand, many unmotivated students can get an adequate degree of motivation
if they are influenced by an enthusiastic teacher who knows how to deal with the
students.
12
Kasihani Kasbolah, Teaching-Learning Strategies I: Instructional Materials (Part A).
(Malang: English Department of English Education. FPBS IKIP Malang. 1993), p. 44-48 13
M.F. Baradja.Memperkenalkan Pemerolehan Bahasa Kedua. Jurnal Pendidikan
Humaniora dan Sains. Vol.1.no.1.(Malang: IKIP Malang, 1994).
9
According to Ashworth (1992), there are four characteristics of language
teacher that are; (1) knowledge, (2) skill, (3) personal qualities, and (4)
professionalism14
.
Knowledge, it is the most important qualification for the teacher because
they will be a model for his or her students. Therefore, they must have in depth
knowledge of subject matter and must keep up to date. The teacher’s limited
knowledge of the second language they teach imposes limitation on what they can
do in the classroom. Such limitations should be overcome by diligent study of the
second language.
Skill, English teachers should have knowledge of psychology of learning.
They should also have knowledge of methodology, testing and technological aids.
By having such knowledge, they will improve their teaching skill so that it is
expected that the result of teaching will be better.
Personal qualities, the effective English teachers should have good
personalities such as enthusiasm, kindness, humor, patience, sincerity, and
intellectual curiosity. By having these personalities the teacher will make the
teaching-learning process more attractive and fun. Besides, the teacher also will
always improve their knowledge.
Professionalism, the English teachers must be graduated from English
educational department. Besides, they also should engage in activities that
improve the quality of their teaching such as MGMP (subject teacher conference).
Being active in such activities will help English teachers to improve their quality
of teaching.
In other hand, there are ten teacher’s qualifications that can make the
teaching learning process optimal, they are; (a) he makes his course interesting,
(b) he teaches good pronunciation, (c) he explains clearly, (d) he speaks good
English, (e) he shows the same interest in all his students, (f) he makes all the
students participate, (g) he shows great patience, (h) he insists on the spoken
language, (i) he makes his pupils work, (j) he uses audio-lingual method.
14
Mary Ashworth, Beyond Methodology: Second Language Teaching and the
Community, Cambridge University Press, 1992.
10
Continue to the next page.
C. The Instructional Materials
As a foreign language, English is taught at Junior High School as a
compulsory subject. The English instructional material which is suggested in the
syllabus can be developed by the English teachers themselves. The teachers have
to right in selecting and using the textbook which they consider appropriate for
their students. The materials selection is based on (a) the instructional objectives,
(b) the students’ need, and (c) the local situation where the students are studying.
English as a compulsory subject is aimed at preparing the students to
develop culture, technology, science, and at making them component and good
Indonesian citizens who are ready to participate in the national development. This
subject includes listening, speaking, reading and writing. These skills must be
presented well by using the content standard curriculum as reference includes the
standard competencies and basic competencies as shown in the table 2.1 below;
Table 2.1:
The distributions of Standard Competencies and Basic Competencies.
Standar Kompetensi Kompetensi Dasar
Mendengarkan
1. Memahami makna
dalam percakapan
transaksional dan
interpersonal sangat
sederhana untuk
berinteraksi dengan lingkungan terdekat
1.1 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) yang
menggunakan ragam bahasa lisan sangat
sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak
tutur: menyapa orang yang belum/sudah dikenal, memperkenal-kan diri sendiri/orang
lain, dan memerintah atau melarang
1.2 Merespon makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) yang
menggunakan ragam bahasa lisan sangat
sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak
tutur: meminta dan memberi informasi,
11
Continue to the next page.
Standar Kompetensi Kompetensi Dasar
mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan
2. Memahami makna dalam teks lisan
fungsional pendek sangat sederhana
untuk berinteraksi dengan lingkungan
terdekat
2.1 Merespon makna tindak tutur yang terdapat dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat
2.2 Merespon makna gagasan yang terdapat
dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan terdekat
Berbicara
3. Mengungkapkan makna dalam
percakapan transaksional dan
interpersonal sangat
sederhana untuk
berinteraksi dengan
lingkungan terdekat
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat
sederhana secara akurat, lancar, dan
berterima
3.2 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur:
menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan
memerintah atau melarang
3.3 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi) dengan
menggunakan ragam bahasa lisan sangat
sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak
tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf,
12
Standar Kompetensi Kompetensi Dasar
dan mengungkapkan kesantunan
4. Mengungkapkan
makna dalam teks
lisan fungsional
pendek sangat
sederhana untuk
berinteraksi dengan
lingkungan terdekat
4.1 Mengungkapkan makna tindak tutur dalam
teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan
lingkungan terdekat
4.2 Mengungkapkan makna gagasan dalam teks
lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat
Membaca
5. Memahami makna
dalam teks tulis
fungsional pendek
sangat sederhana yang
berkaitan dengan lingkungan terdekat
5.1 Membaca nyaring bermakna kata, frasa, dan
kalimat dengan ucapan, tekanan dan intonasi
yang berterima yang berkaitan dengan
lingkungan terdekat
5.2 Merespon makna yang terdapat dalam teks
tulis fungsional pendek sangat sederhana
secara akurat, lancar dan berterima yang
berkaitan dengan lingkungan terdekat
Menulis
6. Mengungkapkan
makna dalam teks
tulis fungsional
pendek sangat
sederhana untuk
berinteraksi dengan
lingkungan terdekat
6.1 Mengungkapkan makna gagasan dalam teks
tulis fungsional pendek sangat sederhana
dengan menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat
6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan terdekat
Adapted from KTSP syllabus of SMP/MTs.
13
The materials will be given by the English teachers to the students based
on the standard and basic competencies above, the objectives of teaching English
will be reached easily and the teaching-learning process will be run effectively.
D. The Teaching English at Junior High School
English became an important language, therefore, English is taught at
Junior High School as a compulsory subject. It as a compulsory subject is aimed
at preparing the students to develop some aspects such as technology, science,
culture, etc. However, to achieve the objective of English instructional material,
more or one aspect of the English syllabus may be more emphasize depending on
the students’ need and the level of proficiency.
As stated in the English syllabus that the objectives of teaching English at
Junior High School based on the latest syllabus (syllabus 2006) is aimed to
develop four language skills (listening, speaking, reading, writing) in order
students to able to communicate in positive literacy which are covering the
performative, functional, informational, and epistemic. In the first step
(performative) people are able to read, write, listen, and speak with the symbols.
