THE IMPLEMENTATION OF COMPETENCY – BASED
CURRICULUM IN TEACHING ENGLISH
IN SMK LEONARDO KLATEN
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Ratna Budi Setya Wening
Student Number: 011214096
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007
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DON’T GIVE UP (YOU ARE LOVED)
Don’t give up It’s just the weight of the world
When your hearts heavy I will lift it for you
Don’t give up Because you want to be heard
If silence keeps you I will break it for you
Everybody wants to be understood Well I can hear you
Everybody wants to be loved Don’t give up
Because you are loved
Don’t give up It’s just the hurt that you hide
When you’re lost inside I will be there to find you
Don’t give up Because you want to burn bright
If darkness blinds you I will shine to guide you
- Josh Groban -
I dedicate this thesis to:
Papa and Mama
My brother, Wendy
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ACKNOWLEDGEMENTS
First and foremost, I would like to convey my greatest gratitude to my
dearest Jesus Christ for His love, His blessing and His divine intervention. I’m
grateful for all that He gave in guiding me writing this thesis so that I had
strength, especially in my hardest time.
I would like to express my sincere gratitude and appreciation to my major
sponsor, C. Tutyandari, S. Pd., M. Pd., who willingly spent her time reviewing
my thesis, making practical suggestion for the revision and also encouraging me
in working this thesis. My sincere gratitude and appreciation also go to my co –
sponsor L. Sumarni, S. Pd., who helped me in providing necessary correction for
further improvement.
My special thanks go to all the lecturers of English Education Study
Program who had given me a lot of useful knowledge and skills. My special
thanks also go to the staff of PBI secretariat who patiently gave their service
during my study.
My deepest gratitude goes to my beloved parents for their prayers; love
and belief which made me feel supported. I also thank my lovely brother, Y.
Wendy Ferdian B. P. for his love and enjoyable moment.
I am particularly grateful to my special friends, Sunny, Ale, Ita, Henry,
Catur, who shared joy, laughter, love, affection and support with me, especially
during my study.
My sweetest thanks go to my lovely friends, Herpin, Santi, Tya, Nophie
‘Jette’, Piet, Ayie, Memex, Ukhe and all PBI 2001 students for the wonderful
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friendship and moments. Thanks so much for filling my life with so many sweet
memories.
My special thank is addressed to Rudi ‘Nugie’ Nugroho for giving me
love, trust, care, attention and support during my time especially in finishing my
thesis.
My gratitude also goes to Primagama Prambanan who have entrusted
me to join them to be the English tentor. Thanks for always giving me time,
support and trust, especially during my study.
Last but not least, for those who have supported and loved me, I thank
them all from the deepest bottom of my heart. God Bless…
Ratna Budi Setya Wening
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TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………………………… i
APPROVAL PAGE ……………………..………………………………........ ii
PAGE OF BOARD OF EXAMINERS ………………………………………. iii
STATEMENTS OF WORK’S ORIGINALITY ……………………………... iv
PAGE OF DEDICATION ………………………………………………........ v
ACKNOWLEDGEMENTS …………………………………………….......... vi
TABLE OF CONTENTS …………………………………………………...... viii
LIST OF TABLES …………………..……………………………………….. xii
ABSTRACT ………………………………………………………………...... xiii
ABSTRAK …………...……………………………………………………....... xiv
CHAPTER I. INTRODUCTION
A. Background of Study ……………………………………………… 1
B. Problem Limitation ………………………………………………... 3
C. Problem Formulation ……………………………………………… 3
D. Research Objectives ………………………………………………. 4
E. Benefits of the Study ……………………………………………… 4
F. Definition of Terms ……………………………………………...... 5
CHAPTER II. THEORETICAL REVIEW
A. Theoretical Description …………………………………………… 6
1. The 2004 Competency – Based Curriculum ………………...... 6
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a. The Characteristics of Competency – Based Curriculum ... 7
b. The Nature of English Language Based on the
Competency – Based Curriculum ………………………... 7
c. The Scope of English Lesson Based on the Competency –
Based Curriculum ………………………………………… 8
d. The Objectives of English Lesson for Vocational Schools
Based on Competency – Based Curriculum ……………… 8
e. The Role of Teachers in the Competency – Based
Curriculum ……………………………………………….. 9
f. The Role of Students in the Competency – Based
Curriculum ……………………………………………….. 9
2. Communicative Language Teaching …………………………. 10
a. The Theory of CLT ………………………………………. 10
b. Communicative Competence …………………………….. 11
c. Theory of Language Based on CLT ……………………… 12
d. Theory of Learning Based on CLT ………………………. 12
e. The Principles of CLT …………………………………… 13
f. The Teachers’ Roles in CLT ……………………………... 14
g. The Students’ Roles in CLT ……………………………… 14
B. Theoretical Framework …………………………………………… 15
CHAPTER III. METHODOLOGY
A Method ……………………………………………………………. 17
B. Setting of the Research ……………………………………………. 18
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C. Respondents and Subject of the Study ……………………………. 18
D. Research Instruments ……………………………………………… 19
E. Data Gathering …………………………………………………….. 21
F. Data Analysis ……………………………………………………… 21
CHAPTER IV. DATA ANALYSIS AND DISCUSSION
A. The English Teachers’ Method in terms of CBC Implementation ... 23
1. Data Analysis …………………………………………………. 23
2. Findings ……………………………………………………….. 28
B. The Relevance between the Method Used by the Teachers and the
CBC Characteristics ………………………………………………. 30
1. Data Analysis …………………………………………………. 30
2. Findings ……………………………………………………….. 31
C. The Students’ Responses toward the Implementation of CBC in
English Lesson …………………………………………………….. 32
1. Data Analysis …………………………………………………. 32
2. Findings ……………………………………………………….. 41
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………………………………….. 43
B. Suggestions ………………………………………………………... 44
BIBLIOGRAPHY …………………………………………………………... 46
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APPENDICES 47
APPENDIX A: The Permission Letter ………………………………….. 48
APPENDIX B: The Observation Checklist ……………………………... 52
APPENDIX C: The Questionnaire Sheet ……………………………….. 63
APPENDIX D: The Questionnaires Result ……………………………... 65
APPENDIX E: The Interview Result …………………………………… 69
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LIST OF TABLES
Table 1: Questionnaires Result Part 1 ……………………………………… 33
Table 2: Questionnaires Result Part 2 ……………………………………… 37
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ABSTRACT
Setyawening, Ratna Budi. 2007. The Implementation of Competency – Based Curriculum in Teaching English Subject in SMK Leonardo Klaten. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training Education, Sanata Dharma University.
The implementation of CBC in English subject is aimed to develop the students’ competency especially in communication. The English learning in vocational school must deal with the language skills; therefore, the ability to communicate using English is necessary and needs to be enhanced. The English teachers, however, must know how to teach English to communicate within the scope of CBC implementation. They need to concern about their methods in teaching English. In order to find out whether the CBC was implemented or not in SMK Leonardo, there are three questions stated in this study. They are: 1. What is the method used by the English teachers in terms of CBC
implementation? 2. Is the method used by the teachers, relevant with the CBC characteristics? 3. What are the students’ responses toward the implementation of CBC in
English lesson? To conduct the study, the writer used several instruments; they were
observation checklist, interview and questionnaires. The observation checklist and the interview were used in order to find out the English teachers’ method in terms of CBC implementation and whether it is relevant or not with the CBC characteristics. Moreover, they were also used to obtain some information about the existence of CBC characteristics in the class. The questionnaires were distributed in order to gain some data about the students’ responses toward the implementation of CBC especially in English lesson.
By conducting the study, the writer could find some information about the problems of the study. First, the method that was used by the teachers was Communicative Language Teaching method. Second, the method used by the teachers was relevant with the CBC characteristics, which existed in teaching – learning activities in the classrooms. Third, the students’ responses toward the implementation of CBC in English lesson were positive. It meant that they started to enjoy the English lesson. They were brave and active to express their opinions, minds and feelings and they also had positive thought of having enough ability to use English to communicate. If there were some problems in conducting the study, some possible solutions were proposed. The proposed solutions were derived from the teachers’ suggestions, writer’s opinion and the result of library study.
Based on the result, the writer concluded that the implementation of Competency – Based Curriculum in teaching English in SMK Leonardo had been achieved. It could be seen from the teachers’ method and its relevance with the CBC characteristics. Moreover, it could also be seen from the students’ responses toward the CBC implementation in English lesson.
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ABSTRAK
Setyawening, Ratna Budi. 2007. The Implementation of Competency – Based Curriculum in Teaching English Subject in SMK Leonardo Klaten. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training Education, Sanata Dharma University.
