THE IMPLEMENTATION OF ENGLISH TEACHING AT ODD …

THE IMPLEMENTATION OF ENGLISH TEACHING AT ODD

SEMESTER OF SOME PRIVATE JUNIOR HIGH SCHOOLS IN

CIPUTAT SUBDISTRICT BASED ON 2006 SCHOOL LEVEL SYLLABUS

A “Skripsi”

Presented to the Faculty of Tarbiya and Teacher’s Training

In partial fulfillment of the requirement for the degree of strata 1 (s1)

By:

Yova Tri Wahyuni

NIM: 102014023825

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF TARBIYA AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

1430 A.H / 2009 A.D

THE IMPLEMENTATION OF ENGLISH TEACHING AT ODD

SEMESTER OF SOME PRIVATE JUNIOR HIGH SCHOOLS IN

CIPUTAT SUBDISTRICT BASED ON 2006 SCHOOL LEVEL SYLLABUS

A “Skripsi”

Presented to the Faculty of Tarbiya and Teacher’s Training

In partial fulfillment of the requirement for the degree of strata 1 (s1)

By:

Yova Tri Wahyuni NIM: 102014023825

Approved by:

Dra. Hidayati, M.Pd.

NIP. 150 231 927

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF TARBIYA AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

1430 A.H / 2009 A.D

.APPROVAL SHEET

A Skripsi entitled “The Implementation of English Teaching at Odd Semester

of Some Private Junior High Schools in Ciputat Subdistrict Based on 2006

School Level Syllabus” written by Yova Tri Wahyuni, student’s registration

number: 102014023825, was examined at examination session of the Faculty of

Tarbiya and Teacher’s Training Syarif Hidayatullah State Islamic University

Jakarta on April 7th

2009. This Skripsi has fulfilled the requirement for the Degree

of Strata 1 (S1) at the English Education Department.

Jakarta, April 7th

2009

The Examination Committee

Chairman : Drs. Syauki, M.Pd. (……………………)

NIP. 150 246 289

Secretary : Neneng Sunengsih, S.Pd. (……………………) NIP. 150 293 236

Examiners : 1. Drs. Nasifuddin Djalil, M.Ag. (……………………) NIP. 150 244 628

2. Drs. Sunardi K. Dipl. Ed. (……………………)

NIP. 150 022 779

Acknowledged by;

Dean of Tarbiya and teacher’s Training Faculty

Prof. Dr. Dede Rosyada, MA.

NIP. 150 231 356

ABSTRACT

Tri Wahyuni, Yova. 2009. The Implementation of English Teaching at Odd

Semester of Some Private Junior High Schools in Ciputat Subdistrict

Based on 2006 Scholl Level Syllabust. Skripsi, English Education Department, Faculty of Tarbiya and Teacher’s Training, UIN Syarif

Hidayatullah Jakarta. Advisor: Hidayati, Dra. M.Pd.

Key words: Private Junior High School, Syllabus, Ciputat Subdistrict

.

This study tries to describe about how is implementated English teaching

at some private Junior High Schools at Ciputat Subdistrict. This study is aimed at

describing and analyzing the implementation of English teaching based on the

latest syllabus (syllabus 2006), the teachers’ qualification, the teaching

preparation, the curriculum and syllabus, the instructional materials, the English

teaching activities, and also the evaluation.

This study is categorized as descriptive evaluative because it is supposed to describe the objective condition about the implementation of English teaching

at some private Junior High Schools at Ciputat Subdistrict.. The subjects of this study are some private Junior High Schools at Ciputat Subdistrict, in this case the

writer took nine schools as the subject The techniques used to collect the data are observation, documentation and questionnaire.

The findings of the study are (1) the English teachers who teach in nine

schools for the seventh grade at nine private Junior High Schools were qualified

as an English teacher, (2) the curriculum used by the English teachers and schools

were based on the latest syllabus, unfortunately they did not apply it completely in

the real situation, (3) the teaching preparation made by the English teachers were

below standard from the latest syllabus (KTSP), (4) the implementation of English

teaching in the classroom were below standard of the latest curriculum or syllabus

2006, (5) the teachers still faced the problems when they gave the evaluation to

the students.

Based on the findings above, it is suggested to (1) the English teachers that

they should apply their knowledge that were gotten from joining in service

English training that they joined, (2) the teachers must give more attention for

their teaching preparation before conducting teaching-learning activities, (3) the teachers and schools also must give more attention to the latest curriculum or

syllabus that is used in their schools, (4) they must applly their knowledge from upgrading English training into the physical classroom atmosphere in order to

reach the objectives of learning and the activities of teaching-learning can run effectively and well.

ABSTRAK

Tri Wahyuni, Yova. 2009. Penerapan Pengajaran Bahasa Inggris di Beberapa

Sekolah Menengah Pertama Swasta pada Semester Satu Berdasarkan

kepada Sillabus 2006 di Kecamatan Ciputat. Skripsi, Jurusan Pendidikan

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Syarif

Hidayatullah Jakarta. Pembimbing: Hidayati, Dra. M.Pd.

Key words: SMP Swasta, Silabus, Kecamatan Ciputat

.

Penelitian ini mencoba menggambarkan bagaimana penerapan pengajaran

bahasa Inggris di beberapa sekolah menengah pertama swasta di kecamatan

Ciputat berdasarkan syllabus 2006. Penelitian ini bertujuan untuk

menggambarkan dan menganalisis penerapan pengajaran bahasa Inggris yang

berdasarkan kepada syllabus 2006, menggambarkan mengenai kualifikasi guru, persiapan mengajar, kurikulum dan syllabus, materi ajar, penerapan pengajaran

bahasa Inggris dan juga menggambarkan dan menganalisis mengenai evaluasi.

Penelitian ini dapat dikategorikan sebagai penelitian deskriptif evaluatif, karena bertujuan menggambarkan kondisi secara objektif mengenai penerapan

pengajaran bahasa Inggris di beberapa SMP swasta di kecamatan Ciputat. Subyek dari penelitian in adalah beberapa SMP swasta di kecamatan Ciputat, dalam hal

ini penulis mengambil sembilan (9) SMP swasta sebagai subyeknya. Tehnik yang

digunakan untuk mengumpulkan data penelitian ini berupa observasi,

dokumentasi dan angket.

Penemuan dari penelitian ini antara lain, (1) para guru bahasa Inggris yang

mengajar di sembilan (9) sekolah yang berbeda di kelas satu SMP sudah

memenuhi kualifikasi sebagai guru bahasa Inggris, (2) kurikulum yang telah

digunakan baik oleh para guru maupun sekolah sudah berdasarkan kepada

kurikulum atau silabus 2006 (KTSP), akan tetapi sayangnya itu belum dapat

diterapkan secara menyeluruh, (3) persiapan mengajar yang dibuat oleh para guru

bahasa Inggris masih berada dibawah standar kurikulum atau syllabus terbaru

(KTSP), (4) penerapan pengajaran bahasa Inggris di kelas masih berada sibawah

standar kurikulum 2006 (KTSP), (5) para guru bahasa Inggris masih dihadapkan kepada beberapa masalah ketika mereka memberikan penilaian kepada siswa.

Berdasarkan pada penemuan - penemuan diatas, disarankan kepada (1)

para guru bahasa Inggris agar dapat menerapkan pengetahuan yang mereka dapatkan dari keikutsertaan pelatihan – pelataihan bahasa Inggris didalam

mengajar, (2) para guru harus lebih memperhatikan persiapan mengajar yang

mereka buat sebelum proses belajar mengajar dilakukan, (3) guru dan pihak

sekolahpun harus lebih memperhatikan kurikulum yang mereka gunakan

disekolah sehingga dapat terlaksana dengan baik, (4) mereka harus menggunakan kemampuan pengetahuan mereka pada saat mengajar di ruangan kelas sehingga

tujuan – tujuan dari pembelajaran dapat dicapai dengan baik dan proses belajar mengajar dapat berjalan dengan baik dan efektif.