In the second step (functional) person are able to use the language to get their life
needs, such as reading magazine, newspapers, etc. In the third step (informational)
people are able to access knowledge by using the language skills itself. In the last
step (epistemic) people are able to use the knowledge by using English in the
target language15.
E. The Objectives of Teaching English at Junior High School
English learning at Junior High School is aimed to the students in order to
get functional level, that is to communicate spoken and written to settle about the
life’s problems. English subject has a function as a mean to communicate for
15
Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan Pendidikan
Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs) Beserta Peraturan
Pelaksanaannya (Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22, 23, dan 24
Tahun 2006), Jakarta, Departemen Pendidikan Nasional. Unpublished.
14
accessing the information and in the daily life regarded to build interpersonal
relation, to exchange information, and also to enjoy the esthetic of English culture.
Furthermore, according to the 1994 Curriculum, the objective of Junior
High School / Islamic Junior High School is to give the skills in order to develop
the knowledge and skills are gotten from basic school to improve students’ life as
a member of society and citizen of a country with improvement level to prepare
following the secondary education16
.
Whereas, based on the latest syllabus (syllabus 2006) English subject at
Junior High School functioned that the students should have a skill of (a)
communicate spoken and written to get a functional literacy level, (b) to enhance
nation competition in global society, and (c) develop the students’ understanding
between language and culture17
.
F. The Teaching Preparations of Teaching English at Junior High School
In teaching English the teachers have to make a preparation in order to get
the real objectives of the teaching-learning process itself, there are three items of
activities that should be prepared before they begin to teach, namely; (1) teaching
preparation, (2) teaching-learning process in the classroom, and (3) evaluation.
The analysis of time allocation, an annual program, semester program, and unit of
lesson plan should be in designing teaching preparation.
The teacher must make the analysis of time allocation in order to know the
numbers of an effective and ineffective week in a semester or a year, the teacher
will be helped with this process in allocating the learning times for each unit
subject. After the analysis of time allocation has been managed, the teacher should
make annual and semester programs as general planning for each unit subject, the
result of the them will used as a basic concept in designing a unit of lesson plan.
16
Drs. Harsono Tjokrosujoso, M.Pd. Kurrikulum 1994 dan Pengembangan Materi Bahasa Inggris SLTP dan SMU, (Malang: Institute Keguruan dan Ilmu Pendidikan Malang, 1996),
p. 28. 17
Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan Pendidikan
Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs) Beserta Peraturan
Pelaksanaannya (Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22, 23, dan 24
Tahun 2006), Jakarta, Departemen Pendidikan Nasional. Unpublished.
15
Continue to the next page.
Whereas, the unit of lesson plan is a course design of the subject applied
in the classroom by the English teacher. There are some steps which are applied in
designing a unit of lesson plan are that; (1) a subject unit will be applied in
learning process, (2) the standard and basic competency, (3) the indicators, (4) the
analysis of time allocation, (5) the learning objectives, (6) the subject materials,
(7) the method which is used for the teaching-learning activities, (8) the steps of
learning activities, namely; first activities, core activities, and end activities, (9)
the resources and media used in teaching-learning activities, and (10) the
technique of evaluation, and the evaluation instrument used in teaching-learning
activities. All of those items of lesson plan can be seen in the table 2.2 below;
Table 2.2
The format of lesson plan
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan
Mata Pelajaran
Kelas/Semester
Standar Kompetensi
Kompetensi Dasar
Indikator
Alokasi Waktu
: …………………………………………
: …………………………………………
: …………………………………………
: …………………………………………
: …………………………………………
: …………………………………………
: …… x …… menit (…. pertemuan)
A. Tujuan Pembelajaran
………………………………………………………………………………………….
B. Materi Pembelajaran
………………………………………………………………………………………….
C. Metode Pembelajaran
………………………………………………………………………………………….
D. Langkah – langkah Kegiatan Pembelajaran
Pertemuan 1
Kegiatan Awal: (Dilengkapi dengan alokasi waktu)
………………………………………………………………………………………….
Kegiatan Inti: (Dilengkapi dengan alokasi waktu)
…………………………………………………………………………………………
Kegiatan Penutup: (Dilengkapi dengan alokasi waktu)
………………………………………………………………………………………… Dan seterusnya.
E. Sumber Belajar (disebutkan secara konkrit)
…………………………………………………………………………………………
F. Penilaian
Tehnik :
…………………………………………………………………………………………
Bentuk Instrumen :
…………………………………………………………………………………………
Contoh Instrumen (soal/Tugas):
(Ditambah Kunci Jawaban atau Pedoman Penilaian)
…………………………………………………………………………………………
16
Adapted from Masnur Muslich.
………………., ………
Mengetahui,
Kepala Sekolah Guru Mata Pelajaran
…………………… ………………………..
From the table 2.2 previously, the teachers must follow the steps in
designing a unit of lesson plan in order to get a good teaching preparation and can
apply it effectively into teaching-learning activities in the classroom.
G. The Implementation of Teaching English at Junior High School
Teaching-learning process is an interaction between the students and
teachers and among the students in the instructional process. In every teaching-
learning process, there are some aspects that contribute to the effectiveness of the
process are that (1) the objectives, (2) the students and teachers, (3) the
instructional materials, (4) the methods, and (5) the evaluation.
There are some aspects to reach the objectives of the instruction that can
be conducted effectively in teaching-learning process. They are (a) students, (b)
teachers, (c) curriculum, (d) methods, and (e) media. Those aspects cannot be
separated to each other. The teaching English can be applied in three steps or
called three phase techniques namely; (1) pre-activities, (2) whilst-activities, and
(3 post-activities. Those techniques can be applied well if the teachers made the
teaching preparation, teaching preparation is important to conduct before we do
our success oriented work, in this case teaching.
Pre-activities are the activities done by the teachers to prepare the real
teaching in the classroom, for example plan. What should be taught, what media
should be used, what objectives of the teaching are, how to evaluate them and
when. Whilst-activities are the activities which are done in the classroom to
present the materials and to induce the students to learn. And post-activities is the
activities which are done by the teachers to evaluate what has happened to the
teaching program, what has been successfully conducted and what has failed,
what about the test, whether or not it is a good test to make feedback or revision.