Penerapan KBK dalam pelajaran Bahasa Inggris ditujukan untuk meningkatkan kemampuan para siswa terutama dalam berkomunikasi. Pembelajaran Bahasa Inggris di SMK harus menyangkut kemampuan berbahasa, sehingga kemampuan untuk berkomunikasi menggunakan Bahasa Inggris diperlukan dan perlu untuk ditingkatkan. Bagaimanapun juga, para guru Bahasa Inggris harus mengerti bagaimana mengajarkan Bahasa Inggris untuk berkomunikasi dalam lingkup penerapan KBK. Mereka perlu memperhatikan metode pengajaran Bahasa Inggris. Untuk mengetahui apakah KBK telah diaplikasikan atau belum di SMK Leonardo, terdapat dua permasalahan dalam penelitian ini, yaitu: 1. Apakah metode yang digunakan oleh guru Bahasa Inggris dalam penerapan
KBK? 2. Apakah metode yang digunakan oleh guru sesuai dengan karakteristik –
karakteristik dalam KBK? 3. Apa saja pendapat para siswa terhadap penerapan KBK dalam pelajaran
Bahasa Inggris? Untuk melaksanakan penelitian ini, penulis menggunakan beberapa
instrument, yaitu: checklist observasi, wawancara dan kuesioner. Checklist observasi dan wawancara digunakan untuk mengetahui metode guru Bahasa Inggris dalam penerapan KBK dan apakah sesuai atau tidak dengan karakteristik – karakteristik KBK. Kemudian, checklist obervasi dan interview juga digunakan untuk memperoleh beberapa informasi tentang keberadaan karakteristik KBK di dalam kelas. Kuesioner dibagikan untuk memperoleh beberapa data tentang respon – respon para siswa tentang penerapan KBK terutama dalam kelas Bahasa Inggris.
Dengan melaksanakan penelitian ini, penulis dapat menemukan beberapa informasi tentang permasalahan dalam penelitian ini. Pertama – tama, metode yang digunakan oleh guru adalah metode Communicative Language Teaching. Kedua, metode yang digunakan oleh guru tersebut sesuai dengan karakteristik – karakteristik KBK, yang terdapat dalam proses kegiatan belajar mengajar di kelas. Ketiga, para siswa mempunyai respon yang positif terhadap penerapan KBK dalam kelas Bahasa Inggris. Hal ini berarti bahwa mereka mulai menyukai pelajaran Bahasa Inggris. Mereka aktif dan berani mengungkapkan pendapat, pikiran dan perasaan mereka dan mereka juga mempunyai pemikiran positif bahwa mereka mempunyai cukup kemampuan untuk menggunakan Bahasa Inggris untuk berkomunikasi. Apabila terdapat beberapa kendala yang dihadapi dalam melaksanakan penelitian, beberapa solusi diajukan. Solusi – solusi tersebut diperoleh dari saran para guru, pendapat penulis dan juga landasan teori.
Berdasarkan hasil yang diperoleh, penulis menyimpulkan bahwa terapan
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KBK dalam pengajaran Bahasa Inggris di SMK Leonardo telah tercapai. Hal ini dapat dilihat dari metode ysng digunakan oleh guru dan kesesuaiannya dengan karakteristik – karakteristik KBK. Selain itu, hal tersebut jugs dapat dilihat dari respon para siswa terhadap penerapan KBK dalam pelajaran Bahasa Inggris.
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CHAPTER I
INTRODUCTION
The introductory section of this study discusses: (A) Background of the
Study; (B) Problem Limitation; (C) Problem Formulation; (D) Research
Objectives; (E) Benefits of the Study; and (F) Definition of Terms.
A. Background of Study
To increase the quality of Indonesian education, the Ministry of National
Education develops the regeneration of curriculum that is Competency–Based
Curriculum, known as CBC. CBC is a set of plans and arrangements about
competency, which has been approved; and its achievements are adapted with the
condition and capability of the areas involved, (K.U. Depdiknas, 2003: 4).
However, only few schools have implemented the CBC, as said by Winarno in
Joglo, a daily paper in Klaten. In some areas, however, the CBC implementation
has started to be carried out. In implementing this curriculum, each school has its
own way to implement the CBC. Therefore, the success of CBC implementation
is influenced by the way it is applied in schools.
The learning process in CBC is directed to the competency approach,
which can be seen from the students’ ability to acknowledge the communication
stages, (K.U. Depdiknas, 2003: 8). Therefore, the learning process of CBC can be
said as learning–centered. Furthermore, the learning process in CBC is based on
the principles, which are centered on the students in order to develop and improve
competence, creativity, independence, cooperation, and the students’ ability in
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building their characters, (K.U. Depdiknas, 2003:20).
In Klaten, the local government has encouraged the implementation of
CBC. However, some schools still find difficulties in implementing it. But, in
some vocational schools, CBC has been implemented. As we know, the
vocational school is one kind of schools which prepares the students to have the
ability in engineering, for example in mechanical, electrical and automotive
engineering. In other words, the students are expected to be ready to face the
working world after they graduate.
English, in the educational context, serves to enable the learners to
communicate in the framework of accessing information, in daily conversation, in
building interpersonal relationships, and in enjoying the esthetical language of
English. Moreover, English in vocational school has become the basic principles
to be learned in order to face the working world. The students of vocational
schools must be able to acquire the literacy functional stage. It means that the
students are expected to use the language to fulfill the daily speech as the
“survival” communication through the introduction of English skills (listening,
speaking, reading, and writing), (Standard Competency Curriculum, 2003: 5).
In teaching English subject, the English teacher must know about how
English teaching is brought within the scope of the new implementation of CBC.
It will show whether both the teacher and the learner have understood and
succeeded in implementing the CBC in English.
Meanwhile, the study is done in a vocational school in Klaten, which still
uses CBC. It is one of the best vocational schools in Klaten, SMK Leonardo. It
provides several skill programs, such as mechanical, electrical and automotive
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engineering. It has great reputation to produce technicians who are able to enter
the industrial world and the companies, which need some particular skills to fulfill
the demand of the industrial world in Indonesia.
B. Problem Limitation
The problem limitation is concerned with the difficulties of the study. First
of all, it dealt with teaching method. The teaching method used by the teachers
should be relevant with the CBC implementation. In this case, the writer should
be careful in doing the observations; considering that the criteria of the method
used by the teachers were not always relevant with the CBC characteristics.
Second, it dealt with the implementation of CBC in the classrooms
especially in English subject. In this case, the teachers’ knowledge about CBC
implementation is important. Furthermore, the teachers’ creativity and capability
in applying CBC are influential.
C. Problem Formulation
The problem in this study is formulated as follows:
1. What is the method used by the English teachers in terms of CBC
implementation?
2. Is the method used by the teachers relevant with the CBC characteristics?
3. What are the students’ responses toward the implementation of CBC in
English lesson?
D. Research Objectives
The objectives of this study are divided into two parts, which are general
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and the specific ones. The objectives of the study are:
1. To describe the method used by the English teacher as an implementation
of CBC in English classrooms.
2. To find out whether the method used by the teachers is relevant or not with
the CBC characteristics.
3. To find out the students’ responses toward the implementation of CBC in
English lesson.
E. Benefits of the Study
By doing the study, there are some advantages that can be seen. For the
teachers, this study helps them to understand the appropriate method used in terms
of CBC implementation. In addition, they can also apply a new method or develop
available methods. However, the relevance of the method used with the
characteristics of CBC also needs to be concerned. Moreover, for the students,
this study will help them to understand the teachers’ method so that they can
follow its implementation. In addition, for the next researchers, this study may
help them to develop another research in relation with CBC implementation.
F. Definition of Terms
There are some terms used in this study that need to be described. Those
are:
1. Implementation
It means the process of applying and developing the Competency Based
Curriculum that is focused on subject matters which is in English lesson.
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2. Competency–Based Curriculum (CBC)
It is a set of plans and arrangements about competency, which has been
approved, and the achievement of which are adapted with the condition
and the capabilities of the areas involved. (K.U. Depdiknas, 2003: 4).
3. Vocational School
As a part of National Educational System, vocational school is a sub-part
of High-School which mainly concerns in the development of students’
capability to be able to work in the certain fields, able to adapt in the work
environment, to see the job opportunity, and to develop themselves in the
future. (Deskripsi Kurikulum SMK, 2004)
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CHAPTER II
THEORETICAL REVIEW
The theoretical review presents the discussion of related theories for the
study. It is divided into two parts. The first part discusses some theories, which
are: (1) The 2004 Competency Based Curriculum; and (2) Communicative
Language Teaching. Then, the second part discusses the theoretical framework.
A. Theoretical Description
This part discusses some of related theories as a base upon the CBC
implementation on the English lesson for the second grade of SMK Leonardo
Klaten. The theories are presented below
1. The 2004 Competency Based Curriculum
The government has implemented the new Competency-Based
Curriculum that is commonly known as 2004 Curriculum. This new curriculum
has some characteristics different from the previous one. The general
characteris tic of the Competency-Based Curriculum provides a wider space to
learn for the students. In addition, it requires both the teachers and also the
students to be more active and creative. The Competency-Based Curriculum for
vocational schools has the same principles with the Competency-Based
Curriculum for other senior high schools. The further explanation about 2004
Curriculum for vocational schools is as follows:
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a. The Characteristics of Competency Based Curriculum
According to Depdiknas (2002), as stated by Mulyasa (2002:42), there
are some characteristics of Competency Based Curriculum, they are:
1. CBC is emphasized on students’ competency achievement.
2. CBC is about learning outcomes orientation.
3. CBC uses various approaches and methods in teaching- learning
process.
4. The source of study in CBC is not only the teacher but also other
educative sources.
5. Evaluations in CBC is emphasized on the process and learning
outcomes in the efforts to master and achieve a competency.
b. The Nature of English Language Based on the Competency-Based
Curriculum
English is a means to communicate both in oral and written form. To
communicate means to express and to understand the information, thought and
feeling. Through language the learners are expected to develop science,
technology and culture. The communicative competence in a heuristic meaning
means discourse competence (Depdiknas 2003: 6). Moreover, discourse
competence can be obtained if it is supported by other competence, such as
linguistic competence, actional competence, socio-cultural competence and
strategic competence.