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in

completing this “skripsi”. Peace and salutation be upon to the noble prophet of

Islam, Muhammad peace be upon him, the perfect man and the best leader in the

world, his family, relatives, and all followers.

A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training in

partial fulfillment of the requirement for the degree of strata 1 (s1). The writer

would like to express her great honor and deepest gratitude to her beloved parents,

brothers and sisters and also all families in Malaysia and Padang who always give

prayer, motivation, love, faith and support for her to finish her study.

The writer would like to express her thanks and great gratitude to her

advisor Ms. Dra. Hidayati, M. Pd. for her valuable help, guidance, corrections and

suggestions for the completion this “skripsi”. Her gratitude also goes to Mr. Drs.

Syauki, M. Pd. and Ms. Neneng Sunengsih, S.Pd. as the head and secretary of

English Education Department, and also for all lecturers of English Education

Department for their encouragement to her. Her great gratitude also goes to Mr.

Prof. Dr. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher’s

Training, and also for all staffs and officers of UIN Library, Tarbiya’s Library

who have given permission for using and lending their books in completing the

references for this “Skripsi”, and all of her friends whether in English Education

Department or UIN Theatre that she cannot mention the name one by one who

always help and give the writer support, time and love, and also remind her in

accomplishing this “skripsi”. May Allah, the Almighty bless them all, amen.

Finally, the writer realizes that this “skripsi” is not perfect yet, therefore the

writer would like to welcome and accept positive suggestion and criticism to

make this “skripsi” better.

And the writer hopes this “Skripsi” can give the beneficent for all people

who are interested in it.

May Allah, the Almighty bless them all and give them more than what they

have given to the writer. Amen.

Jakarta, March 2007

The writer

TABLE OF CONTENTS

APPROVAL SHEET ..................................................................................... i

ABSTRACT IN ENGLISH............................................................................ ii

ABSTRAK DALAM BAHASA INDONESIA .............................................. iii

ACKNOWLEDGEMENT ............................................................................ v

TABLE OF CONTENTS............................................................................... vii

LIST OF TABLES ......................................................................................... ix

CHAPTER I INTRODUCTION ................................................................... 1

A. Background of the Study ............................................................. 1

B. Statement of the Problem............................................................. 2

C. Objectives of the Study................................................................ 3

D. Significances of the Study............................................................ 4

E. Scopes and Limitations of the Study ............................................ 4

F. Operational Definition ................................................................. 5

CHAPTER II THEORITICAL FRAMEWORK ......................................... 6

A. The Curriculum and Syllabus....................................................... 6

B. The Qualifications of English Teachers........................................ 9

C. The Instructional Materials .......................................................... 10

D. The Teaching English at Junior High School ............................... 14

E. The Objectives of Teaching English at Junior High School.......... 14

F. The Teaching Preparations of Teaching English at Junior High

School ......................................................................................... 15

G. The Implementations of Teaching English at junior High School. 17

H. The Evaluation ............................................................................ 18

CHAPTER III RESEARCH DESIGN .......................................................... 20

A. ................................................................................................Res

earch Design................................................................................ 20

B. ................................................................................................Pla

ce and Time of the Study ............................................................. 20

C. ................................................................................................Sub

ject of the Study .......................................................................... 20

D. ................................................................................................Res

earch Instrument .......................................................................... 21

E..................................................................................................Dat

a and Source Data........................................................................ 21

F. .................................................................................................Tec

hniques of Collecting Data........................................................... 22

G. ................................................................................................Tec

hniques of Data Analysis ............................................................. 22

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS .................. 24

A. ................................................................................................The

Teacher’s Qualification................................................................ 24

B. ................................................................................................The

Curriculum Used at Private Junior High School........................... 26

C. ................................................................................................The

Teaching Preparation Made by the English Teachers ................... 27

D. ................................................................................................The

Instructional Materials Used by the English Teachers .................. 30

E..................................................................................................

The Teaching-learning Activities at Some Private Junior High

Shools at Ciputat Subdistric ......................................................... 32

F. .................................................................................................The

Evaluation Used at Some Private Junior High Shools at Ciputat

Subdistric .................................................................................... 34

CHAPTER V CONCLUSION AND SUGGESTION ................................... 37

A. ................................................................................................Co

nclusion ....................................................................................... 37

B. ................................................................................................Sug

gestion......................................................................................... 38

BIBLIOGRAPHY .......................................................................................... 40

APPENDICES................................................................................................ 42

LIST OF TABLES

Table Page

2.1 Standard Competencies and Basic Competencies ....................................... 12

2.2 The format of lesson plan........................................................................... 16

4.1 English Teacher’s Qualification at some private

Junior High Schools at Ciputat Subdistrict ................................................ 24

4.2 Curriculum Used at Some Private Junior High Schools

at Ciputat Subdistrict.................................................................................. 26

4.3 The teaching preparation used by the English teachers

at some private Junior High Schools at Ciputat Subdistrict ......................... 27

4.4 The instructional materials used at some private Junior High Schools

at Ciputat Subdistrict.................................................................................. 30

4.5 The teaching-learning activities conducted in the classroom....................... 33 4.6 The evaluation conducted or given in the teaching-learning activities......... 35

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in

completing this “skripsi”. Peace and salutation be upon to the noble prophet of

Islam, Muhammad peace be upon him, the perfect man and the best leader in the

world, his family, relatives, and all followers.

A “Skripsi” Presented to the Faculty of Tarbiya and Teacher’s Training in

partial fulfillment of the requirement for the degree of strata 1 (s1). The writer

would like to express her great honor and deepest gratitude to her beloved parents,

brothers and sisters and also all families in Malaysia and Padang, my beloved

Luqman Dardiri, who always give prayer, motivation, love, faith and support for

her to finish her study.

The writer would like to express her thanks and great gratitude to her

advisor Ms. Dra. Hidayati, M. Pd. for her valuable help, guidance, corrections and

suggestions for the completion this “skripsi”. Her gratitude also goes to Mr. Drs.

Syauki, M. Pd. and Ms. Neneng Sunengsih, S.Pd. as the head and secretary of

English Education Department, and also for all lecturers of English Education

Department for their encouragement to her. Her great gratitude also goes to Mr.

Prof. Dr. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher’s

Training, and also for all staffs and officers of UIN Library, Tarbiya’s Library

who have given permission for using and lending their books in completing the

references for this “Skripsi”, and all of her friends (Radhar Panca Dahana and FTI

also Bale Sastra Kecapi, Krisniati Marcellina Dahana, Ags. Arya Dipayana and

Teater Tetas, Jojoba and Salsabila rent house) whether in English Education

Department, Teater Syahid UIN, Cigna Insurance, that she cannot mention the

name one by one who always help and give the writer support, time and love, and

also remind her in accomplishing this “skripsi”. May Allah, the Almighty bless

them all, Amen.

Finally, the writer realizes that this “skripsi” is not perfect yet, therefore the

writer would like to welcome and accept positive suggestion and criticism to

make this “skripsi” better.

And the writer hopes this “Skripsi” can give the beneficent for all people

who are interested in it.

May Allah, the Almighty bless them all and give them more than what they

have given to the writer. Amen.

Jakarta, March 2007

The writer

CHAPTER I

INTRODUCTION

This chapter discusses background of the study, statement of the problems,

objectives of the study, significances of the study, scopes and limitations of the

study, and operational definitions.

A. Background of the Study

English as a tool of communication plays an important role as an

international language in connecting people from various countries in the world.

English is used in many kinds of field, such as, English is used as a clue how to

operate the computer tools and internet program. Besides, English used to absorb

the knowledge especially from the books written in English. But to master English

is not easy for everybody, while, it has taught at the earlier stages of educational

levels, although it functions as the local content at the elementary and so is at

kindergarten. Whereas, English for Junior High School as a compulsory subject

should be mastered by the students and becomes one of the subjects to be

measured in the National Examination (UN).