17
On the notes of lesson preparation, Ur (1996; 350)18
stated that most
experienced teachers actually prepare lesson twice; they have ready in advance a
general syllabus of what activities and text. They want to get through during a
certain period of the course and then they plan the actual sequence of components
for a specific lesson and prepare supplementary materials a day or two days
before.
H. The Evaluation
Gronlund, 1985 (in Wilmar Tinambunan, 1988:2) suggests that evaluation
is the systematic process of collecting, analyzing and interpreting information to
determine the extent to which pupils are achieving instructional objectives19.
Evaluation must be conducted in the teaching-learning activities to know how
well the students’ understanding about the materials which has given by the
English teachers, as a general evaluation is the process of systematic information
collecting through the numbers, verbal description, analysis, and information
interpretation to give a score to the students’ work result. In additions Muslich add
the concept about evaluation (class evaluation) as follows:
“Proses pengumpulan dan penggunaan informasi oleh guru untuk
pemberian keputusan terhadap hasil belajar siswa berdasarkan tahapan
kemajuan belajarnya sehingga didapatkan potret/profil kemampuan siswa
dengan kompetensi yang ditetapkan dalam kurikulum”20
.
Based on Muslich’s idea above that evaluation is used to get information
about the students’ learning improvement during following the teaching-learning
activities whether they able to increase their learning skills or not, it is also must
be in line with the latest syllabus or curriculum that determined the content
standard of basic and standard competencies.
Furthermore, Evaluation has two main categories and they are; (a)
formative test and summative test. The evaluation process can be applied with
18
Penny Ur. A Course in Language Teaching Practice and Theory. (New York:
Combridge University Press, 1996), p. 350. 19
Wilmar Tinambunan, Evaluation of Students Achievement, (Depdikbud, Ditjend, 1988),
p. 2. 20
Masnur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman
dan Pengembangan, (Jakarta: PT Bumi Aksara, 2007), p. 78.
18
some kinds of ways, namely; (a) portfolio evaluation, (b) product evaluation, (c)
project evaluation, (d) performance evaluation, (e) paper and pen evaluation, and
(f) self assessment evaluation. The above evaluations are applied in the latest
syllabus (syllabus 2006)21.
21
Masnur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman
dan Pengembangan, (Jakarta: PT Bumi Aksara, 2007), p. 78.
19
CHAPTER III
RESEARCH DESIGN
This chapter presents about research design, place and time of the study,
subject of the study, research instrument, data and source data, techniques of
collecting data, and techniques of data analysis.
A. Research Design
This study is categorized as descriptive-evaluative. It is called descriptive
research because this study tries to describe about the English teaching at some
Private Junior High Schools in Ciputat Subdistrict based on Syllabus 2006. And
this study is also called evaluative because it tries to evaluate objectively about the
implementation of English teaching in some Private Junior High Schools.
This study is aimed at describing about (1) the teachers’ qualification at
some private junior high schools in Ciputat subdistrict, (2) the curriculum used at
some private junior high schools in Ciputat subdistrict, (3) the teaching
preparation made by the English teachers, (4) the instructional materials used by
the English teachers at some private junior high schools in Ciputat subdistrict, (5)
the instructional activities conducted by the English teachers at some private
junior high schools in Ciputat subdistrict, and (6) the types evaluation used by the
English teachers in their teaching-learning process at some private junior high
schools in Ciputat subdistrict.
B. Place and Time of the Study
The writer did research at some Private Junior High Schools in Ciputat
Subdistrict. She conducted the research at some schools about three months,
namely from January, 5th up to March, 6th 2009.
C. Subject of the Study
The subject includes the teacher in the seventh grade of some private
Junior High Schools in Ciputat Subdistrict functioned as main subject. There were
20
nine (9) teachers from nine schools as a main subject. The object of this study is
some private Junior High Schools in Ciputat Subdistrict, in this case, the writer
took nine private Junior High Schools as the object.
D. Research Instrument
In this research the writer used three instruments which are used for
gathered the data that she needs for this study, they are; (a) observation, (b)
documentation, and (c) questionnaires.
E. Data and Source Data
The data of this study were six types; they are (1) the data of the teachers’
qualification at some private junior high schools in Ciputat subdistrict, (2) the
curriculum used at some private junior high schools in Ciputat subdistrict, (3) the
teaching preparation made by the English teachers, (4) the instructional materials
used by the English teachers at some private junior high schools in Ciputat
subdistrict, (5) kinds of the instructional activities conducted by the English
teachers at some private junior high schools in Ciputat subdistrict, and (6) the
types evaluation used by the English teachers in their teaching-learning process at
some private junior high schools in Ciputat subdistrict.
The data about the teachers’ qualification at some private junior high
schools in Ciputat subdistrict were derived from teacher’s or school’s document
and questionnaire to answer the first research question, the data about the
curriculum used at some private junior high schools in Ciputat subdistrict gained
from questionnaire and documentation to answer the second research question, the
data about the teaching preparation made by the English teachers obtained by
using questionnaire and teacher’s documentation to answer the third question of
the research question, the data about the instructional materials used by the
English teachers at some private Junior High Schools in Ciputat subdistrict were
derived from the questionnaire and observation, it is to answer the fourth research
question, the kinds of instructional activities conducted by the English teachers at
some private junior high schools in Ciputat subdistrict gained by using
21
observation to answer the fifth research question, and the data about the types
evaluation used by the English teachers in their teaching-learning process at some
private junior high schools in Ciputat subdistrict obtained by using questionnaire
and observation, it is to answer the last research question.
F. Techniques of Collecting Data
There were three techniques were used by the researcher in collecting the
data, namely; observation, documentation, and questionnaire.
1. Observation
This observation technique used by the researcher in collecting the data of
instructional materials, instructional activities, and the evaluations were used in
the teaching-learning process. The observation was conducted 3 times in January
twice times and February once. In this case, the research acted as an observer who
observed the teaching and learning activities at real classroom atmosphere.
2. Documentation
This documentation was used to complete the data about the teacher’s
qualification, curriculum used by the English teacher, and teaching preparations
made by the English teacher.
3. Questionnaires
The questionnaire is used to get the data about the teachers’ qualification,
the curriculum, the teaching preparation, the instructional materials, kinds of the
instructional activities, and the types evaluation used by the English teachers in
their teaching-learning process at some private junior high schools in Ciputat
subdistrict. The questionnaire gave on February, 26th
2009 and returned to the
researcher on February, 27th
2009.