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c. The Scope of English Lesson Based on the Competency-Based
Curriculum
The scope of English lesson includes (Depdiknas 2003: 7):
1. Language skills, which are listening, speaking, reading and writing.
2. Language competence, which consists of actional competence,
linguistic competence, socio-cultural, strategic and discourse
competence.
3. The development of positive behavior toward English as a means
of communication.
d. The Objectives of English Lesson for Vocational School Based on the
Competency-Based Curriculum
Departemen Pendidikan Nasional as cited in Deskripsi Kurikulum
SMK 2004 states the objectives of English lesson as follows:
1. To develop the communicative competence in the particular
language, both in oral and written form. The communicative
competence consists of listening, speaking, reading and writing.
2. To use English to communicate, for example listening, self-
expressing, giving opinions, and giving information.
3. To develop the understanding about the inter-relationship between
language and culture and also to broaden cultural knowledge. So
the learners have the cross-cultural insight and able to involve
themselves in the cultural diversity.
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In Competency-Based Curriculum especially for the Vocational
School, leaning a language means learning how to communicate. As we know that
students in the vocational school are prepared to face the working world so they
must realize the need of English in their future world.
e. The Role of Teachers in Competency-Based Curriculum
Mulyasa (2002) in his book Kurikulum Berbasis Kompetensi, the
teacher acts as motivator, facilitator, and mediator. As a motivator, the teacher
needs to increase his students’ motivation to learn. As a facilitator, the teacher
must facilitate his students to study with possible sources. Meanwhile, the teacher
is not the main source and he gives rights to the students to decide and do
something by themselves. Therefore, the students have the opportunity to develop
their ideas either in class or outside the class.
f. The Role of Students in the Competency-Based Curriculum
In Competency Based Curriculum; based on Deskripsi Kurikulum
SMK 2004, the students are considered subjects. They have to be independent, to
be active to look for other sources of knowledge, since the teacher does not play
as the main source. The students are expected to prepare themselves with the
knowledge they are going to discuss. They are given a lot of opportunities to
express their ideas, knowledge and opinion about the topics discussed in the
classroom.
Basically, CBC and CLT have the same principles. Both theories see
the language as means of communication. They suggest the meaningful learning
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activities to build the meaningful learning process.
2. Communicative Language Teaching
Another theory related to the study is Communicative Language
Teaching method known as CLT. As stated by Larsen – Freeman (2000), CLT
aims to apply the theoretical perspective of the Communicative Approach by
making communicative competence the goal of language teaching and by
acknowledging the interdependence of language and communication. Moreover,
the further explanation about CLT is as follows:
a. The Theory of CLT
Based on K.U. Depdiknas 2003, CBC has the principle that is to develop the
students’ competencies to communicate with the language. Therefore, the method
implemented is the one which deals with communicative competence. In this case,
Communicative Language Teaching Method is chosen since its goal is to develop
communicative competence. According to Larsen-Freeman (2000), the primary
goal of language teaching is enabling the students to use the language to
communicate. Communication involves using language functions as well as
grammar structures. The language is used in a social context and should be
appropriate to setting, topic, and participants. Moreover, students should be given
an opportunity to negotiate meaning, for example, to try to make them understand.
They should be able to express their opinions and share their ideas and feelings,
for example, learn to communicate by communicating. In other words,
Communicative Language Teaching is an approach, which is using English as a
means of communication. The usage of grammar is not considered important as
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long as people understand what the speakers mean to say. Therefore, the goal of
this language teaching is to develop communicative competence.
b. Communicative Competence
The goal of language teaching, according to Hymes as stated by
Richards and Rodgers (2001), is to develop communicative competence.
Communicative competence itself means what speaker needs to know in order to
be communicatively competent in a speech community. The speaking rules are the
rules the speakers must know when they use the language.
Canale and Swain (1980) as cited by Richards and Rodgers (2001)
define four different components of communicative competence. They are
grammatical competence, discourse competence, sociolinguistic competence and
strategic competence.
Grammatical competence is the aspect that refers to “knowledge of lexical items
and of rules of morphology, syntax, sentence-grammar semantics and phonology”.
It is the competence that refers to the ability the speaker possesses to produce
grammatically correct sentence in a language. Discourse competence refers to the
ability to connect sentences in stretches in discourse and to form a meaningful
whole out of a series of utterances. Sociolinguistic competence refers to an
understanding of the social context in which the communication takes place,
including role relationships, the information shared by the participants, and the
communicative purpose for their interaction. Moreover, strategic competence
underlying speaking ability to make repairs, to cope with imperfect knowledge in
order to sustain communication through paraphrase, circumlocution, repetition
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and hesitation. The communicators must be able to initiate, terminate, maintain,
repair and redirect communication.
c. Theory of Language Based on CLT
According to Richards & Rodgers (2001), there are some of the
characteristics of the communicative view of language as follows:
1. Language is a system for the expression of meaning.
2. The primary function of language is to allow interaction and
communication.
3. The structure of language reflects its functional and communicative
uses.
4. The primary units of language are not merely its grammatical and
structural features, but categories of functional and communicative
meaning as exemplified in discourse.
d. Theory of Learning Based on CLT
In CLT, the activities used are of which involve real communication to
promote learning. Moreover, the language learning comes through the use of the
language communicatively rather than through practicing the language skills.
Richards & Rodgers (2001) offers 4 elements which underlie the learning theory.
They are:
1. Communicative principle, which means activities that involve real
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communication to promote learning.
2. Task principle, which means activities in which the language is
used for carrying out meaningful tasks to promote learning.
(Johnson, 1982).
3. Meaningfulness principle, which means language that is
meaningful to the learner, supports the learning process.
In other words, in theory of learning, activities that are used in the
classrooms involve real communication, carry out the meaningful tasks and use
the language which is meaningful to the learner to promote learning.
e. The Principles of CLT
According to Larsen – Freeman (2000), there are several principles
underlie the theory of CLT, which are:
1. The target language is a means for classrooms communication.
2. Activities are emphasized on the process of communication and
focused on the real language use.
3. The important part of communicative competence is learning to
use language appropriately.
4. Teachers have the responsibility to establish situations likely to
promote communication.
5. Students are given opportunities to express their ideas and
opinions.
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6. Students are given opportunities to negotiate meaning by having
communicative interaction among the students and also with the
teachers.
f. The Teachers’ Roles in CLT
Larsen – Freeman (2000) as cited in her book wrote that teacher plays
as a facilitator, who establishes the situations to promote communication. He is
also expected to facilitate the communication process in the classrooms.
Moreover, teacher plays his role as an adviser, who answers the students’
questions and monitoring their performance. In addition, teacher sometimes plays
as co – communicator, who engages in communication activities with the
students.
g. The Students’ Roles in CLT
According to Larsen – Freeman (2000), the students’ role in CLT is as
the main actor of teaching – learning process. They play as negotiators, who have
to be independent and active in the process of learning. Moreover, since they play
as the main actors, they have to be able to prepare themselves in acknowledging
the materials in the target language. In addition, they are given a lot of
opportunities to express their ideas and opinions in order to acquire the target
language.
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B. Theoretical Framework
This section draws a framework, which focuses on the 2004 Competency
Based Curriculum and Communicative Language Teaching.
Nowadays, CBC is an important factor in a teaching learning process since
it is the new curriculum that has to be implemented in each school in order to
develop students’ English capabilities especially in communication. The theory of
CBC is important for teachers in vocational schools because they need to develop
themselves and their students to be more active and creative.
There are three research questions in this study. The first research question
concerns with the method used by the English teachers in terms of CBC
implementation. In order to find out the answer of this problem, some theories are
employed to help the writer to conduct some observations and interviews with the
teachers of English subject. The first theory is the theory of 2004 Competency
Based Curriculum. It covers the theory of 2004 CBC especially in English subject
and its characteristics. The second is Communicative Language Teaching method.
It is employed in order to help the writer to determine the method that is suitable
in implementing CBC. Both theories help the writer to determine several points
while doing the observations and interviews. The result of the observation and
interviews, then, is written in paragraphs, then analyzed and interpreted.
The second research question is about the relevance between the method
used by the teachers and the CBC characteristics. In order to find out the answer
of this question, the writer also use both theories, in particular the CBC
characteristics and the principles of CLT. By conducting the observations
checklist and interviews, both theories underlie the same principles and help the
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writer to determine whether the method is relevant or not with the CBC
characteristics.
The third question concerns about students’ responses toward the
implementation of CBC in English lesson. In researching students’ responses,
there are several important points. First, it is about CBC characteristics. It is used
to help the writer to find out the students’ responses toward the implementation of
CBC in the English lesson. In this case, it can be seen from the existence of CBC
characteristics inside the classroom. In order to find out this problem, the writer
employed a questionnaire. The result of the questionnaire, then, is coded,
analyzed, interpreted and written in paragraphs.
The methodologies used to find out the answers to the two problems
would be discussed further in the next chapter.
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CHAPTER III
METHODOLOGY
This chapter in this research discusses: (A) Method; (B) Setting of the
Study; (C) Subject and Respondents; (D) Instruments of the Study; (E) Data
Gathering; (F) Data Analysis; (G) Procedures of the Study.
A. Method
This study is a survey. According to Nunan (1994), “A survey is widely
used for collecting data in most areas of social inquiry, from politics to social,
from education to linguistics.”
The survey itself, in this study, had a wide coverage. The survey was
related to the school’s situation related to the using of CBC, in which the study
was done and the data were collected. It was done in a specific time; therefore, the
survey would result in reliable things.