Moreover, English has been introduced at the kindergarten although it

functions as enjoyable. English has already introduced from the earlier stages up

to the university to reveal it role, therefore, it cannot be neglected in formal

education. The main objective of teaching English is to make the students able to

read the textbooks written in English. In other words, the main goal of teaching

English is to develop the students’ reading skill.

In line with the objectives stated explicitly by the Ministerial Decree No.

096/1967 dated 12 December 19671, the result of teaching English is not

satisfactorily achieved in Indonesia. It is caused by some factors such as, the

methods used in teaching-learning process, the teaching preparations, and also the

1 Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 096/1967 tentang

penetapan Bahasa Inggris sebagai bahasa asing pertama di Indonesia yang harus di ajarkan dari

Sekolah Menengah Pertama (SMP) sampai dengan perguruan tinggi.

1

materials which are presented to the students. In presenting the materials, they

must be interesting and good. Teaching preparation is one of some factors in

supporting the materials given to the students’, it has functioned to reach the goals

of teaching English itself. The teacher must look into the curriculum as a main

reference in making their teaching preparations.

The materials used by the English teachers should be concerned by some

elements in developing them, namely; (a) the instructional objectives must be

appropriate for each level and year, (b) the appropriate teaching-learning

strategies which are used in teaching-learning process. All of them must be

written down in the teaching preparations. So, the objectives of teaching English

can be reached well. In this case, the teachers’ educational background and

language competence can influence the students’ motivations and interest in

learning English, the teaching methods which are used and the way of presenting

the materials.

In teaching English there are three kinds of activities should be used

namely; (a) pre-activities, (b) whilst-activities, and (c) post-activities. Those

activities must be written in teaching preparation in order to get the real objectives

of teaching English in the classroom. Besides, must be in line with the latest

syllabus or curriculum that is syllabus 2006. Therefore, the writer tries to analyze

or describe about English teaching at some private Junior High Schools based on

the latest syllabus that is Syllabus 2006. It is based on the background stated

above the writer choose the title of this study is about the implementation of

English teaching at some private junior high schools based on the syllabus 2006 at

Ciputat subdistrict.

B. Statement of the Problems

Based on the background of the study mentioned previously, the writer

conducts a study about the implementation of English teaching at odd semester of

some private junior high schools in Ciputat subdistrict based on 2006 school level

syllabus. The main problem of this study is “how is the implementation of English

2

teaching at some private junior high schools in Ciputat subdistrict?” This main

question can be formulated into more specific questions as follows:

1. How is the English teachers’ qualification at some private junior high

schools in Ciputat subdistrict?

2. What is the curriculum used at some private junior high schools in Ciputat

subdistrict?

3. How well is the teaching preparation made by the English teachers of

some private junior high schools in Ciputat subdistrict?

4. How are the instructional materials used by the English teachers at some

private junior high schools in Ciputat subdistrict?

5. How are the instructional activities conducted by the English teachers at

some private junior high schools in Ciputat subdistrict?

6. How is the evaluation used by the English teachers at some private junior

high schools in Ciputat subdistrict?

C. Objectives of the Study

Based on the statement of the problems above, the objectives of the study

can be found as follow:

1. To know about the English teachers’ qualification at some private junior

high schools in Ciputat subdistrict whether good or not.

2. To know about the curriculum used at some private junior high schools in

Ciputat subdistrict.

3. To know whether the English teachers at some private junior high schools

in Ciputat subdistrict make the teaching preparation well in teaching

English.

4. To know the instructional materials used by the English teachers at some

private junior high schools in Ciputat subdistrict.

5. To know kinds of the instructional activities conducted by the English

teachers at some private junior high schools in Ciputat subdistrict.

3

6. To know the types evaluation used by the English teachers in their

teaching-learning process at some private junior high schools in Ciputat

subdistrict.

D. Significance of the Study

The findings of this study hopes to be good information for three kinds of

people, such as; (a) some English teachers, (b) school principals and (c) further

researchers which are explained as follows;

(a) The findings of this study will give useful information for some English

teachers at some private junior high schools to improve their quality and

knowledge in teaching English at school and they can apply them in their

teaching-learning process.

(b) The findings of this study will give clear and useful information for some

school principals as the input for them to make some roles or strategies

which must be obeyed by the English teachers such as, they must have

good qualifications in their educational background and they must

graduate from English education.

(c) The findings of this study will give useful information for some further

researchers as a basic data for them in conducting further research.

The findings of this study can give them useful information for the

implementation of English teaching at secondary level.

E. Scopes and Limitations of the Study

This study just focuses on some private junior high schools in Ciputat

subdistrict which discusses the implementation of English teaching, for further

clearly information about this study the problems of it will be limited into; (1)

English teachers’ qualification at some private junior high schools in Ciputat

subdistrict, (2) the curriculum used at some private junior high schools in Ciputat

subdistrict, (3) the teaching preparation made by the English teachers, (4) the

instructional materials used by the English teachers, (5) kinds of the instructional

activities conducted by the English teachers and (6) the evaluation used by the

4

English teachers in their teaching-learning process at some private junior high

schools in Ciputat subdistrict.

F. Operational Definitions

The writer gives some definitions of the key terms used in this skripsi, in

order to avoid misunderstanding between readers and the writer as follows:

1. Private Junior High School stands for nine junior high schools under the

administrations of private institution which conducted the education which

is located in Ciputat subdistrict.

2. Syllabus consists of list of material stated clearly in content standard

syllabus that should be taught by the English teacher in teaching-learning

activities.

3. Subdistrict refers to nine schools of Kecamatan Ciputat.

5

CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses and presents the curriculum and syllabus, the

qualification of English teachers, the instructional materials, the teaching English

at Junior High School, the objectives of teaching English at Junior High School,

the teaching preparations of teaching English at Junior High School, the

implementation of teaching English at Junior High School, and the evaluation.

A. The Curriculum and Syllabus

The word curriculum has so many different understanding given by many

authors, as Yalden states;

“…the curriculum includes the goals, objectives, content, processes,

resources, and means of evaluation of all the learning experiences planned

for pupils both in and out of the school and community through classroom

instruction and related program…”2

The concept of curriculum given by Yalden above generally has similar

concept with Tanner and Tanner which is stated that;

“curriculum has been variously defined as; the cumulative tradition of

organized knowledge, modes of thought, race experience, guided experience, a planned learning outcomes, cognitive/affective content and

process, an instructional plan, instructional ends or outcomes, technological system of evaluation”3

Besides, the definitions described above Saylor and Lewis made a

classification of the concept of curriculum by dividing into some categories; (a)

curriculum as the subjects and subject matters, (b) curriculum as experiences, (c)

curriculum as objectives and (d) curriculum as planned opportunities.

The category of curriculum as the subjects and subject matters is the

domain concept of curriculum itself. In the high school levels, curriculum refers to

the set of subjects or specified course of study. Whereas, the curriculum as

2 Janice Yalden, The Communicative Syllabus ‘Evolution, Design and Implementation’,

(London: Prentice-Hall International, 1987), p. 18. 3 J. Galen Saylor, Alexander, William. M, Lewis, Arthur. J, Curriculum Planning for

Better Teaching and Learning. 4th Ed. (Japan: Holt-Saunders International Edition, 1981), p.3.

6

experiences which are introduced by Ragan (in Tjokrosujoso, 1996:6-7) stated

that “the term curriculum…includes all experiences of children for which the

school accepts responsibility”4. While, the curriculum as objectives is series of

things which children and youth do experience by way of developing ability to do

the things well that make up the affair of adult life, it should be based on the skills

and knowledge needed by adults. The last is the curriculum as planned

opportunities for learning, because curriculum itself is a plan for providing sets of

learning opportunities for persons to be educated.