G. Techniques of Data Analysis
This technique consists of data from observation, data from
documentation, and data from questionnaire as follows:
22
1. Data from Observation
The data from observation conducted by the researcher to analyze about
the instructional materials, instructional activities, and the evaluations were used
in the teaching-learning process; it was analyzed to answer the 4th, 5th, and 6th
research questions.
2. Data from Documentation
The data from documentation to analyze about the teacher’s qualification,
curriculum and teaching preparations. It was used to answer the 1st, 2
nd and 3
rd
research questions.
3. Data from Questionnaires
This data only from the teacher, it was used to check whether the
implementation of English teaching based on syllabus 2006 applied in the
physical classroom activities or it was neglected, and it was used to answer the 1st,
2nd
, 3rd
, 4th
, 5th
, and 6th
research questions.
23
Continue to the next page.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents and discusses the English teacher’s qualification, the
curriculum used, the teaching preparation, the instructional materials, the
teaching-learning activities, and the evaluations. Those are used to answer all of
the questions of this study.
A. The Teacher’s Qualification
The success of teaching English is based on teacher’s skills and qualities
that run it. They must have good qualities of their educational background, etc. as
discussed in chapter II (see page; 9-10) so teaching-learning activities can run
smoothly and well. In this case the researcher took nine teachers from nine private
Junior High Schools who teach in the seventh grade. The table 4.1 below will
describe about their personal information that will determine about their qualities
as an English teacher.
Table 4.1
English Teacher’s Qualification at some private Junior High Schools
at Ciputat Subdistrict
Description
No Private Junior
High School Educational
Background
Teacher’s
Status
Teaching
Allotment
Teaching
Experience
Join
English in
Service
Training
1. SMP Islam Al-Syukro Ciputat
S2 Bahasa
Inggris
Guru Tidak
Tetap
Kurang
dari 10 jam
Kurang dari 5
tahun
-
2. MP UIN
Jakarta
S1 Bahasa
Inggris
Guru Tidak
Tetap
21 – 30
jam
Kurang dari 5
tahun
Penataran
S1 (Standar
Isi)
3. SMP Nusantar
Plus
S1 Bahasa
Inggris
Guru
Yayasan
10 – 20
jam
Kurang dari 5
tahun
Pemutaran
pembuatan
butir soal
4. SMP
Darussalam
S1 PAI Guru Tidak
Tetap
Lebih dari
30 jam
11 – 15 tahun • MGMP
• Seminar
“English
Language
Teaching
24
in
Madrasah.
• Seminar
New
Paradigm
in
Teaching-
learning
English.
5. SMP Islam
Ruhama
S2 Tekno
Pembelajaran
Guru Tidak
Tetap
Kurang
dari 10 jam
Kurang dari 5
tahun • Pelatihan
Instruktur
Bahasa
Inggris
• Pelatihan
Lab.
Bahasa
• Penataran
KTSP
• Workshop
Bedah SKL
6. SMP Yayasan
Pendidikan
Dua Mei
S1 Bahasa
Inggris
Guru
Negeri
yang
diperbantu
kan
21 – 30
jam
Lebih dari 15
tahun • Kurikulu
m KTSP
• KTSP dan
Sertifikasi
7. SMP YMJ S1 Bahasa
Inggris
Guru
Yayasan
Lebih dari
30 jam
6 – 10 tahun Penataran
Sertifikasi
Provinsi
Banten
8. SMP Moh.
Husni Thamrin
S1 Bahasa
Inggris
Guru Tidak
Tetap
10 – 20
jam
Kurang dari 5
tahun
-
9. SMP PGRI 1
Ciputat
S1 Bahasa
Inggris
Guru
Negeri
yang
diperbantu
kan
10 – 20
jam
Lebih dari 15
tahun
Seminar
dan
Workshop
Taken from teacher’s questionnaire.
Based on the table 4.1 above, it can be concluded that some of the English
teachers who teach at some private Junior High Schools can be categorized as
qualified English teacher, because they were graduated from the English
department. Unfortunately, one of the nine English teachers (Ms. Yuliani) was
mismatch. There are some factors which are difference of their qualities such as;
joining English in service training to improve their quality of English teaching
experience that made them more about teaching-learning process.
25
B. The Curriculum Used at Private Junior High School
The curriculum used at school should be in line with the content standard
covered in syllabus 2006 which is taken from curriculum 2004 then it was
developed into syllabus 2006 that covered the basic and standard competency.
Besides, curriculum covered some aspects as discussed in chapter II (see page; 6-
8). The curriculum used at some private Junior High Schools can be shown in the
table 4.2 below;
Table 4.2
Curriculum Used at Some Private Junior High Schools at Ciputat Subdistrict
Curriculum Used No. Private
Junior High Schools 1994 2004 2006
1. SMP Islam Al-Syukro
Ciputat - - √
2. MP UIN - - √
3. SMP Nusantara Plus - - √
4. SMP Darussalam - - √
5. SMP Islam Ruhama - - √
6. SMP Yayasan Pendidikan
Dua Mei - - √
7. SMP YMJ - - √
8. SMP Moh. Husni Thamrin - - √
9. SMP PGRI 1 Ciputat - - √
Adapted from Teacher’s questionnaire.
From the table 4.2 above show that nine private Junior High Schools have
used curriculum or syllabus 2006 so the school could follow the content standard
of syllabus 2006 that can be developed and appropriate with the students’ need,
but unfortunately, some of the English teachers did not apply it completely so the
objectives of teaching English cannot run effectively. It can be seen when the
observation conducted by the researcher in the physical classroom atmosphere.
26
Continue to the next page.
C. The English Teaching Preparation
In presenting the materials, the teacher should make the teaching
preparation in order to reach the learning objectives. A good teaching preparation
must consist of some aspects, namely; (a) an analysis of an effective and
ineffective week; (b) annual program, (c) semester program, and (d) lesson plan
which is divided into three points, namely pre-activities, whilst-activities, and
post-activities as described by the researcher in chapter II (see page; 15-16). The
teaching preparations used by the English teachers in some private Junior High
Schools are shown in the table 4.3 below;
Table 4.3
The teaching preparation used by the English teachers
at some private Junior High Schools at Ciputat Subdistrict
Description
No. Private
Junior High School The teaching
preparation
The
difficulties in
making
teaching
preparation
The
difficulties in
applying
teaching
preparation
1. SMP Islam Al-Syukro
Ciputat
AMP, Sillabus,
Minggu efektif
dan tidak efektif,
RPP
• Menentukan
indikator
yang ingin
dicapai.