In this study, it dealt with the qualitative descriptive method, which meant
that the writer presented the data not in numerical but in explanation and
description. According to Punch (2001), “As a qualitative example, the research
has been seen as a survey, focusing on interpretations, meanings and the cultural
significance of some behavior.”
The aim of this study was to find out the implementation of Competency-
Based Curriculum, for the second grade of SMK Leonardo Klaten. In particular,
the study was done to find out the teachers’ method in teaching English and its
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relevance with the CBC characteristics and also the students’ responses toward
English lesson, both were in relation to CBC implementation.
B. Setting of the Research
The study was conducted at SMK Leonardo Klaten, which was located on
Jl. DR. Wahidin Sudirohusodo No.30 Klaten. The writer chose this school
because SMK Leonardo still used CBC as the curriculum implemented and it is
one of the best vocational schools in Klaten. It has produced some young and
skilled students to become technicians based on the field they have studied. Due
to this, the writer felt that the students’ ability in English needed to be developed.
The study was conducted in September 2006.
C. Respondents and Subjects of the Study
There were some subjects and respondents of the study. They were:
1. five classes of the second grade of SMK Leonardo Klaten, which consisted
of two classes of machine engineering (2MA and 2MB), one class of electrical
engineering (2E) and two classes of automotive engineering (2OA and 2OB). Due
to some limitations, there were only five students from each class. It aimed to find
out the answer to the third research problem, which dealt with the students’
responses toward the implementation of CBC in English lesson. However, the
writer chose the second grade students because they were considered to have
enough knowledge in English.
2. two English teachers of the second grade of SMK Leonardo as the subjects
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of the study. In this case, the writer conducted observations and interviews in
order to find out the answer of the first and the second problems; namely, the
teachers’ method used to teach English and whether it is relevant with CBC
characteristics or not, both in terms of CBC implementation.
D. Research Instruments
The instruments of the study were as follows:
1. Observation Checklist
The first instrument was observation. It was presented in the form of
checklist. Observation was important in this study because it could be said as one
of the means to know about the teachers’ behavior and also the situation of
teaching – learning activities that were being done. From the observation, the
writer would find some descriptions about the situation that happened in the class.
The observation was done in order to find out the teachers’ method in
teaching English and also to obtain some information about the existence of CBC
characteristics inside the English classroom. The observation sheet consisted of
several sentences concerning some characteristics in teaching learning process,
such as the using of English communicatively in the classroom, the existence of
teaching aids, the students’ active participation in class, the existence of teachers’
motivation, and also the interaction between teachers and students. In addition to
this, the characteristics involved the students – oriented – learning process, the
teachers’ encouragement toward the students to be active, probing questions about
the topic, questions about students’ difficulties and also the method that is used by
the teachers.
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Furthermore, the writer would observe the class by involving inside
the class itself. The writer could do the observation by joining the class, sitting at
the back of the class and doing it without causing any distraction to the teaching –
learning process. In observing the class, the writer also had to prepare for the
checklist, which was used to collect the data from the observation. Moreover, this
instrument was used to answer the first and the second problem of the study.
2. Interview
The second instrument was the interview. According to Nunan (1994),
the interview had been widely used as a research tool and usually applied in
survey research. The interview, itself, was aimed to obtain information about
CBC, its implementation in English classes, the method used by the teachers in
order to implement CBC and also the relevance between the method used and the
CBC characteristics. This instrument was used to answer the first and the second
problem of the study.
3. Questionnaire
The third instrument was the questionnaire. The questionnaires would
be given to the students of the second grade of SMK Leonardo. They were
distributed in order to gain some data about the situations in the English class,
their behavior in the class, and also their responses toward the implementation of
CBC in English lesson. The questionnaires were set up in the form of closed
questions. These questionnaires were distributed and analyzed in order to answer
the third problem of the study.
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E. Data Gathering
For the data gathering, the writer conducted observations, interviews and
the distribution of questionnaires. This research was conducted during the English
lesson in five classes of the second grade of SMK Leonardo Klaten. The
observations were aimed to know the teachers’ method in teaching English, the
existence of CBC characteristics and the relevance between the method used and
CBC characteristics, both in terms of CBC implementation. In addition, it was
also aimed to see the students and teachers’ activities in the class. Moreover, the
writer conducted interview to the English teachers in order to gain information
about CBC and also the teachers’ method to its implementation. Furthermore, the
questionnaires were distributed to five students of each class in order to find out
the students’ responses toward the implementation of CBC in English lesson.
Considering the schedule of English classes and also the available time of
the English teachers, the schedule of conducting the study would be chosen.
F. Data Analysis
The first step in analyzing the data was analyzing the observation checklist
in order to find out the existence of CBC characteristics in English classes. This
analysis was presented in the form of written paragraph.
The second step in the data analysis dealt with the interview result. The
result was recorded and analyzed by the writer. Then the analysis was presented in
the written form.
The third step of the data analysis was analyzing the questionnaire by
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recording the result of the questionnaires. Then, the writer made a list of the
questionnaires’ result. The writer measured the results of the questionnaires by
making percentage of the whole opinion. Since the questionnaires were presented
in closed – form, so the writer used the assessment of the respondents’ opinion by
using 5 points of agreement, which were:
1 : if the respondent absolutely agrees with the statement.
2 : if the respondent agrees with the statement.
3 : if the respondent is doubtful with the statement.
4 : if the respondent disagrees with the statement.
5 : if the respondent absolutely disagrees with the statement.
The fourth step in analyzing data was coding the result of the
questionnaires into numerical data. Then the results of numerical data were
analyzed then concluded. Furthermore, the result of questionnaires analysis was
cross – checked with the result of observation and interviews. The purpose was to
make sure that the result of three instruments was true and trustworthy.
The next step in analyzing the data was concluding the method used to
teach English in CBC implementation, the relevance between the method used
and the CBC characteristics, and also the students’ responses toward it in English
lesson.
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CHAPTER IV
DATA ANALYSIS AND FINDINGS
This chapter presents detailed information about the results of the data
gathered in this study. The data were obtained from observations, interview with
the English teachers and 25 questionnaires distributed to the students of the
second grade of SMK Leonardo Klaten.
A. The English Teachers’ Method in terms of CBC Implementation.
In order to find out the teachers’ method, the writer conducted observation
and interview. The observation was done five times in five different classes.
Moreover, the interview was done with two English teachers. However, it helped
the writer to get some information about the method used by the teachers and
about the existence of CBC characteristics.
Below are the data analysis and findings about the condition of English
teaching learning activities as general overview of teaching learning activities in
this school.
a. Data Analysis
To answer the first problem of the study, the writer conducted an
observation and interview. The results are presented below:
There were several points of CBC characteristics in the observation
checklist. It was aimed to find out the existence of CBC implementation in the
class. From five classes where the writer conducted observations, the result of
CBC implementation was positive. It was shown from the checklist, which were:
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1. The use of English was more frequent than the use of Indonesian.
The teacher often used English as the medium of instructions in the class.
Sometimes, she used Indonesian only if the students did not understand what the
teacher meant to say.
2. The teacher used supporting teaching aids.
In the class, the teacher only used reference – book from the school. She
did not use other additional materials which could develop the teaching materials.
As a matter of fact, the teacher could have been more creative by making
handouts related to the topics. For example, the reference – book discussed only
about reading comprehension and writing material. From this, the teacher could
have developed the material by giving other skills, such as speaking or listening.
3. The teacher gave probing questions about the topic given.
In order to attract students’ attention to the topic, the teacher always gave
probing questions about the topic that were going to be given. This could increase
the students’ interest to learn about the lesson. For example, when the topic was
about “Telephoning”, the teacher asked a question so that they could guess what
topic they would learn. The question was “Do you know how to contact your
long-distant friend?” Therefore, the students would know that the topic was about
“Telephoning”.
4. The teacher played the role as a facilitator and motivator.
In the class, the teacher played the role as a facilitator who only helped the
students when they were facing difficulties about English and the topic discussed.
Moreover, the teacher also played as a motivator, who motivated the students to
be brave to speak actively in class. The teacher gave more opportunities to the
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students to express their opinions, their minds and also their feelings about the
lesson.
5. The teacher gave leading statements to the students when they were facing
some problems.
Since the teacher played the role as a facilitator, therefore she only helped
the students when they were facing difficulties. In this case, the teacher gave
leading statements when the students asked some problems. She did not directly
answer the problems. For example, a student asked about vocabulary items. The
teacher did not give the translation in Indonesian, but she gave several synonyms
of the word so that the student could guess the word meaning. For example, the
teacher asked the students to re-read the passage and then asked some of them to
re-tell the passage using their own words. Some of the students did not understand
the word “re-tell” and “re-read”. Then, the teacher explained that prefix “re-“ has
the same meaning with “again”. Therefore, “re-read” means to read again and “re-
tell” means to tell the story again.
6. The students played as the main actor in the class.
First, the students were ready to follow the lesson and they enjoyed it.
Second, they paid attention to the teacher’s instructions. Moreover, they were
giving responses to their teacher about the topic. In the class, the students
participated actively during the lesson. For example, when the students did not
know the teacher’s instruction, they would ask her.
7. The teacher had direct interaction with the students.
The direct interaction between teacher and the students was shown when
the teacher observed the class thoroughly. She approached the students and asked
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about their difficulties. Furthermore, the teacher also had the interaction with the
students in some classes, such as in discussion or group work activities.
The result of CBC implementation was positive since several points of
CBC characteristics above appeared in the class. From CBC characteristics and
the teaching – learning activities that were applied, the teacher used the commonly
used method in CBC implementation, which is Communicative Language
Teaching Method.