In our education, the understanding of curriculum can be seen at the

constitution number 2/1989 about the system of national education that

curriculum is a set of plans and arrangements of the contents and the materials and

also the model of presentation to conduct teaching-learning activities.

The curriculum applied in Indonesia now is School-Level Curriculum (for

the next term the word KTSP is used) which designed the syllabus of any subject

that must be developed by the teachers based on the content standard given by

National Educational Standard Board (for the next term the word BSNP is used).

The teachers must be develop them in the teaching-learning process through the

teaching preparations, such as, the materials, the variety of indicators, the

strategies used in teaching-learning process and kinds of evaluation used in

teaching-learning process to get the teaching objectives.

The objective of English teaching is to develop students’ to communicate

in actual communicative context. The communicative here means four

communicative competences introduced by Canal (1983)5 communicative

competence consist of four domains; grammatical competence, sociolinguistic

competence, discourse competence, and strategic competence.

Grammatical competence identifies the linguistic competence, such as

vocabulary, derivations, sentence formation, pronunciation, spelling, and

semantics. And it refers to what Chomsky calls linguistic competence and what

4 Drs. Harsono Tjokrosudjoso, M.Pd. Kurrikulum 1994 dan Pengembangan Materi

Bahasa Inggris SLTP dan SMU. (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p. 6-7. 5 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP

Malang Publisher, 1999), p. 32.

7

Hymes intends by what is “formally possible”. It is the domain of grammatical

and lexical capacity6.

Sociolinguistic competence refers to the understanding of the social

context where the communication takes place, including role relationships, the

shared information of the participants, and the communicative purpose for their

interaction7. Discourse competence is the mastery of ways combining the

grammatical forms and meaning to produce the spoken or written utterance in

various forms8. Besides, strategic competence consists of the mastery of verbal

and non-verbal communication strategies used by a speaker to (1) make-up for the

weakness in communication due to the limitations circumstances, and (2) to

strengthen the effectiveness of communication9. Then Richards and Rodgers

stated that strategic competence refers to the coping strategies that communicators

employ to initiate, terminate, maintain, repair, and redirect communication10

. So,

the instructional materials must be selected carefully in order to reach the teaching

objectives in teaching-learning process.

Moreover, Syllabus is a plan which a teacher translates into activities in

the classroom. It is a part of a curriculum excluding the element of curriculum

evaluation, furthermore, Finocciaro and Brumfit (in Timsela Luhulima et.al,

1987:14) that a syllabus differ from a curriculum in that it provides a listing of

content to be learned but does not suggest methods, activities and measurement

for evaluation” 11, the syllabus should be viewed in the context of an ongoing

curriculum development process. Syllabus and curriculum cannot be neglected,

because to develop syllabus the teachers need the curriculum, it is as a main

reference in developing the syllabus design. But, in fact, the teachers only talk

6 Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 1986), p. 71. 7 Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 1986), p. 71. 8 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP

Malang Publisher, 1999), p. 33. 9 Nuril Huda, Language Learning and Teaching “Issues and Trends”, (Malang: IKIP

Malang Publisher, 1999), p. 33. 10

Jack C. Richards and Theodores S. Rodgers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 1986), p. 71. 11

Drs. Harsono Tjokrosujoso, M.Pd. Kurikulum 1994 dan Pengembangan Materi

Bahasa Inggris SLTP dan SMU, (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p. 4.

8

about the syllabus and most of them are rarely much in making it when they want

to conduct the teaching in the classroom, so the syllabus which is written down

into the teaching preparations are neglected.

B. The Qualification of English Teachers

Many factors affect the success of failure of teaching English. Those

factors are related to linguistics and non-linguistic areas. Some of the factors

which can be attributed to the unsatisfactory condition are the language system

which is different from Indonesia, the teachers, the students, the curriculum, the

materials and the attitude of the society toward the teaching of English (Kasbolah,

1993)12.

In line with the statement of Kasbolah, Baradja (1994)13

more specifically

says that in foreign language learning there are at least six factors which

determine the success or failure of foreign language learning. Those factors are

learning objectives, students, teachers, materials, methods, and environment.

Meanwhile, another factors which affect the success of a foreign language

instruction can be classified into two; (a) linguistic factors, that is factors

concerning the language itself such as phonology, morphology and system, and

(b) non-linguistic factors, that is factors external to the nature of the language

being taught, such as teachers, students, materials, methods and environment.

Those factors mentioned above, teacher is the most important factor in

determining the success or failure of teaching English. Well-motivated students

can be “turned-off” by the rigidly and lack of enthusiasm of a poor teacher. On the

other hand, many unmotivated students can get an adequate degree of motivation

if they are influenced by an enthusiastic teacher who knows how to deal with the

students.

12

Kasihani Kasbolah, Teaching-Learning Strategies I: Instructional Materials (Part A).

(Malang: English Department of English Education. FPBS IKIP Malang. 1993), p. 44-48 13

M.F. Baradja.Memperkenalkan Pemerolehan Bahasa Kedua. Jurnal Pendidikan

Humaniora dan Sains. Vol.1.no.1.(Malang: IKIP Malang, 1994).

9

According to Ashworth (1992), there are four characteristics of language

teacher that are; (1) knowledge, (2) skill, (3) personal qualities, and (4)

professionalism14

.

Knowledge, it is the most important qualification for the teacher because

they will be a model for his or her students. Therefore, they must have in depth

knowledge of subject matter and must keep up to date. The teacher’s limited

knowledge of the second language they teach imposes limitation on what they can

do in the classroom. Such limitations should be overcome by diligent study of the

second language.

Skill, English teachers should have knowledge of psychology of learning.

They should also have knowledge of methodology, testing and technological aids.

By having such knowledge, they will improve their teaching skill so that it is

expected that the result of teaching will be better.

Personal qualities, the effective English teachers should have good

personalities such as enthusiasm, kindness, humor, patience, sincerity, and

intellectual curiosity. By having these personalities the teacher will make the

teaching-learning process more attractive and fun. Besides, the teacher also will

always improve their knowledge.

Professionalism, the English teachers must be graduated from English

educational department. Besides, they also should engage in activities that

improve the quality of their teaching such as MGMP (subject teacher conference).

Being active in such activities will help English teachers to improve their quality

of teaching.

In other hand, there are ten teacher’s qualifications that can make the

teaching learning process optimal, they are; (a) he makes his course interesting,

(b) he teaches good pronunciation, (c) he explains clearly, (d) he speaks good

English, (e) he shows the same interest in all his students, (f) he makes all the

students participate, (g) he shows great patience, (h) he insists on the spoken

language, (i) he makes his pupils work, (j) he uses audio-lingual method.

14

Mary Ashworth, Beyond Methodology: Second Language Teaching and the

Community, Cambridge University Press, 1992.

10

Continue to the next page.

C. The Instructional Materials

As a foreign language, English is taught at Junior High School as a

compulsory subject. The English instructional material which is suggested in the

syllabus can be developed by the English teachers themselves. The teachers have

to right in selecting and using the textbook which they consider appropriate for

their students. The materials selection is based on (a) the instructional objectives,

(b) the students’ need, and (c) the local situation where the students are studying.

English as a compulsory subject is aimed at preparing the students to

develop culture, technology, science, and at making them component and good

Indonesian citizens who are ready to participate in the national development. This

subject includes listening, speaking, reading and writing. These skills must be

presented well by using the content standard curriculum as reference includes the

standard competencies and basic competencies as shown in the table 2.1 below;

Table 2.1:

The distributions of Standard Competencies and Basic Competencies.