• Memilih
tema dan
pokok
bahasan.
• Menentukan
kosa kata
yang
berhubungan
dengan
pokok
bahasan.
Menentukan
metode yang
sesuai dengan
perbedaan
kemampuan
siswa.
2. MP UIN AMP, Prota,
Prosem, Sillabus,
Minggu efektif
dan tidak efektif,
RPP.
• Menentukan
indikator
yang ingin
dicapai.
• Menentukan
kosa kata
yang
berhubungan
dengan pokok
• Menentukan
metode yang
sesuai
dengan perbedaan
kemampuan
siswa.
• Menentukan
metode yang sesuai
27
Continue to the next page.
bahasan. dengan
pokok
bahasan yang
akan dijelaskan.
3. SMP Nusantara Plus AMP, Prosem,
Sillabus, Minggu
efektif dan tidak
efektif.
Menentukan
indikator yang
ingin dicapai.
• Menentukan
metode yang
sesuai
dengan
perbedaan
kemampuan
siswa.
• Menentukan
metode yang
sesuai
dengan
pokok
bahasan yang
akan
dijelaskan.
• Menentukan
metode yang
sesuai dengan
tujuan
pembelajaran
4. SMP Darussalam AMP, Prosem,
Sillabus, Minggu
efektif dan tidak
efektif, RPP.
- • Menentukan
metode yang
sesuai
dengan
perbedaan
kemampuan
siswa.
5. SMP Islam Ruhama Prota, Prosem,
Sillabus, Minggu
efektif dan tidak
efektif, RPP.
• Menentukan
indikator
yang ingin
dicapai.
• Memilih
tema dan
pokok
bahasan.
• Menentukan
kosa kata
yang
berhubungan
dengan
pokok bahasan.
• Menentukan
metode yang
sesuai
dengan
perbedaan
kemampuan
siswa.
28
6. SMP Yayasan
Pendidikan Dua Mei
Prota, Prosem,
Sillabus, Minggu
efektif dan tidak
efektif, RPP.
- • Menentukan
metode yang
sesuai
dengan
perbedaan
kemampuan
siswa.
7. SMP YMJ Prota, Prosem,
Sillabus, Minggu
efektif dan tidak
efektif, RPP.
• Menentukan
indikator
yang ingin
dicapai.
• Menentukan
metode yang
sesuai
dengan
pokok
bahasan yang
akan
dijelaskan.
8. SMP Moh. Husni
Thamrin
AMP, Sillabus,
RPP. • Menentukan
indikator
yang ingin
dicapai.
• Menentukan
metode yang
sesuai
dengan
perbedaan
kemampuan
siswa.
9. SMP PGRI 1 Ciputat Prota, Prosem,
Minggu efektif dan tidak efektif,
RPP.
Memberikan
pemahaman terhadap siswa
dengan
kondisi
kemampuan
siswa dengan
IQ yang
kurang pintar
• Menentukan
metode yang
sesuai
dengan
perbedaan
kemampuan
siswa.
Adapted from teacher’s questionnaire.
The data from the table 4.3 above shown that the English teachers made
the teaching preparation, but unfortunately, the data show above only written
down in their questionnaire and they did not make them in the real situation it is
can be gotten from the observation conducted by the researcher and the
documentation asked by her to the teachers about their teaching preparation to be
copied but they did not give them to her. It can be concluded that they have
neglected the teaching preparation so the objectives of learning English cannot be
reach well.
29
Continue to the next page.
D. The Instructional Materials
The instructional materials taught in the classroom should be in line with
the syllabus 2006 recommended that consist of content standard curriculum as
reference include the standard and basic competencies as presented in chapter II
(see page; 10-13). The instructional materials used by the English teachers
described in the table 4.4 below;
Table 4.4 The instructional materials used at some private Junior High Schools
at Ciputat Subdistrict
Description
No. Private Junior
High School Names of Textbook
used
The difficulties
in developing
materials
The difficulties
in preparing
media
1. SMP PGRI 1
Ciputat • “The Bridge
English
Competence”
Yudisthira, 2007.
Kistono dkk.
• “GALILEO” CV.
Media Antar
Nusa.2008. Sarono
SLJ, M.Pd.
Kesulitan
menyeimbangkan
antara waktu
yang disediakan
GBPP dengan
materi yang
diberikan.
Media yang akan
digunakan kurang
lengkap.
2. SMP Moh. Husni
Thamrin • “English Sentence
Structure” The
University of
Michigan press.
1990. Robert
Krohn.
• “WAJAR” Graha
Pustaka.2008.
Karyatiningsih,S.P
d. dan Lastari, SS.
• Kesulitan dalam
mengembangka
n materi yang
sesuai dengan
GBPP.
• Kesulitan
menyusun
materi yang
mengarah pada
pengembangan
aspek
pengetahuan,
keterampilan
dan sikap.
• Kesulitan
menyeimbangka
n antara waktu
yang disediakan
GBPP dengan
materi yang
diberikan.
Media yang akan
digunakan tidak
ada.
3. SMP YMJ • “English I for the
first Junior
• Kesulitan
menyusun
Biaya pengadaan
media tidak ada.
30
Continue to the next page.
Secondary
School”. Dinas
Pendidikan dan
Kebudayaan. 2005. Djunaedi.
• “SHOLA”.
Harapan Makmur.
2008.
Supartinah,S.Pd.
dan Dra. Riana
Suparma.
materi yang
mengarah pada
pengembangan
aspek pengetahuan,
keterampilan
dan sikap.
4. SMP Yayasan
Pendidikan Dua
Mei
• “Contextual
English”. Grafindo Media Pratama.
2007. Titie
Surtiyah K dkk.
• “Bahasa Inggris
untuk kelas
IX,VIII,&VII.
Penta Karya
Mandiri.2008.
Triana
Wulandari,S.Pd.
Kesulitan
menyeimbangkan
antara waktu
yang disediakan
GBPP dengan
materi yang
diberikan.
-
5. SMP Islam
Ruhama • “English for
Junior High
School”. Piranti.
2008. Galih Barat
W.
• “Pendalaman
Materi UN”
Akasia. 2008. Dra.
Eni Prihati dkk.
Kesulitan menyeimbangkan
antara waktu
yang disediakan
GBPP dengan
materi yang
diberikan.