In some classes, several CBC characteristics did not exist. For example,
the students looked bored and did not really enjoy the lesson, they did not feel
enthusiastic to follow the lesson and did not have the preparation for the lesson;
therefore, the English teaching – learning activities did not work well.
Furthermore, dealing with the classrooms activities, the teacher gave more
opportunities for the students to speak and express their ideas. They often asked
the students to make simple conversation, to re-tell the passage about the topic
then presented it in front of the class. These activities could motivate the students
to learn more to communicate in English.
Moreover, the writer conducted an interview about the implementation of
CBC. It was used in order to find out the method used by the teachers in
implementing it. It was done with two English teachers of SMK Leonardo. The
results of the interview were shown below:
1. The CBC implementation in English lesson
In the class, some of the students were still facing difficulties to
communicate in English. However, the teachers tried to use English by using daily
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– used terms then applied the English daily terms with the topic. Sometimes, the
students were asked to tell their activities in school.
2. The method used in teaching English in terms of CBC implementation
In teaching English, the method used was that the teachers always
motivated the students to be active to communicate. The teachers led the English
activities by using short, simple questions and instructions. They discussed the
materials, asked their students to think and then give their opinion by using
English.
3. Methods or approaches that were used in CBC implementation
In CBC implementation, the teachers used Communicative Language
Teaching Method, which is to develop the students’ communicative competence
in English. In the class, teachers used English as the medium of instruction and
explanation. They considered their students had more important roles in teaching
– learning activities; therefore, they gave more opportunities to the students to
express their ideas. When the students were facing difficulties in understanding
the instruction, teachers often used simple explanation so that students would
understand. In addition, teachers used some approaches to motivate the students
using English actively, for example, they used gestures to negotiate meaning
and also probing and guiding to make their students able to follow the
lesson.
4. The students’ responses about English lesson
The students’ responses were positive. They enjoyed the activities in the
class. The students followed the lesson enthusiastically. They wanted to be able to
speak English actively so that they started to be brave to express their ideas. In
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every activity dealt with the communication process, the students would be active
to participate. In their opinion, they thought that by participating in using English
to communicate, they could be able to learn to communicate in English.
5. The teachers’ roles in teaching in the class in terms of CBC
implementation
In CBC implementation, the roles of teachers are to be facilitators and
motivators for the students. In class, teachers encouraged the students to be brave
to use English to communicate. Teachers did not blame them when the students
made some mistakes. However, teachers accepted their mistakes because they
needed to motivate their students. Giving appreciations, compliments and
sometimes, rewards did it; therefore, the students would be motivated rather than
felt depressed. Therefore, in CBC, teachers played first as a motivator, then
second as a facilitator because students needed to be motivated in order to make
them brave to use English communicatively.
The result of the interview showed that the teachers used CLT method and
also several strategies which were the using of gestures in order to negotiate
meaning and also probing and guiding questions.
b. Findings
From the result of the observation checklist, it was found that the CBC
implementation in the second grade of SMK Leonardo existed. It could be seen
from the teaching – learning activities in the class. Teachers were using English as
the medium of instructions and explanations; they played the roles as a motivator
and facilitator; they also had direct interaction with the students. Moreover, the
students were playing as the main actors in the class. They were given more
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opportunities to speak up their minds and feelings; they gave responses to the
questions given by the teacher; moreover, they participate actively during the
lesson.
Furthermore, the teachers used CLT and gestures to negotiate meaning,
probing and also guiding questions. In addition, the teachers played their roles as
a motivator and facilitator so that the students would be brave and able to
communicate actively. Moreover, the students had positive responses to practice
in English communication. They followed the lesson enthusiastically and they
could participate actively during the lesson.
Based on CBC, the objectives of English lesson are to develop
communicative competence and to use English to communicate. The English
teachers needed not only to focus their teaching to the English materials but also
to concern their teaching to achieve those objectives. To increase the students’
abilities in using English to communicate, the teachers’ suitable method and
creativity were needed. Otherwise, the CBC implementation in teaching English
would not be achieved.
From the interviews and several observations conducted, it was found that
the teachers used Communicative Language Teaching method which dealt with
the communicative competence. The teachers gave their students the opportunity
to express and share their opinions and ideas of what they had in mind. In the
classroom, teachers played their part only as a motivator and facilitator. They
always motivated their students to be active in using English and facilitated them
with other source of materials.
As a result, the answer to the first problem is that teachers of English in
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the second grade of SMK Leonardo used Communicative Language Teaching
method (CLT).
B. The Relevance between the Method Used by the Teachers and the CBC
Characteristics.
To find out the relevance between the method used by the English teachers
and CBC characteristics, the writer used the observation checklist and interview.
The checklist and the interview were used in order to find out the method used by
the teachers and the existence of CBC characteristics. Moreover, to find out
whether the relevance of the method and the CBC characteristics, the writer used
the principles that underlie both theories.
a. Data Analysis
As seen from the interview result, the teachers used Communicative
Language Teaching method (CLT). The principles that underlie the CLT are as
follows:
1. Target language is a means to communicate
2. Activities are emphasized on the process of communication
3. The important part of communicative competence is learning to use
language appropriately
4. Teachers’ responsibility is to establish situation to promote learning
5. Students are given opportunity to express their minds
6. Students are given opportunity to have interaction among students and
with the teacher
Moreover, the principles that underlie the CBC characteristics are follows:
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1. The using of English in the classroom
2. The use of English was more frequent in the classroom activities
3. Teachers gave probing questions and leading statement to the students
4. Teachers played as motivator and facilitator
5. Teachers had direct interaction with the students
6. The students played as the main actor in the class
The aim of both CBC and CLT is to develop the students' communicative
competence. Other principles such as the situation of teaching – learning
activities, the teachers’ roles and also the students’ roles hold the important part in
obtaining the relevance between the CLT method and the CBC characteristics.
b. Findings
From the result of the interview and the observation checklist, it could be
seen that the teachers used CLT. In order to find out the relevance, the principles
underlying both theories became the important part. As seen from the principles,
both CLT and CBC had the same objectives and characteristics. The using of
target language in the class is used to establish the situations to promote learning
the language effectively. However, the teachers had the roles as motivator and
facilitator in both theories. In addition, the students also played as the main actor
in the class, by giving them more opportunities to express their ideas, minds and
also opinions.
As seen from both principles above, Communicative Language Teaching
method (CLT) used by the English teachers was relevant to be used in comparison
with the characteristics of CBC. Both indicators reflected the same underlying
theories and principles.
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As a result, the answer of the second problem of the study is that the
method used by the English teachers; which was CLT, was relevant with the CBC
characteristics, as seen from the both underlying principles.
C. The Students’ Responses toward the Implementation of CBC in English
Lesson.
The target of this study was to find out the existence of CBC
implementation toward the English lesson in SMK Leonardo. In this case, the
students’ responses toward English lesson were important. In order to find out
students’ responses toward the implementation of CBC in English lesson, the
writer distributed questionnaires to 25 students of the second grade of SMK
Leonardo. In the questionnaire, the students’ responses were about the existence
of CBC characteristics in class.
Below are the results of the questionnaire analysis that were discussed per
item. The results of the questionnaire could be seen in Appendix C.
a. Data Analysis
In order to answer the second problem of the study, the writer distributed
twenty – five questionnaires to five students in five classes. The results are
presented below:
In table 4.1., there are some abbreviations. SA means that that the
respondents strongly agree with the statement. Moreover, A means that the
respondents agree with the statement. D refers to doubtful, while, DA means that
the respondents disagree with the statement.
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Table 4.1. Questionnaire Result Part 1
Percentage (%)
No. The students’ responses toward English lesson in terms of CBC implementation
SA A D DA
1. In my opinion, English subject is fun and interesting. 44 % 44 % 8 % 4 % 2. In my opinion, English is an easy subject to learn. 8 % 56 % 12 % 24 % 3. I am always active to ask if I face some difficulties in
understanding the subject material. 4 % 28 % 56 % 12 %
4. I think I already have enough ability to communicate in English. 4 % 12 % 52 % 32 %
5. In my opinion, English conversation is compulsory to be taught in an English class. 44 % 56 % - -
Item 1. Menurut Saya, Bahasa Inggris merupakan mata pelajaran yang
menarik dan menyenangkan. (In my opinion, English subject is fun and
interesting).
The effectiveness of English lesson could be seen from the situation and
condition of the classroom. In Chapter 2, sociolinguistic competence refers to the
social context. In order to make the social situation and condition effective, the
students had to be attracted and enjoy to the lesson.
The respondents had positive responses since most of them thought that
English was a fun and interesting subject. It was proved by the result of the
questionnaires. From twenty – five respondents, there were eleven respondents or
44% who strongly agreed and for the respondents who agreed had the same
numbers and percentage. Meanwhile, there were two respondents or 8% who felt
doubtful with the statement above and one respondent or 4%, disagreed that
English lesson was fun and interesting.
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This was a good thing for the students since they thought that English
lesson was fun and interesting. They would make themselves feel comfortable
when they followed the lesson, because they would not be bored with the lesson
and the activities given. As the component of communicative competence, the
social context influenced teaching – learning activities. When the students
enjoyed and felt interested in English lesson, they would be motivated to learn
English, especially in communication.
Item 2. Saya merasa Bahasa Inggris merupakan mata pelajaran yang mudah
untuk dipelajari. (In my opinion, English is an easy subject to learn).
As stated in chapter 2, achievement refers to be successful in
accomplishing something when the students eager to learn something. In this case,
it dealt with the English lesson.