Standar Kompetensi Kompetensi Dasar

Mendengarkan

1. Memahami makna

dalam percakapan

transaksional dan

interpersonal sangat

sederhana untuk

berinteraksi dengan lingkungan terdekat

1.1 Merespon makna dalam percakapan

transaksional (to get things done) dan

interpersonal (bersosialisasi) yang

menggunakan ragam bahasa lisan sangat

sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak

tutur: menyapa orang yang belum/sudah dikenal, memperkenal-kan diri sendiri/orang

lain, dan memerintah atau melarang

1.2 Merespon makna dalam percakapan


interpersonal (bersosialisasi) yang




tutur: meminta dan memberi informasi,

11



mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan

2. Memahami makna dalam teks lisan

fungsional pendek sangat sederhana

untuk berinteraksi dengan lingkungan

terdekat

2.1 Merespon makna tindak tutur yang terdapat dalam teks lisan fungsional pendek sangat

sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan terdekat

2.2 Merespon makna gagasan yang terdapat

dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan terdekat

Berbicara

3. Mengungkapkan makna dalam

percakapan transaksional dan

interpersonal sangat

sederhana untuk

berinteraksi dengan

lingkungan terdekat

3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat


berterima

3.2 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur:

menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan

memerintah atau melarang

3.3 Mengungkapkan makna dalam percakapan


interpersonal (bersosialisasi) dengan




tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf,

12


dan mengungkapkan kesantunan

4. Mengungkapkan

makna dalam teks

lisan fungsional

pendek sangat

sederhana untuk

berinteraksi dengan

lingkungan terdekat

4.1 Mengungkapkan makna tindak tutur dalam

teks lisan fungsional pendek sangat


berterima untuk berinteraksi dengan

lingkungan terdekat

4.2 Mengungkapkan makna gagasan dalam teks

lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk


Membaca

5. Memahami makna

dalam teks tulis

fungsional pendek

sangat sederhana yang

berkaitan dengan lingkungan terdekat

5.1 Membaca nyaring bermakna kata, frasa, dan

kalimat dengan ucapan, tekanan dan intonasi

yang berterima yang berkaitan dengan

lingkungan terdekat

5.2 Merespon makna yang terdapat dalam teks

tulis fungsional pendek sangat sederhana

secara akurat, lancar dan berterima yang

berkaitan dengan lingkungan terdekat

Menulis

6. Mengungkapkan

makna dalam teks

tulis fungsional

pendek sangat

sederhana untuk

berinteraksi dengan

lingkungan terdekat

6.1 Mengungkapkan makna gagasan dalam teks

tulis fungsional pendek sangat sederhana

dengan menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima untuk


6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk


Adapted from KTSP syllabus of SMP/MTs.

13

The materials will be given by the English teachers to the students based

on the standard and basic competencies above, the objectives of teaching English

will be reached easily and the teaching-learning process will be run effectively.

D. The Teaching English at Junior High School

English became an important language, therefore, English is taught at

Junior High School as a compulsory subject. It as a compulsory subject is aimed

at preparing the students to develop some aspects such as technology, science,

culture, etc. However, to achieve the objective of English instructional material,

more or one aspect of the English syllabus may be more emphasize depending on

the students’ need and the level of proficiency.

As stated in the English syllabus that the objectives of teaching English at

Junior High School based on the latest syllabus (syllabus 2006) is aimed to

develop four language skills (listening, speaking, reading, writing) in order

students to able to communicate in positive literacy which are covering the

performative, functional, informational, and epistemic. In the first step

(performative) people are able to read, write, listen, and speak with the symbols.

In the second step (functional) person are able to use the language to get their life

needs, such as reading magazine, newspapers, etc. In the third step (informational)

people are able to access knowledge by using the language skills itself. In the last

step (epistemic) people are able to use the knowledge by using English in the

target language15.

E. The Objectives of Teaching English at Junior High School

English learning at Junior High School is aimed to the students in order to

get functional level, that is to communicate spoken and written to settle about the

life’s problems. English subject has a function as a mean to communicate for

15

Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan Pendidikan

Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs) Beserta Peraturan

Pelaksanaannya (Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22, 23, dan 24

Tahun 2006), Jakarta, Departemen Pendidikan Nasional. Unpublished.

14

accessing the information and in the daily life regarded to build interpersonal

relation, to exchange information, and also to enjoy the esthetic of English culture.

Furthermore, according to the 1994 Curriculum, the objective of Junior

High School / Islamic Junior High School is to give the skills in order to develop

the knowledge and skills are gotten from basic school to improve students’ life as

a member of society and citizen of a country with improvement level to prepare

following the secondary education16

.

Whereas, based on the latest syllabus (syllabus 2006) English subject at

Junior High School functioned that the students should have a skill of (a)

communicate spoken and written to get a functional literacy level, (b) to enhance

nation competition in global society, and (c) develop the students’ understanding

between language and culture17

.

F. The Teaching Preparations of Teaching English at Junior High School

In teaching English the teachers have to make a preparation in order to get

the real objectives of the teaching-learning process itself, there are three items of

activities that should be prepared before they begin to teach, namely; (1) teaching

preparation, (2) teaching-learning process in the classroom, and (3) evaluation.

The analysis of time allocation, an annual program, semester program, and unit of

lesson plan should be in designing teaching preparation.

The teacher must make the analysis of time allocation in order to know the

numbers of an effective and ineffective week in a semester or a year, the teacher

will be helped with this process in allocating the learning times for each unit

subject. After the analysis of time allocation has been managed, the teacher should

make annual and semester programs as general planning for each unit subject, the

result of the them will used as a basic concept in designing a unit of lesson plan.

16

Drs. Harsono Tjokrosujoso, M.Pd. Kurrikulum 1994 dan Pengembangan Materi Bahasa Inggris SLTP dan SMU, (Malang: Institute Keguruan dan Ilmu Pendidikan Malang, 1996),

p. 28. 17

Anonymous, Standar Isi dan Standar kompetensi Lulusan untuk Satuan Pendidikan

Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs) Beserta Peraturan

Pelaksanaannya (Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22, 23, dan 24

Tahun 2006), Jakarta, Departemen Pendidikan Nasional. Unpublished.

15


Whereas, the unit of lesson plan is a course design of the subject applied

in the classroom by the English teacher. There are some steps which are applied in

designing a unit of lesson plan are that; (1) a subject unit will be applied in

learning process, (2) the standard and basic competency, (3) the indicators, (4) the

analysis of time allocation, (5) the learning objectives, (6) the subject materials,

(7) the method which is used for the teaching-learning activities, (8) the steps of

learning activities, namely; first activities, core activities, and end activities, (9)

the resources and media used in teaching-learning activities, and (10) the

technique of evaluation, and the evaluation instrument used in teaching-learning

activities. All of those items of lesson plan can be seen in the table 2.2 below;

Table 2.2

The format of lesson plan

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan

Mata Pelajaran

Kelas/Semester

Standar Kompetensi

Kompetensi Dasar

Indikator

Alokasi Waktu

: …………………………………………

: …………………………………………

: …………………………………………

: …………………………………………

: …………………………………………

: …………………………………………

: …… x …… menit (…. pertemuan)

A. Tujuan Pembelajaran

………………………………………………………………………………………….

B. Materi Pembelajaran

………………………………………………………………………………………….

C. Metode Pembelajaran

………………………………………………………………………………………….

D. Langkah – langkah Kegiatan Pembelajaran

Pertemuan 1

Kegiatan Awal: (Dilengkapi dengan alokasi waktu)

………………………………………………………………………………………….

Kegiatan Inti: (Dilengkapi dengan alokasi waktu)

…………………………………………………………………………………………

Kegiatan Penutup: (Dilengkapi dengan alokasi waktu)

………………………………………………………………………………………… Dan seterusnya.

E. Sumber Belajar (disebutkan secara konkrit)

…………………………………………………………………………………………

F. Penilaian

Tehnik :

…………………………………………………………………………………………

Bentuk Instrumen :

…………………………………………………………………………………………

Contoh Instrumen (soal/Tugas):

(Ditambah Kunci Jawaban atau Pedoman Penilaian)

…………………………………………………………………………………………

16

Adapted from Masnur Muslich.