Media yang digunakan tidak
ada.
6. SMP Darussalam • “The Bridge
English
Competence”
Yudisthira, 2007.
Kistono dkk.
• “WAJAR” Graha
Pustaka.2008.
Karyatiningsih,S.P
d. dan Lastari, SS.
- Biaya Pengadaan media tidak ada
7. SMP Nusantara
Plus • “The Bridge
English
Competence”
Yudisthira, 2007.
Kistono dkk.
• Kesulitan
dalam
mengembangk
an materi yang
sesuai dengan
GBPP.
• Kesulitan
mencari bahan
pelajaran
Media yang akan digunakan tidak
ada.
Media ada tetapi
malas
menggunakannya.
Biaya pengadaan
media tidak ada.
31
32
Bahasa Inggris
• Kesulitan
menyusun
materi yang
mengarah pada
pengembangan
aspek
pengetahuan,
keterampilan
dan sikap.
8. MP UIN Jakarta “JOYFUL” Aneka
Ilmu. 2008. Sri
Purnama Dewi
• Kesulitan
dalam
mengembangkan materi yang
sesuai dengan
GBPP.
• Kesulitan
menyusun
materi yang
mengarah pada
pengembangan
aspek
pengetahuan,
keterampilan
dan sikap.
Media yang akan
digunakan tetapi
malas
menggunakannya
9. SMP Islam Al-
Syukro
“Functional
English” Widya
Utama.2008. Tony
Rogers.
Kesulitan
menyeimbangkan
antara waktu
yang disediakan
GBPP dengan
materi yang
diberikan.
• Media yang
akan digunakan
tidak ada.
• Biaya
pengadaan
media tidak
ada. Adapted from teacher’s questionnaire.
From the data of the table 4.4 above described that every teacher used
many kinds of textbook in teaching-learning activities, but most of the students
used the students’ worksheet and just a few of them used the textbook.
E. The Teaching-learning Activities
In the teaching-learning activities, there are three activities that conducted
in the teaching-learning process, namely; (a) pre-activities, (b) whilst-activities,
and (c) post-activities as stated in chapter II (see page; 17). The activities can be
seen and conducted well if the teachers made the teaching preparation, so all of
Continue to the next page.
the activities and objectives of learning process can be run better. The data of
teaching-learning activities will be described on the table 4.5 below;
Table 4.5
The teaching-learning activities conducted in the classroom
Description
No. Private
Junior High School The difficulties in applying teaching-
learning activities
The difficulties in teaching language
skills
1. SMP Islam Al-Syukro
Ciputat
• Lingkungan sekolah
yang kurang menunjang
• Tidak tersedianya
Laboratorium
• Tidak tersedianya media
penunjang (AVA)
Listening dan Writing
2. MP UIN • Minat dan kemampuan
siswa yang tidak sama
• Menyeimbangka antara
waktu yang disediakan
GBPP dengan materi
pelajaran
• Tidak tersedianya
laboratorium
Listening dan Writing
3. SMP Nusantara Plus • Minat dan kemampuan
siswa yang tidak sama
• Menyeimbangka antara
waktu yang disediakan
GBPP dengan materi
pelajaran
Listening dan Speaking
4. SMP Darussalam • Minat dan kemampuan
siswa yang tidak sama
• Lingkungan sekolah
yang kurang menunjang
Speaking
5. SMP Islam Ruhama • Minat dan kemampuan
siswa yang tidak sama
• Menyeimbangka antara
waktu yang disediakan
GBPP dengan materi
pelajaran
• Tidak tersedianya
laboratorium
• Tidak tersedianya media
penunjang (AVA)
Listening dan Writing
6. SMP Yayasan Pendidikan
Dua Mei
• Minat dan kemampuan
siswa yang tidak sama
• Menyeimbangka antara
Speaking dan Writing
33
34
Continue to the next page.
waktu yang disediakan
GBPP dengan materi
pelajaran
7. SMP YMJ • Minat dan kemampuan
siswa yang tidak sama
Writing
8. SMP Moh. Husni
Thamrin
• Minat dan kemampuan
siswa yang tidak sama
• Menyeimbangka antara
waktu yang disediakan
GBPP dengan materi
pelajaran
• Tidak tersedianya
laboratorium
• Tidak tersedianya media
penunjang (AVA)
• Lingkungan sekolah
yang kurang menunjang
Listening, Speaking,
Reading dan Writing
9. SMP PGRI 1 Ciputat • Minat dan kemampuan
siswa yang tidak sama
Listening
Adapted from teacher’s questionnaire.
The data shown in the table 4.5 above described that teaching learning
activities in the classroom cannot run well, from the observation conducted by the
researcher about the activities conducted in the classroom, the teachers only gives
the post-activities and three phase techniques of teaching-learning activities did
not apply so that the objectives of learning cannot be reached maximum. It is also
can be concluded that they were neglected the objectives of learning, in teaching-
learning process, the teachers used two languages such as Indonesia and English
as language used in the classroom activities.
F. The Evaluation
The evaluation divided into two categorizes are that (a) formative and (b)
summative, the formative test or called as block examination applied by the
teachers when they have explained one or two chapters of the materials. Besides,
summative test divided into two tests, such as; (1) semester examination, and (2)
middle test examination. The evaluation gives by the teachers can be various as
stated in the chapter II (see page; 18). To give clear information about the
evaluation given by the teachers, the table 4.6 below will be described about the
evaluation given by the teachers in the classroom activities.
Continue to the next page.