In this study, the respondents showed that English was an easy subject to
be learned. It was proved by the data gathered from the questionnaires, that more
than half of the respondents agreed that English was an easy subject to be learned.
There were two respondents or 8% who strongly agreed with the statement. In
addition, fourteen respondents or 56% agreed. Moreover, there were three
respondents or 12% who felt doubtful and six respondents or 24% who disagreed
with the statement above.
The result showed that most of the students thought that English was easy
to be learned. It would lead to their achievement in learning English. This was a
good point for the students; however, they would find themselves interested and
also motivated to learn English.
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Item 3. Saya selalu aktif bertanya apabila ada kesulitan dalam memahami
materi pelajaran. (I am always active to ask if I face some difficulties in
understanding the subject material).
As stated in chapter 2, the students’ roles in CBC are to be independent
and active to express their ideas, knowledge and opinion in the classroom. It also
happened when the students were facing difficulties in the subject, they were
expected to be aware of knowing their difficulties and tried to overcome those
difficulties by being active to ask about them.
The result of this study showed that most of the respondents were still not
sure if they considered themselves being active in the English classroom. There
were only one respondent or 4% who strongly agreed and seven respondents or
28% who agreed with the statement above. Meanwhile, there were fourteen
respondents or 56% who felt doubtful with the statement and three respondents or
12% who disagreed.
From the result, it could be seen that the students really needed to be
encouraged and motivated in order to make them felt brave to state their minds
and feelings, especially in using English to communicate. Therefore, they would
be able to overcome their difficulties.
Item 4. Saya merasa kemampuan Saya berkomunikasi dalam Bahasa Inggris
sudah cukup baik. (I think I already have enough ability to communicate in
English).
The students’ self – confidence, in this case, had a very important role in
realizing their own ability. Their awareness of their ability motivated them to
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learn more about the English knowledge. Therefore, the teachers really had an
important role to motivate their students. If the students already felt that they had
the ability to communicate in English, they would make themselves felt easier to
learn more about English. Moreover, the teachers needed to concern more in
maintaining the students’ confidence in it.
The result of the questionnaires showed that most of the students still felt
doubtful about their ability to communicate in English. There was only one
respondent or 4% who strongly agreed that their ability in English communication
was well enough. Moreover, there were three respondents or 12% who agreed.
Meanwhile, there were thirteen respondents or 52% who felt doubtful with the
statement above and eight respondents or 32% who disagreed about their own
ability.
Item 5. Saya merasa English Conversation merupakan suatu hal yang wajib
diajarkan di kelas Bahasa Inggris. (In my opinion, English conversation is
compulsory to be taught in an English class).
Based on Depdiknas, as cited by Deskripsi Kurikulum SMK 2004, one of
the objectives of English lesson for vocational school is to use English to
communicate, for example listening, self – expressing, giving opinions and giving
information. Therefore, English conversation held the essential part in English
subject. The students needed to be able to use English to communicate actively.
The respondents of this study completely agreed that English conversation
is a compulsory to be taught in an English class. There were eleven respondents or
44% who strongly agreed and fourteen respondents or 54% who agreed with the
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statement above.
It showed that they had a big interest in learning English conversation.
Therefore, the teacher of English had to be aware of its importance. The concept
of English is the ability to function in a face – to – face situations adequately and
to use English appropriately in a conversational context (Harley et al., 1990: 7).
Table 4.2. Questionnaire Result Part 2
Percentage (%)
No. The students’ responses toward English lesson in terms of CBC implementation
SA A D DA
6. I am interested to learn English because it makes me able to communicate/ speak in English. 40 % 56 % 4 % -
7. In my opinion, every English Skill (Listening, Speaking, Reading, Writing) has to be taught to the students.
64 % 36 % - -
8. In every English lesson, the teachers use English to communicate more frequent in explaining the material. 4 % 64 % 12 % 20 %
9. In every English lesson, teachers always ask the students to be active in using English to communicate in the classroom.
32 % 56 % 8 % 4 %
10. The teachers are more active in playing the role as facilitator (helping the students) in every English lesson.
56% 40 % - 4 %
Item 6. Saya tertarik belajar Bahasa Inggris karena membuat Saya
mempunyai kemampuan berkomunikasi/ berbicara menggunakan Bahasa
Inggris. (I am interested to learn English because it makes me able to
communicate/ speak in English).
In this study, the respondents had a positive response that they learned
English because it could enable them to communicate in English. Based on
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chapter 2, one of the objectives of English in CBC is to make the students have
the English competency especia lly in communication. The students’ interest in
learning English communication was a very good point for both teachers and
students. Therefore, this could make it easier for the teachers to motivate their
students.
From the questionnaires distributed, the result showed that the students
really had the interest to learn English to communicate. There were ten
respondents or 40% who strongly agreed and fourteen respondents or 56% who
agreed with the statement above. Meanwhile, there was only one respondent or
4% who felt doubtful the statement.
Item 7. Menurut Saya, setiap English Skill (Listening, Speaking, Reading,
Writing) wajib diajarkan bagi para siswa. (In my opinion, every English Skill
(Listening, Speaking, Reading, Writing) has to be taught to the students).
Based on chapter 2, the scope of English lesson includes Listening,
Speaking, Reading and Writing. Though the objective of English lesson is to
make the students having the competency to communicate, the four skills also
hold the same importance to be learned. This intended to make the students
understand the language functions of English.
From the questionnaires distributed, it was shown that all of the
respondents were agreed with the statement above. There were sixteen
respondents or 64% who strongly agreed and nine respondents or 36% who
agreed that all English skills had to be taught in English class. This was a good
point since all the respondents had the same interest in learning each English skill.
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Item 8. Dalam setiap pelajaran Bahasa Inggris, guru lebih sering
berkomunikasi dalam Bahasa Inggris ketika menjelaskan materi. (In every
English lesson, the teachers use English to communicate more frequent in
explaining the material).
As stated in chapter 2, one of the objectives of English lesson for
vocational school is to use English to communicate, for example listening, self –
expressing, giving opinions and giving information. In this case, the teacher was
expected to be active using to communicate with the students.
The result from the questionnaires distributed showed that there were one
respondent or 4% who strongly agreed and sixteen respondents or 64% who
agreed with the statement that the teacher used English to communicate more
frequent in explaining the materials. Meanwhile, there were three respondents or
12% who felt doubtful and five respondents or 20% who disagreed with the
statement above. The students felt doubt and disagreed with the statement could
be caused by the condition of the classroom itself which could make the teacher
sometimes used bilingual language, not only English but also Indonesian. This
aimed to overcome the classroom condition if not all of the students could
understand English utterances completely.
Item 9. Dalam setiap pelajaran Bahasa Inggris, guru selalu mengajak para
siswa untuk lebih aktif menggunakan Bahasa Inggris dalam berkomunikasi di
kelas. (In every English lesson, teachers always ask the students to be active in
using English to communicate in the classroom).
As stated in chapter 2, one of the teacher roles is as a motivator. Meaning
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that teacher had to be able to increase the students’ motivation to learn English,
especially to communicate. In an English class, the students were expected to be
brave to state their opinion; therefore, the teacher really needed to motivate them.
From the questionnaires distributed, there were eight respondents or 32%
who strongly agreed that in every English lesson, the teacher always asked them
to be active to communicate in English. Moreover, there were fourteen
respondents or 56% who agreed with the statement above. But there were still two
respondents or 8% who felt doubtful and one respondent or 4% who disagreed
with the statement above.
Item 10. Guru lebih berperan aktif sebagai fasilitator (membantu murid)
dalam setiap pelajaran Bahasa Inggris. (The teachers are more active in
playing the role as facilitator (helping the students) in every English lesson).
In CBC, the teachers’ roles are as motivator, facilitator and mediator
(Mulyasa, 2000). As a facilitator, teacher of English facilitated the students with
possible sources to study. In this case, the teacher had to be aware of their roles in
an English class. Meanwhile, the students also had to understand their teachers’
roles in the classroom.
Based on the questionnaire result, it was seen from the students’ point of
view; in this case the respondents, that the teacher was active as a facilitator in
every English lesson. Most of the respondents agreed with the statement above.
There were fourteen respondents or 56% who strongly agreed and ten respondents
or 40% who agreed. Moreover, there was one respondent or 4% who disagreed
with the statement above.
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This was a good point since the students were aware that their teacher only
helped them and not played as the main source in the class. Therefore, the
students needed to be active and independent to look for the knowledge that they
needed in an English classroom.
b. Findings
Based on the questionnaires distributed, the CBC implementation was seen
from the students’ responses toward English lesson. From the questionnaires, the
students showed positive responses toward English lesson in CBC
implementation. It could be seen that they could be active in learning the lesson.
They were attracted and interested to learn English, especially in English
communication. They thought that English conversation was a compulsory subject
to be taught. Moreover, it could also be seen from their motivation to learn
English and also from their behavior of being active in English communication.
Moreover, the responses of the students toward English lesson were really
good, mostly because they really enjoyed the English classroom activities. Based
on the questionnaires distributed, the students showed their interest to learn
English especially in communication. It was proved from the statement that they
thought English conversation was a necessary thing to be taught in class.
Meanwhile, the teachers of English did not give a special English conversation
class. However, the English teachers also had to focus on the English materials
that had to be accomplished in that period of academic year.
Therefore, the answer of the third problem of this study is that there were
some positive responses toward the implementation of CBC in English lesson.
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42
The responses were that they could really follow and enjoy the lesson, they also
had self – confidence of their ability in English communication; therefore, they
were brave to express their ideas and feelings.