………………., ………

Mengetahui,

Kepala Sekolah Guru Mata Pelajaran

…………………… ………………………..

From the table 2.2 previously, the teachers must follow the steps in

designing a unit of lesson plan in order to get a good teaching preparation and can

apply it effectively into teaching-learning activities in the classroom.

G. The Implementation of Teaching English at Junior High School

Teaching-learning process is an interaction between the students and

teachers and among the students in the instructional process. In every teaching-

learning process, there are some aspects that contribute to the effectiveness of the

process are that (1) the objectives, (2) the students and teachers, (3) the

instructional materials, (4) the methods, and (5) the evaluation.

There are some aspects to reach the objectives of the instruction that can

be conducted effectively in teaching-learning process. They are (a) students, (b)

teachers, (c) curriculum, (d) methods, and (e) media. Those aspects cannot be

separated to each other. The teaching English can be applied in three steps or

called three phase techniques namely; (1) pre-activities, (2) whilst-activities, and

(3 post-activities. Those techniques can be applied well if the teachers made the

teaching preparation, teaching preparation is important to conduct before we do

our success oriented work, in this case teaching.

Pre-activities are the activities done by the teachers to prepare the real

teaching in the classroom, for example plan. What should be taught, what media

should be used, what objectives of the teaching are, how to evaluate them and

when. Whilst-activities are the activities which are done in the classroom to

present the materials and to induce the students to learn. And post-activities is the

activities which are done by the teachers to evaluate what has happened to the

teaching program, what has been successfully conducted and what has failed,

what about the test, whether or not it is a good test to make feedback or revision.

17

On the notes of lesson preparation, Ur (1996; 350)18

stated that most

experienced teachers actually prepare lesson twice; they have ready in advance a

general syllabus of what activities and text. They want to get through during a

certain period of the course and then they plan the actual sequence of components

for a specific lesson and prepare supplementary materials a day or two days

before.

H. The Evaluation

Gronlund, 1985 (in Wilmar Tinambunan, 1988:2) suggests that evaluation

is the systematic process of collecting, analyzing and interpreting information to

determine the extent to which pupils are achieving instructional objectives19.

Evaluation must be conducted in the teaching-learning activities to know how

well the students’ understanding about the materials which has given by the

English teachers, as a general evaluation is the process of systematic information

collecting through the numbers, verbal description, analysis, and information

interpretation to give a score to the students’ work result. In additions Muslich add

the concept about evaluation (class evaluation) as follows:

“Proses pengumpulan dan penggunaan informasi oleh guru untuk

pemberian keputusan terhadap hasil belajar siswa berdasarkan tahapan

kemajuan belajarnya sehingga didapatkan potret/profil kemampuan siswa

dengan kompetensi yang ditetapkan dalam kurikulum”20

.

Based on Muslich’s idea above that evaluation is used to get information

about the students’ learning improvement during following the teaching-learning

activities whether they able to increase their learning skills or not, it is also must

be in line with the latest syllabus or curriculum that determined the content

standard of basic and standard competencies.

Furthermore, Evaluation has two main categories and they are; (a)

formative test and summative test. The evaluation process can be applied with

18

Penny Ur. A Course in Language Teaching Practice and Theory. (New York:

Combridge University Press, 1996), p. 350. 19

Wilmar Tinambunan, Evaluation of Students Achievement, (Depdikbud, Ditjend, 1988),

p. 2. 20

Masnur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman

dan Pengembangan, (Jakarta: PT Bumi Aksara, 2007), p. 78.

18

some kinds of ways, namely; (a) portfolio evaluation, (b) product evaluation, (c)

project evaluation, (d) performance evaluation, (e) paper and pen evaluation, and

(f) self assessment evaluation. The above evaluations are applied in the latest

syllabus (syllabus 2006)21.

21

Masnur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman

dan Pengembangan, (Jakarta: PT Bumi Aksara, 2007), p. 78.

19

CHAPTER III

RESEARCH DESIGN

This chapter presents about research design, place and time of the study,

subject of the study, research instrument, data and source data, techniques of

collecting data, and techniques of data analysis.

A. Research Design

This study is categorized as descriptive-evaluative. It is called descriptive

research because this study tries to describe about the English teaching at some

Private Junior High Schools in Ciputat Subdistrict based on Syllabus 2006. And

this study is also called evaluative because it tries to evaluate objectively about the

implementation of English teaching in some Private Junior High Schools.

This study is aimed at describing about (1) the teachers’ qualification at

some private junior high schools in Ciputat subdistrict, (2) the curriculum used at

some private junior high schools in Ciputat subdistrict, (3) the teaching

preparation made by the English teachers, (4) the instructional materials used by

the English teachers at some private junior high schools in Ciputat subdistrict, (5)

the instructional activities conducted by the English teachers at some private

junior high schools in Ciputat subdistrict, and (6) the types evaluation used by the

English teachers in their teaching-learning process at some private junior high

schools in Ciputat subdistrict.

B. Place and Time of the Study

The writer did research at some Private Junior High Schools in Ciputat

Subdistrict. She conducted the research at some schools about three months,

namely from January, 5th up to March, 6th 2009.

C. Subject of the Study

The subject includes the teacher in the seventh grade of some private

Junior High Schools in Ciputat Subdistrict functioned as main subject. There were

20

nine (9) teachers from nine schools as a main subject. The object of this study is

some private Junior High Schools in Ciputat Subdistrict, in this case, the writer

took nine private Junior High Schools as the object.

D. Research Instrument

In this research the writer used three instruments which are used for

gathered the data that she needs for this study, they are; (a) observation, (b)

documentation, and (c) questionnaires.

E. Data and Source Data

The data of this study were six types; they are (1) the data of the teachers’

qualification at some private junior high schools in Ciputat subdistrict, (2) the

curriculum used at some private junior high schools in Ciputat subdistrict, (3) the

teaching preparation made by the English teachers, (4) the instructional materials

used by the English teachers at some private junior high schools in Ciputat

subdistrict, (5) kinds of the instructional activities conducted by the English

teachers at some private junior high schools in Ciputat subdistrict, and (6) the

types evaluation used by the English teachers in their teaching-learning process at

some private junior high schools in Ciputat subdistrict.

The data about the teachers’ qualification at some private junior high

schools in Ciputat subdistrict were derived from teacher’s or school’s document

and questionnaire to answer the first research question, the data about the

curriculum used at some private junior high schools in Ciputat subdistrict gained

from questionnaire and documentation to answer the second research question, the

data about the teaching preparation made by the English teachers obtained by

using questionnaire and teacher’s documentation to answer the third question of

the research question, the data about the instructional materials used by the

English teachers at some private Junior High Schools in Ciputat subdistrict were

derived from the questionnaire and observation, it is to answer the fourth research

question, the kinds of instructional activities conducted by the English teachers at

some private junior high schools in Ciputat subdistrict gained by using

21

observation to answer the fifth research question, and the data about the types

evaluation used by the English teachers in their teaching-learning process at some

private junior high schools in Ciputat subdistrict obtained by using questionnaire

and observation, it is to answer the last research question.

F. Techniques of Collecting Data

There were three techniques were used by the researcher in collecting the

data, namely; observation, documentation, and questionnaire.

1. Observation

This observation technique used by the researcher in collecting the data of

instructional materials, instructional activities, and the evaluations were used in

the teaching-learning process. The observation was conducted 3 times in January

twice times and February once. In this case, the research acted as an observer who

observed the teaching and learning activities at real classroom atmosphere.

2. Documentation

This documentation was used to complete the data about the teacher’s

qualification, curriculum used by the English teacher, and teaching preparations

made by the English teacher.