Table 4.6
The evaluation given in the teaching-learning activities
Description
No. Private
Junior High School Giving the
evaluation in every
end of unit
The difficulties
in giving end
test of unit
The
difficulties in
applying the
semester
examination
1. SMP Islam Al-Syukro
Ciputat
Slelalu (100%) • Sulit membuat
kisi-kisi soal
• Sulit menentukan
kriteria soal
yang mudah,
sedang dan sulit
Sulit membuat
alat evaluasi
yang jelas dan
mudah
difahami oleh
siswa
2. MP UIN Selalu (100%) • Sulit menentukan
kriteria soal
yang mudah,
sedang dan sulit
• Sulit mengoreksi
jawaban siswa karena
bahasanya sulit
difahami
• Sulit dalam
menyusun tes
yang bisa
mewakili
seluruh materi
yang telah
diajarkan
• Sulit membuat
kisi-kisi soal
3. SMP Nusantara Plus Selalu (100%)
Kadang-kadang
(50%)
• Sulit menentukan
kriteria soal
yang mudah,
sedang dan sulit
• Sulit mengoreksi
jawaban siswa karena
bahasanya sulit
difahami
• Sulit menentukan
rincian skor
• Sulit menyusun
alat evaluasi
yang sesuai
dengan tujuan
pembelajaran
yang ingin
dicapai
• Sulit dalam
menyusun tes
yang bisa
mewakili
seluruh materi
yang telah
diajarkan
• Sulit membuat
kisi-kisi soal
• Sulit membuat
alat evaluasi
yang jelas dan
mudah
difahami oleh
siswa
4. SMP Darussalam Selalu (100%) Sulit membuat
kisi-kisi soal
-
5. SMP Islam Ruhama Kadang-kadang
(50%) • Sulit menentukan
kriteria soal
yang mudah,
sedang dan sulit
• Sulit menentukan
rincian skor
• Sulit dalam
menyusun tes
yang bisa
mewakili
seluruh materi
yang telah
35
diajarkan
6. SMP Yayasan Pendidikan
Dua Mei
Sering (75%) - -
7. SMP YMJ Selalu (100%) Sulit menyusun
alat evaluasi yang
sesuai dengan
tujuan
pembelajaran
yang ingin
dicapai
• Sulit dalam
menyusun tes
yang bisa
mewakili
seluruh materi
yang telah
diajarkan
8. SMP Moh. Husni
Thamrin
Selalu (100%) • Sulit menyusun
alat evaluasi
yang sesuai
dengan tujuan
pembelajaran
yang ingin
dicapai
• Sulit mengoreksi
jawaban siswa
karena
bahasanya sulit
difahami
Sulit membuat
alat evaluasi
yang jelas dan
mudah
difahami oleh
siswa
9. SMP PGRI 1 Ciputat Sering (50%) • Sulit menentukan
kriteria soal
yang mudah,
sedang dan sulit
• Sulit dalam
menyusun tes
yang bisa
mewakili
seluruh materi
yang telah
diajarkan Adapted from teacher’s questionnaire.
From the data of the table 4.6 shown above, the evaluation given by the
teachers to the students cannot run well, it can be seen from the teachers’
difficulties in giving and applying the test to the students, so the evaluation cannot
be applied well. Most of them just giving question and answer techniques in their
evaluation (it can be seen from the observation), besides, they are not still
understand yet about the evaluation that must be given in their teaching-learning
activities.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this chapter the writer conclude the result of the study based on the
research which was conducted at some private Junior High Schools at Ciputat
Subdistrict. It is consist of conclusion and suggestion.
A. Conclusion
Based on the research conducted by the writer, she concludes some points
of the research result as bellows;
1. About the Teacher Qualification
Based on the data gained in the chapter IV mentioned that the English
teachers at some private Junior High Schools were qualified as English teachers,
because there were graduated from the English department, unfortunately one of
nine of English teachers (Ms. Yuliani) was mismatch.
2. About the Curriculum Used at Some Private Junior High Schools at
Ciputat Subdistrict
The curriculum used at nine private Junior High Schools is curriculum or
syllabus 2006, but it cannot be applied well because some of the English teachers
did not use it completely so the objectives of teaching English cannot run
effectively. They only know the latest syllabus theoretically and practically they
cannot apply it.
3. About the English Teaching Preparation
The English teacher at nine private Junior High Schools who teach at
seventh grade have been understood the teaching preparation that should be made
by them. Unfortunately, they did not make them so it can be disturbed the
teaching-learning objectives that will be reached and it was made ineffective
situation when the teaching-learning process was running.
37
4. About the Instructional Materials
Most of the students only use students’ worksheet book than textbook.
Besides, the teachers have a good textbook for their teaching reference, so the
materials that will be given by the teachers are still far from the content standard;
most of the English teachers only present the materials that come from the
students’ worksheet book.
5. About the Teaching-learning Activities
Post-activities are more used in the teaching-learning activities; it is
caused by the teaching preparation that was neglected by the English teachers. It
can give a bad effect for the students’ learning process in the classroom, the
students will be felt bored and they did not have motivations and interest in
learning English.
6. About the Evaluation Used at Some Private Junior High Schools at Ciputat
Subdistrict
The evaluation given by the teachers to the students cannot run well, it can
be seen in the table 4.6 in the chapter IV (see page; 35) from the teachers’
difficulties in giving and applying the test to the students, so the evaluation cannot
be applied well. Most of them just giving question and answer techniques in their
evaluation. Besides, they are not still understood yet about the evaluation that
must be given in their teaching-learning activities.
B. Suggestion
1. About the Teacher Qualification
The English teachers should apply their knowledge that were gotten from
joining in English service training in order to get and reach the objectives of
learning English.
38
2. About the Curriculum Used at Some Private Junior High Schools at Ciputat
Subdistrict
The teachers and school must give more attention to the curriculum used
by their schools, so it can be developed totally and appropriate with the students’
need and help the government in applying their national educational program.
3. About the English Teaching Preparation
The English teachers should make the teaching preparation, it is can give
good result for their teaching-learning process and it can improve their teaching-
learning activities so the objectives of teaching English can be reach totally and
effectively.
4. About the Instructional Materials
The teachers should not focus on the material itself, they also have to give
more attention to their students, so they can be felt comfortable and interest in
learning English. Besides, they can improve their motivations in the classroom in
studying English.
5. About the Teaching-learning Activities
The teachers should apply all the activities that written down in their
teaching preparation in order to make the teaching-learning process effectively
and can run regularly without any difficulties faced by the English teachers and
students.
6. About the Evaluation Used at Some Private Junior High Schools at Ciputat
Subdistrict
The evaluation given by the English teachers should be clear and
complete; it is aimed to know the result of students’ learning improvement. The
teachers also have to use various techniques in giving the evaluation to theior
students.
39
BIBLIOGRHAPY
Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan
Pendidikan Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah
(MTs) Beserta Peraturan Pelaksanaannya (Peraturan Menteri Pendidikan
Nasional Republik Indonesia No. 22, 23, dan 24 Tahun 2006), Jakarta,
Departemen Pendidikan Nasional. Unpublished.
Arikunto, Suharsimi. 1998. Dasar – Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Ashworth, Mary. 1992. Beyond Methodology: Second Language Teaching and the
Community, Cambridge University Press.