Some solutions were needed in order to apply CBC in teaching English.
The English teachers needed to develop the source of materials, not only from the
reference – book in the school but also from other text – book materials related.
Moreover, the teachers needed to develop their teaching method dealt with CBC
implementation. They needed to understand the objectives of CBC and how it
could be implemented in the school. Moreover, the teachers also had to concern
about the students’ needs and responses. In other words, the students needed to be
motivated to be active in learning English. In this case, both teachers and students
had to be aware of their roles in CBC implementation. If these proposed solutions
were done in the target school, it was expected that the CBC implementation
especially in teaching English could be achieved.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents two sections. The first one is the conclusions of the
study. The second one is several suggestions, which are for the teachers, the
learners and for other researchers.
A. Conclusions
There were three questions stated in this study. They were: (1) what is the
method used by the English teachers in terms of CBC implementation?; (2) is the
method used by the teachers relevant with the CBC characteristics? and (3) what
are students’ responses toward the implementation of CBC in English lesson?
The answer to the first question was that teachers of English in the second
grade of SMK Leonardo used Communicative Language Teaching Method
(CLT). It could be seen from the existence of CBC characteristics in teaching –
learning activities in the classrooms. CLT aims to enable students of using
English to communicate and to develop communicative competence.
The answer to the second question was that the method used by the
English teachers in teaching was relevant with the CBC characteristics. It could be
seen from the CBC characteristics and the principles of CLT which underlie the
same theories.
The answer to the third question was that there were some positive
responses toward the implementation of CBC in English lesson. The students’
responses were that they really enjoyed the English lesson, they could follow the
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English lesson, they were active in class, and they also had positive thought about
having enough ability to communicate in English.
Based on the data results, the writer can conclude that the implementation
of Competency – Based Curriculum in teaching English lesson for the second
grade students of SMK Leonardo Klaten had been achieved. These could be seen
from the teachers’ method used to teach English, the existence of CBC
characteristics in the teaching – learning activities in the classrooms, the relevance
between the method used and the CBC characteristics and also the students’
responses toward the implementation of CBC in English lesson.
B. Suggestions
There are several suggestions presented by the writer. The first is for the
English teachers. The second is for the students of SMK Leonardo. The third is
for other researchers.
For English teachers, they need to improve their knowledge of teaching
methods based on CBC and their creativity in teaching English so that the
students will not get bored in following the lesson. They need to develop their
way of teaching. In this case, the teachers need to arrange more interesting
activities in English lesson so that the students would be more interested to learn
English.
For the students, they need to focus and concentrate on the English
teaching learning activities so that the class environment of learning would be
effective. They also need to improve their ability in using English to communicate
following the English lesson.
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The last one is for the other researchers. The writer suggests further
research due to the fact that this thesis merely focuses on the English teaching
learning based on CBC. Although this thesis is still far from perfect, it can serve
as the basis for further research since there is new curriculum which has already
been developed.
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BIBLIOGRAPHY
Depdiknas. 2004. Deskripsi Kurikulum SMK Bagian 1. Jakarta: Pusat Kurikulum
Balitbang.
Depdiknas. 2003. Ketentuan Umum Kurikulum Berbasis Kompetensi Pendidikan
Prasekolah, Dasar dan Menengah. Jakarta: Pusat Kurikulum Balitbang.
Depdiknas. 2003. Standar Kompetensi Bahasa Inggris SMA dan MA. Jakarta:
Pusat Kurikulum Balitbang.
Harley, B. 1990. The Development of Second Language Proficiency. Cambridge:
Cambridge University Press.
Larsen – Freeman, Diane. 2000. Techniques and Principles in Language
Teaching. Oxford: Oxford University Press.
Mulyasa, E. 2003. KBK: Konsep, Karakteristik, Implementasi dan Inovasi.
Bandung: PT. Remaja Regdakarya Offset.
Nunan, David. 1994. Research Methods in Language Learning. New York:
Cambridge University Press.
Punch, Keith F. 2001. Developing Effective Research Proposals. London: Sage
Publication.
Richards, J. C., and Theodore S. Rodgers. 2001. Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press.
Trimurtiningsih, Christiana Sarwosri. 2004. Designing A Set of Extracurricular
Instructional Materials for Teaching Speaking Based on the CBC to the 3rd
Grade Students of SMP Kanisius Kalasan. Yogyakarta: SDU.
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APPENDIX A
The Permission Letter
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APPENDIX B
The Observation Checklist
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A. OBSERVATION 1
Date/ Time : Monday, 18th September 2006 / 07.00 – 08.30 wib
Class : 2 Elektro
Total number of students : 32 students
No. CBC CHARACTERISTICS Yes No
1. English is mostly used in the class for giving instruction and also for explaining the materials.
√
2. Teacher uses supporting teaching aids. √
3. Teacher gives probing questions about the topic that is going to be given.
√
4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem.
√
5. Teacher motivates the students to speak English. √
6. Teacher gives students more opportunities to speak in English.
√
7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly.
√
8. Students are ready to follow the lesson. √
9. Students look enjoy with the classroom activities. √
10. Students pay attention to the teacher’s explanation. √
11. Students give responses to the teacher. √
12. Students look enthusiastic with the classroom condition. √
13. Students participate actively during the lesson. √
14. The teacher has direct interaction with the students by observing the class thoroughly.
√
15. There are interactions between teacher and students in the class (group work or discussion)
√
Explanation
The first observation was done in class 2E, on Monday, September 18th, 2006. When
the teacher came into the class, the students were all ready to follow the English lesson.
She greeted them and directly gave them some probing questions and statement about
the topic that was going to be given. Then, she distributed the materials and the topic
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was about “Weekly Report”. Next, the teacher asked the students to read the reading
passage. Therefore, there was reading aloud activity. Then, the teacher asked the
students to work in pairs and discussed the passage so that they would able to retell the
passage in front of the class by using their own words. The activity was done
successfully, though there were some students who found it hard to learn English,
especially in speaking. Therefore, the teacher tried to motivate them to be brave to
speak in English.
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B. OBSERVATION 2
Date/ Time : Tuesday, 19th September 2006 / 07.00 – 08.30 wib
Class : 2 Mesin A
Total number of students : 32 students
No. CBC CHARACTERISTICS Yes No
1. English is mostly used in the class for giving instruction and also for explaining the materials.
√
2. Teacher uses supporting teaching aids. √
3. Teacher gives probing questions about the topic that is going to be given.
√
4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem.
√
5. Teacher motivates the students to speak English. √
6. Teacher gives students more opportunities to speak in English.
√
7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly.
√
8. Students are ready to follow the lesson. √
9. Students look enjoy with the classroom activities. √
10. Students pay attention to the teacher’s explanation. √
11. Students give responses to the teacher. √
12. Students look enthusiastic with the classroom condition. √
13. Students participate actively during the lesson. √
14. The teacher has direct interaction with the students by observing the class thoroughly.
√
15. There are interactions between teacher and students in the class (group work or discussion)
√
Explanation
The second observation was done in class 2MA, on Tuesday, September 19th, 2006.
The topic of the lesson was about “Telephoning”. The activity started with the teacher
asked the students to practice the steps of making a telephone call. In this class, all of
the students seemed interested in the lesson; therefore, they really followed the lesson
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and did what their teacher told them to do. Then, the teacher asked them to perform it
in front of the class. Though the students were very noisy, they paid attention to the
teacher’s explanation. They still had difficulties in understanding English; therefore,
the teacher made a direct interaction with them by observing the class thoroughly. With
this, the teacher would understand their difficulties.
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C. OBSERVATION 3
Date/ Time : Wednesday, 27th September 2006 / 10.20 – 11.50 wib
Class : 2 Otomotif A
Total number of students : 32 students
No. CBC CHARACTERISTICS Yes No
1. English is mostly used in the class for giving instruction and also for explaining the materials.
√
2. Teacher uses supporting teaching aids. √
3. Teacher gives probing questions about the topic that is going to be given.
√
4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem.
√
5. Teacher motivates the students to speak English. √
6. Teacher gives students more opportunities to speak in English.
√
7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly.
√
8. Students are ready to follow the lesson. √
9. Students look enjoy with the classroom activities. √
10. Students pay attention to the teacher’s explanation. √
11. Students give responses to the teacher. √
12. Students look enthusiastic with the classroom condition. √
13. Students participate actively during the lesson. √
14. The teacher has direct interaction with the students by observing the class thoroughly.
√
15. There are interactions between teacher and students in the class (group work or discussion)
√
Explanation
The third observation was done on Wednesday, September 27th in class 2OA. The main
activity in this class on this day was checking the students’ homework. First of all, the
teacher checked the students’ work by asking some of them to read their assignment.
Second, she asked them to discuss their homework with their friends, and then to retell
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their homework in front of the class. In this activity, the students were motivated to
speak in English, since the teacher gave them more opportunities to communicate in
English though they made several mistakes sometimes. In this class, the students have
more ability in English and they were brave to speak up their ideas.
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D. OBSERVATION 4
Date/ Time : Saturday, 30th September 2006 / 08.10 – 09.20 wib
Class : 2 Mesin B
Total number of students : 34 students
No. CBC CHARACTERISTICS Yes No
1. English is mostly used in the class for giving instruction and also for explaining the materials.
√
2. Teacher uses supporting teaching aids. √
3. Teacher gives probing questions about the topic that is going to be given.
√
4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem.