3. Questionnaires

The questionnaire is used to get the data about the teachers’ qualification,

the curriculum, the teaching preparation, the instructional materials, kinds of the

instructional activities, and the types evaluation used by the English teachers in

their teaching-learning process at some private junior high schools in Ciputat

subdistrict. The questionnaire gave on February, 26th

2009 and returned to the

researcher on February, 27th

2009.

G. Techniques of Data Analysis

This technique consists of data from observation, data from

documentation, and data from questionnaire as follows:

22

1. Data from Observation

The data from observation conducted by the researcher to analyze about

the instructional materials, instructional activities, and the evaluations were used

in the teaching-learning process; it was analyzed to answer the 4th, 5th, and 6th

research questions.

2. Data from Documentation

The data from documentation to analyze about the teacher’s qualification,

curriculum and teaching preparations. It was used to answer the 1st, 2

nd and 3

rd

research questions.

3. Data from Questionnaires

This data only from the teacher, it was used to check whether the

implementation of English teaching based on syllabus 2006 applied in the

physical classroom activities or it was neglected, and it was used to answer the 1st,

2nd

, 3rd

, 4th

, 5th

, and 6th

research questions.

23


CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents and discusses the English teacher’s qualification, the

curriculum used, the teaching preparation, the instructional materials, the

teaching-learning activities, and the evaluations. Those are used to answer all of

the questions of this study.

A. The Teacher’s Qualification

The success of teaching English is based on teacher’s skills and qualities

that run it. They must have good qualities of their educational background, etc. as

discussed in chapter II (see page; 9-10) so teaching-learning activities can run

smoothly and well. In this case the researcher took nine teachers from nine private

Junior High Schools who teach in the seventh grade. The table 4.1 below will

describe about their personal information that will determine about their qualities

as an English teacher.

Table 4.1

English Teacher’s Qualification at some private Junior High Schools

at Ciputat Subdistrict

Description

No Private Junior

High School Educational

Background

Teacher’s

Status

Teaching

Allotment

Teaching

Experience

Join

English in

Service

Training

1. SMP Islam Al-Syukro Ciputat

S2 Bahasa

Inggris

Guru Tidak

Tetap

Kurang

dari 10 jam

Kurang dari 5

tahun

-

2. MP UIN

Jakarta

S1 Bahasa

Inggris

Guru Tidak

Tetap

21 – 30

jam

Kurang dari 5

tahun

Penataran

S1 (Standar

Isi)

3. SMP Nusantar

Plus

S1 Bahasa

Inggris

Guru

Yayasan

10 – 20

jam

Kurang dari 5

tahun

Pemutaran

pembuatan

butir soal

4. SMP

Darussalam

S1 PAI Guru Tidak

Tetap

Lebih dari

30 jam

11 – 15 tahun • MGMP

• Seminar

“English

Language

Teaching

24

in

Madrasah.

• Seminar

New

Paradigm

in

Teaching-

learning

English.

5. SMP Islam

Ruhama

S2 Tekno

Pembelajaran

Guru Tidak

Tetap

Kurang

dari 10 jam

Kurang dari 5

tahun • Pelatihan

Instruktur

Bahasa

Inggris

• Pelatihan

Lab.

Bahasa

• Penataran

KTSP

• Workshop

Bedah SKL

6. SMP Yayasan

Pendidikan

Dua Mei

S1 Bahasa

Inggris

Guru

Negeri

yang

diperbantu

kan

21 – 30

jam

Lebih dari 15

tahun • Kurikulu

m KTSP

• KTSP dan

Sertifikasi

7. SMP YMJ S1 Bahasa

Inggris

Guru

Yayasan

Lebih dari

30 jam

6 – 10 tahun Penataran

Sertifikasi

Provinsi

Banten

8. SMP Moh.

Husni Thamrin

S1 Bahasa

Inggris

Guru Tidak

Tetap

10 – 20

jam

Kurang dari 5

tahun

-

9. SMP PGRI 1

Ciputat

S1 Bahasa

Inggris

Guru

Negeri

yang

diperbantu

kan

10 – 20

jam

Lebih dari 15

tahun

Seminar

dan

Workshop

Taken from teacher’s questionnaire.

Based on the table 4.1 above, it can be concluded that some of the English

teachers who teach at some private Junior High Schools can be categorized as

qualified English teacher, because they were graduated from the English

department. Unfortunately, one of the nine English teachers (Ms. Yuliani) was

mismatch. There are some factors which are difference of their qualities such as;

joining English in service training to improve their quality of English teaching

experience that made them more about teaching-learning process.

25

B. The Curriculum Used at Private Junior High School

The curriculum used at school should be in line with the content standard

covered in syllabus 2006 which is taken from curriculum 2004 then it was

developed into syllabus 2006 that covered the basic and standard competency.

Besides, curriculum covered some aspects as discussed in chapter II (see page; 6-

8). The curriculum used at some private Junior High Schools can be shown in the

table 4.2 below;

Table 4.2

Curriculum Used at Some Private Junior High Schools at Ciputat Subdistrict

Curriculum Used No. Private

Junior High Schools 1994 2004 2006

1. SMP Islam Al-Syukro

Ciputat - - √

2. MP UIN - - √

3. SMP Nusantara Plus - - √

4. SMP Darussalam - - √

5. SMP Islam Ruhama - - √

6. SMP Yayasan Pendidikan

Dua Mei - - √

7. SMP YMJ - - √

8. SMP Moh. Husni Thamrin - - √

9. SMP PGRI 1 Ciputat - - √

Adapted from Teacher’s questionnaire.

From the table 4.2 above show that nine private Junior High Schools have

used curriculum or syllabus 2006 so the school could follow the content standard

of syllabus 2006 that can be developed and appropriate with the students’ need,

but unfortunately, some of the English teachers did not apply it completely so the

objectives of teaching English cannot run effectively. It can be seen when the

observation conducted by the researcher in the physical classroom atmosphere.

26


C. The English Teaching Preparation

In presenting the materials, the teacher should make the teaching

preparation in order to reach the learning objectives. A good teaching preparation

must consist of some aspects, namely; (a) an analysis of an effective and

ineffective week; (b) annual program, (c) semester program, and (d) lesson plan

which is divided into three points, namely pre-activities, whilst-activities, and

post-activities as described by the researcher in chapter II (see page; 15-16). The

teaching preparations used by the English teachers in some private Junior High

Schools are shown in the table 4.3 below;

Table 4.3

The teaching preparation used by the English teachers

at some private Junior High Schools at Ciputat Subdistrict

Description

No. Private

Junior High School The teaching

preparation

The

difficulties in

making

teaching

preparation

The

difficulties in

applying

teaching

preparation


Ciputat

AMP, Sillabus,

Minggu efektif

dan tidak efektif,

RPP

• Menentukan

indikator

yang ingin

dicapai.

• Memilih

tema dan

pokok

bahasan.

• Menentukan

kosa kata

yang

berhubungan

dengan

pokok

bahasan.

Menentukan

metode yang

sesuai dengan

perbedaan

kemampuan

siswa.

2. MP UIN AMP, Prota,

Prosem, Sillabus,

Minggu efektif

dan tidak efektif,

RPP.

• Menentukan

indikator

yang ingin

dicapai.

• Menentukan

kosa kata

yang

berhubungan

dengan pokok

• Menentukan

metode yang

sesuai

dengan perbedaan

kemampuan

siswa.

• Menentukan

metode yang sesuai

27


bahasan. dengan

pokok

bahasan yang

akan dijelaskan.

3. SMP Nusantara Plus AMP, Prosem,

Sillabus, Minggu

efektif dan tidak

efektif.

Menentukan

indikator yang

ingin dicapai.

• Menentukan

metode yang

sesuai

dengan

perbedaan

kemampuan

siswa.

• Menentukan

metode yang

sesuai

dengan

pokok

bahasan yang

akan

dijelaskan.

• Menentukan

metode yang

sesuai dengan

tujuan

pembelajaran

4. SMP Darussalam AMP, Prosem,

Sillabus, Minggu

efektif dan tidak

efektif, RPP.