Bowers, Roger and Brumfit, Cristhopher editor. 1991. Applied Linguistics and
English Language Teaching. London: Macmilan Publishers.
Burton, H. S. and J. A. Humpries, 1992. Mastering English Language. London:
The Macmillan Press.
Finocchiaro, Mary and Michael Bonomo. 1973. The Foreign Language Lerner; A
Guide for Teacher. New York: Regents Publishing Company.
Freeman, Diane Larsen. 1986. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.
Harmer, Jeremy. 2001.The Practice of English Langugae Teaching. 3rd
ed.
Completely Revised and Updated. Malaysia: Longman.
Huda, Nuril. 1999. Language Learning and Teaching “Issues and Trends”.
Malang: IKIP Malang Publisher.
Kasbolah, Kasihani. 1993. Teaching-Learning Strategies I: Instructional
Materials (Part A). Malang: English Department of English Education.
FPBS IKIP MALANG
Murcia, Marianne Celce. 1991. Teaching English as a Second or Foreign
Language. USA: Heinle & Heinle Publishers,.
Muslich, Masnur. 2007. KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar
Pemahaman dan Pengembangan. Jakarta: PT Bumi Aksara.
Pirozzolo, Francis J., and Merlin C. Wittrock, ed. 1981. Neuropsychological and
Cognitive Process in Reading. New York: Academic Press.
40
Richards, Jack C. and Theodores S. Rodgers. 1986. Approaches and Methods in
Language Teaching. New York: Cambridge University Press.
Tan, Ai-Hui, and James E. Alatis., ed. 2001. Language in Our Time: Bilingual
Education and Official English, Ebonics and Standard English,
immigration and the Unz Initiative. Washington, D.C.: Georgetown University Press.
Tinambunan, Wilmar. 1988. Evaluation of Students Achievemen. Depdikbud,
Ditjend.
Tjokrosujoso, Harsono, Drs. M.Pd. 1996. Kurrikulum 1994 dan Pengembangan
Materi Bahasa Inggris SLTP dan SMU. Malang: Institute Keguruan dan
Ilmu Pendidikan Malang.
Ur, Penny. 1996. A Course in Language Teaching Practice and Theory. New
York: Cambridge University Press.
Wilkins, D. A. 1985. Linguistics in LanguageTeaching. Great Britain: Edward
Arnold,
Yalden, Janice. 1987. The Communicative Syllabus ‘Evolution, Design and
Implementation’. London: Prentice-Hall International.
41
LEMBAR OBSERVASI
Nama Sekolah : …………………………………
Tanggal Observasi : …………………………………
Waktu Observasi : …………………………………
Nama Guru : …………………………………
Kelas : …………………………………
Jumlah Siswa : …………………………………
Tema Bahasan : …………………………………
1. Pada awal pelajaran, kegiatan apa yang dilakukan oleh guru?
a. memberi salam
b. mengabsen siswa
c. memberi motivasi siswa
d. mereview pelajaran yang lalu
e. mengemukakan tema/pokok bahasan yang akan dibahas
f. langsung menyampaikan materi baru
g. kegiatan
lain,…………………………………………………………………… ………………………………………………………………………………
…
2. Buku yang digunakan oleh guru dan siswa adalah? Judul :
………………………………………………………………… Pengarang :
…………………………………………………………………
Penerbit :
…………………………………………………………………
3. Apakah semua siswa memiliki buku tersebut?
a. Semua siswa memiliki
b. Sebagian besar memiliki
c. Separuh siswa memiliki
d. Sebagian kecil siswa memiliki
………………………………………………………………………………
…
………………………………………………………………………………
…
4. Apakah dalam mengajar guru menggunakan pengantar bahasa inggris? 42
a. Selalu
b. Jarang
c. Sering
d. Kadang-kadang e. Tidak sama sekali
5. Kemampuan guru dalam berbahasa Inggris?
a. Amat baik b. Baik
c. Cukup d. Jelek
e. Amat jelek
6. Metode yang dipakai guru selama mengajar?
………………………………………………………………………………………
…
………………………………………………………………………………………
…
7. Keterampilan berbahasa yang diberikan selama mengajar?
a. Membaca (Reading)
b. Menyimak (Listening)
c. Menulis (Writing)
d. Berbicara (Speaking) e. Language Gambits
• Introducing your self
e.g. Hello, I’m Mira
• Introducing others
e.g. Etty, this is Erlin
• Asking permission
e.g. Can I use your pen?
• Giving permission
e.g. Yes, of course
• Expressing regret and its response
e.g. I’m sorry it’s my fault It’s all right
• Giving instructions e.g. Ready….go!
f. Grammar
• Present Continuous Tense
e.g. They are doing many activities now S be V1+ing O/C
• Simple Present Tense e.g She cleans her hands before eating
S V1+-s O/C
• Coordinate Conjunctions: or, and, but
e.g. The house is old but comfortable
e.g. He wants to be a doctor or an engineer
e.g. Steve and Bruce are famous person
8. Kegiatan penilaian yang dilakukan oleh guru adalah (sebutkan jenis dan
pelaksanaannya) a. ………………………………………………………………………………
… b. ………………………………………………………………………………
… c. ………………………………………………………………………………
…
d. ………………………………………………………………………………
…
9. Dalam proses belajar mengajar, kegiatan yang dilakukan oleh guru dan siswa
adalah?
a. ………………………………………………………………………………
…
b. ………………………………………………………………………………
…
c. ………………………………………………………………………………
…
d. …………………………………………………………………………………
10. Apakah guru menggunakan media pembelajaran ketika mengajar?
a. Selalu b. Jarang
c. Sering d. Kadang-kadang
e. Tidak sama sekali
11. Kemampuan guru dalam menggunakan media tersebut?
a. Amat baik
b. Baik
c. Cukup
d. Jelek
e. Amat jelek
12. Persepsi siswa terhadap kegiatan pembelajaran bahasa Inggris?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
…………
13. Persepsi siswa terhadap penggunaan media dalam pembelajaran bahasa
Inggris?
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
…………
14. Bagaimanakah penguasaan guru terhadap materi ajar bahasa Inggris? a. Amat baik
b. Baik
c. Cukup
d. Jelek
e. Amat jelek
15. Bagaimanakah penguasaan kelas yang dimiliki oleh guru?
a. Amat baik
b. Baik
c. Cukup
d. Jelek
e. Amat jelek