√
5. Teacher motivates the students to speak English. √
6. Teacher gives students more opportunities to speak in English.
√
7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly.
√
8. Students are ready to follow the lesson. √
9. Students look enjoy with the classroom activities. √
10. Students pay attention to the teacher’s explanation. √
11. Students give responses to the teacher. √
12. Students look enthusiastic with the classroom condition. √
13. Students participate actively during the lesson. √
14. The teacher has direct interaction with the students by observing the class thoroughly.
√
15. There are interactions between teacher and students in the class (group work or discussion)
√
Explanation
The fourth observation was done on Saturday, September 30th in class 2MB. First of
all, the teacher explained the topic about “Telephoning”. Then, she asked several
students to come in front of the class in pairs to practice telephoning process. This
activity did not work well, since the students’ did not really know what to say. There
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were no handouts distributed to the students, therefore the teacher wrote the dialogue
material on the whiteboard. The teacher tried to give an example to the students so they
were able to make the dialogue of their own. Then, the next activity was reading aloud.
In this activity, the teacher read the dialogue written followed by the students. Next,
the teacher asked them to have a discussion and to make a simple dialogue about
telephoning so that they would be able to perform it in front of the class. Due to the
limited time, the students were not able to finish their assignment.
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E. OBSERVATION 5
Date/ Time : Saturday, 30th September 2006 / 09.40 – 10.50 wib
Class : 2 Otomotif B
Total number of students : 29 students
No. CBC CHARACTERISTICS Yes No
1. English is mostly used in the class for giving instruction and also for explaining the materials.
√
2. Teacher uses supporting teaching aids. √
3. Teacher gives probing questions about the topic that is going to be given.
√
4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem.
√
5. Teacher motivates the students to speak English. √
6. Teacher gives students more opportunities to speak in English.
√
7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly.
√
8. Students are ready to follow the lesson. √
9. Students look enjoy with the classroom activities. √
10. Students pay attention to the teacher’s explanation. √
11. Students give responses to the teacher. √
12. Students look enthusiastic with the classroom condition. √
13. Students participate actively during the lesson. √
14. The teacher has direct interaction with the students by observing the class thoroughly.
√
15. There are interactions between teacher and students in the class (group work or discussion)
√
Explanation
On the same day, the last observation was done in class 2OB. The activity was begun
with homework discussion. It was translating “The steps of making telephone call”.
There were some students who did not do the complete translation. Next activity was
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questions and answers about the homework. Moreover, the teacher gave the students a
short passage and asked them to read it aloud with her. Then, she asked some students
to come in front of the class to answer several questions according to the passage.
Finally, the teacher asked all students to read and memorize it so that they could retell
it in front of the class by using their own words. Here, the teacher tried to motivate the
students to be active in class since not all of the activities worked well.
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APPENDIX C
The Questionnaires Sheet
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QUESTIONNAIRES SHEET
The questionnaire sheet
Berilah tanda tick (v) yang sesuai dengan pendapat Anda dengan ketentuan pilihan sbb:
1 : sangat setuju 4 : tidak setuju
2 : setuju 5 : sangat tidak setuju
3 : ragu-ragu
Nama/ Kelas : Tanggal:
Points of Agreement No.
The students’ responses toward English lesson in terms of CBC implementation. 1 2 3 4 5
1. Menurut saya, Bahasa Inggris merupakan mapel yang menarik dan menyenangkan. 1 2 3 4 5
2. Saya merasa Bahasa Inggris merupakan mata pelajaran yang mudah untuk dipelajari.
1 2 3 4 5
3. Saya selalu aktif bertanya apabila ada kesulitan dalam memahami materi pelajaran. 1 2 3 4 5
4. Saya merasa kemampuan saya berkomunikasi dalam Bahasa Inggris sudah cukup baik. 1 2 3 4 5
5. Saya merasa English Conversation merupakan suatu hal yang wajib diajarkan di kelas Bahasa Inggris.
1 2 3 4 5
6. Saya tertarik belajar Bahasa Inggris karena membuat saya mempunyai kemampuan berkomunikasi/ berbicara menggunakan Bahasa Inggris.
1 2 3 4 5
7. Menurut saya, setiap English Skill (Listening, Speaking, Reading, Writing) wajib diajarkan bagi para siswa.
1 2 3 4 5
8. Dalam setiap pelajaran Bahasa Inggris, guru lebih sering berkomunikasi dalam Bahasa Inggris ketika menjelaskan materi
1 2 3 4 5
9. Dalam setiap pelajaran Bahasa Inggris, guru selalu mengajak para siswa untuk lebih aktif menggunakan Bahasa Inggris dalam berkomunikasi di kelas.
1 2 3 4 5
10. Guru lebih berperan aktif sebagai fasilitator (membantu murid) dalam setiap pelajaran Bahasa Inggris.
1 2 3 4 5
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APPENDIX D
The Questionnaires Result
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The Questionnaire Results
The points of agreement are:
1 : Strongly Agree (SA) / sangat setuju 4 : Disagree (D) / tidak setuju
2 : Agree (A) / setuju 5 : Strongly Disagree (SD) / sangat tidak setuju
3 : Doubtful (D) / ragu-ragu
Nama/ Kelas : Tanggal:
1 2 3 4 5
NO
The students’ responses toward
English lesson in terms of CBC
implementation
Numbers of Respondents % Numbers of
Respondents % Numbers of Respondents % Numbers of
Respondents % Numbers of Respondents %
1. Menurut saya, Bahasa Inggris merupakan mapel yang menarik dan menyenangkan.
11 44 % 11 44 % 2 8 % 1 4 % - -
2. Saya merasa Bahasa Inggris merupakan mata pelajaran yang mudah untuk dipelajari.
2 8 % 14 56 % 3 12 % 6 24 % - -
3. Saya selalu aktif bertanya apabila ada kesulitan dalam memahami materi pelajaran.
1 4 % 7 28 % 14 56 % 3 12 % -
-
4. Saya merasa kemampuan saya
1 4 % 3 12 % 13 52 % 8 32 % - -
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berkomunikasi dalam Bahasa Inggris sudah cukup baik.
5. Saya merasa English Conversation merupakan suatu hal yang wajib diajarkan di kelas Bahasa Inggris.
11 44 % 14 56 % - - - - - -
6. Saya tertarik belajar Bahasa Inggris karena membuat saya mempunyai kemampuan berkomunikasi/ berbicara menggunakan Bahasa Inggris.
10 40 % 14 56 % 1 4 % - - - -
7. Menurut saya, setiap English Skill (Listening, Speaking, Reading, Writing) wajib diajarkan bagi para siswa.
16 64 % 9 36 % - - - - - -
8. Dalam setiap pelajaran Bahasa Inggris, guru lebih sering berkomunikasi dalam Bahasa Inggris ketika menjelaskan materi
1 4 % 16 64 % 3 12 % 5 20 % - -
9. Dalam setiap pelajaran Bahasa Inggris, guru selalu mengajak para siswa untuk lebih aktif menggunakan Bahasa
8 32 % 14 56 % 2 8 % 1 4 % -
-
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Inggris dalam berkomunikasi di kelas.
10. Guru lebih berperan aktif sebagai fasilitator (membantu murid) dalam setiap pelajaran Bahasa Inggris.
14 56% 10 40 % - - 1 4 % - -
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APPENDIX E
The Interview Result
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INTERVIEW
The interview questions
1. How is the implementation of CBC especially in English lesson?
2. What are the methods used in teaching English in terms of CBC implementation?
3. Are there any new methods or approaches being used in the implementation of the
new curriculum? And what are they?
4. What do you think about the students’ responses toward English lesson in the
implementation of CBC?
5. What is the teacher role in teaching in class, especially when the CBC system is
implemented and also with the new method that you have been conducted?
The interview answers
1. The CBC implementation in English lesson.
In the class, some of the students were still facing difficulties to communicate
in English. However, the teachers tried to use English by using terms that mostly used
in daily then applied it with the topic. Sometimes, the students were asked to tell their
activities in the school.
2. The methods used in teaching English in terms of CBC implementation.
In teaching English, the teachers always motivated the students to be active to
communicate. They talked and discussed about the materials, asked their students to
think and then give their opinion by using English.
3. Methods or approaches that were used in CBC implementation.
In CBC implementation, the teachers used Communicative Language Teaching
Method, which is to develop the students’ communicative competence in English. In
the class, teachers used English as the medium of instruction and explanation. They
considered their students more important in teaching – learning activities; therefore,
they gave more opportunities to the students to express their ideas. When the students
were facing difficulties in understanding the instruction, teachers often used simple
explanation so that students would understand. Moreover, teachers used some
approaches to motivate the students using English actively, for example, they used
gestures to negotiate meaning, probing and guiding to make the students able to follow
the lesson.
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4. The students’ responses about English lesson.
The students’ responses were positive. They wanted to be able to speak English
actively; so that they started to be brave to express their ideas. In addition, they
enjoyed the English teaching – learning activities; therefore, they could follow the
lesson enthusiastically.
5. The teachers’ roles in teaching English in the class in terms of CBC
implementation.
In CBC implementation, the roles of teachers are to be facilitator and motivator
for the students. In class, teachers encouraged the students to be brave to speak
English. Teachers did not blame them when the students made some mistakes.
However, teachers accepted their mistakes because they needed to motivate their
students. It was done by giving appreciations, compliments and sometimes, rewards so
the students would be motivated rather than felt depressed. Therefore, in CBC, teachers
played first as a motivator, then second as a facilitator because students needed to be
motivated in order to make them brave to use English communicatively.
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