- • Menentukan

metode yang

sesuai

dengan

perbedaan

kemampuan

siswa.

5. SMP Islam Ruhama Prota, Prosem,

Sillabus, Minggu

efektif dan tidak

efektif, RPP.

• Menentukan

indikator

yang ingin

dicapai.

• Memilih

tema dan

pokok

bahasan.

• Menentukan

kosa kata

yang

berhubungan

dengan

pokok bahasan.

• Menentukan

metode yang

sesuai

dengan

perbedaan

kemampuan

siswa.

28

6. SMP Yayasan

Pendidikan Dua Mei

Prota, Prosem,

Sillabus, Minggu

efektif dan tidak

efektif, RPP.

- • Menentukan

metode yang

sesuai

dengan

perbedaan

kemampuan

siswa.

7. SMP YMJ Prota, Prosem,

Sillabus, Minggu

efektif dan tidak

efektif, RPP.

• Menentukan

indikator

yang ingin

dicapai.

• Menentukan

metode yang

sesuai

dengan

pokok

bahasan yang

akan

dijelaskan.

8. SMP Moh. Husni

Thamrin

AMP, Sillabus,

RPP. • Menentukan

indikator

yang ingin

dicapai.

• Menentukan

metode yang

sesuai

dengan

perbedaan

kemampuan

siswa.

9. SMP PGRI 1 Ciputat Prota, Prosem,

Minggu efektif dan tidak efektif,

RPP.

Memberikan

pemahaman terhadap siswa

dengan

kondisi

kemampuan

siswa dengan

IQ yang

kurang pintar

• Menentukan

metode yang

sesuai

dengan

perbedaan

kemampuan

siswa.

Adapted from teacher’s questionnaire.

The data from the table 4.3 above shown that the English teachers made

the teaching preparation, but unfortunately, the data show above only written

down in their questionnaire and they did not make them in the real situation it is

can be gotten from the observation conducted by the researcher and the

documentation asked by her to the teachers about their teaching preparation to be

copied but they did not give them to her. It can be concluded that they have

neglected the teaching preparation so the objectives of learning English cannot be

reach well.

29


D. The Instructional Materials

The instructional materials taught in the classroom should be in line with

the syllabus 2006 recommended that consist of content standard curriculum as

reference include the standard and basic competencies as presented in chapter II

(see page; 10-13). The instructional materials used by the English teachers

described in the table 4.4 below;

Table 4.4 The instructional materials used at some private Junior High Schools

at Ciputat Subdistrict

Description

No. Private Junior

High School Names of Textbook

used

The difficulties

in developing

materials

The difficulties

in preparing

media

1. SMP PGRI 1

Ciputat • “The Bridge

English

Competence”

Yudisthira, 2007.

Kistono dkk.

• “GALILEO” CV.

Media Antar

Nusa.2008. Sarono

SLJ, M.Pd.

Kesulitan

menyeimbangkan

antara waktu

yang disediakan

GBPP dengan

materi yang

diberikan.

Media yang akan

digunakan kurang

lengkap.

2. SMP Moh. Husni

Thamrin • “English Sentence

Structure” The

University of

Michigan press.

1990. Robert

Krohn.

• “WAJAR” Graha

Pustaka.2008.

Karyatiningsih,S.P

d. dan Lastari, SS.

• Kesulitan dalam

mengembangka

n materi yang

sesuai dengan

GBPP.

• Kesulitan

menyusun

materi yang

mengarah pada

pengembangan

aspek

pengetahuan,

keterampilan

dan sikap.

• Kesulitan

menyeimbangka

n antara waktu

yang disediakan

GBPP dengan

materi yang

diberikan.

Media yang akan

digunakan tidak

ada.

3. SMP YMJ • “English I for the

first Junior

• Kesulitan

menyusun

Biaya pengadaan

media tidak ada.

30


Secondary

School”. Dinas

Pendidikan dan

Kebudayaan. 2005. Djunaedi.

• “SHOLA”.

Harapan Makmur.

2008.

Supartinah,S.Pd.

dan Dra. Riana

Suparma.

materi yang

mengarah pada

pengembangan

aspek pengetahuan,

keterampilan

dan sikap.

4. SMP Yayasan

Pendidikan Dua

Mei

• “Contextual

English”. Grafindo Media Pratama.

2007. Titie

Surtiyah K dkk.

• “Bahasa Inggris

untuk kelas

IX,VIII,&VII.

Penta Karya

Mandiri.2008.

Triana

Wulandari,S.Pd.

Kesulitan

menyeimbangkan

antara waktu

yang disediakan

GBPP dengan

materi yang

diberikan.

-

5. SMP Islam

Ruhama • “English for

Junior High

School”. Piranti.

2008. Galih Barat

W.

• “Pendalaman

Materi UN”

Akasia. 2008. Dra.

Eni Prihati dkk.

Kesulitan menyeimbangkan

antara waktu

yang disediakan

GBPP dengan

materi yang

diberikan.

Media yang digunakan tidak

ada.

6. SMP Darussalam • “The Bridge

English

Competence”

Yudisthira, 2007.

Kistono dkk.

• “WAJAR” Graha

Pustaka.2008.

Karyatiningsih,S.P

d. dan Lastari, SS.

- Biaya Pengadaan media tidak ada

7. SMP Nusantara

Plus • “The Bridge

English

Competence”

Yudisthira, 2007.

Kistono dkk.

• Kesulitan

dalam

mengembangk

an materi yang

sesuai dengan

GBPP.

• Kesulitan

mencari bahan

pelajaran

Media yang akan digunakan tidak

ada.

Media ada tetapi

malas

menggunakannya.

Biaya pengadaan

media tidak ada.

31

32

Bahasa Inggris

• Kesulitan

menyusun

materi yang

mengarah pada

pengembangan

aspek

pengetahuan,

keterampilan

dan sikap.

8. MP UIN Jakarta “JOYFUL” Aneka

Ilmu. 2008. Sri

Purnama Dewi

• Kesulitan

dalam

mengembangkan materi yang

sesuai dengan

GBPP.

• Kesulitan

menyusun

materi yang

mengarah pada

pengembangan

aspek

pengetahuan,

keterampilan

dan sikap.

Media yang akan

digunakan tetapi

malas

menggunakannya

9. SMP Islam Al-

Syukro

“Functional

English” Widya

Utama.2008. Tony

Rogers.

Kesulitan

menyeimbangkan

antara waktu

yang disediakan

GBPP dengan

materi yang

diberikan.

• Media yang

akan digunakan

tidak ada.

• Biaya

pengadaan

media tidak

ada. Adapted from teacher’s questionnaire.

From the data of the table 4.4 above described that every teacher used

many kinds of textbook in teaching-learning activities, but most of the students

used the students’ worksheet and just a few of them used the textbook.

E. The Teaching-learning Activities

In the teaching-learning activities, there are three activities that conducted

in the teaching-learning process, namely; (a) pre-activities, (b) whilst-activities,

and (c) post-activities as stated in chapter II (see page; 17). The activities can be

seen and conducted well if the teachers made the teaching preparation, so all of


the activities and objectives of learning process can be run better. The data of

teaching-learning activities will be described on the table 4.5 below;

Table 4.5

The teaching-learning activities conducted in the classroom

Description

No. Private

Junior High School The difficulties in applying teaching-

learning activities

The difficulties in teaching language

skills


Ciputat

• Lingkungan sekolah

yang kurang menunjang

• Tidak tersedianya

Laboratorium

• Tidak tersedianya media

penunjang (AVA)

Listening dan Writing

2. MP UIN • Minat dan kemampuan

siswa yang tidak sama

• Menyeimbangka antara

waktu yang disediakan

GBPP dengan materi

pelajaran


laboratorium


3. SMP Nusantara Plus • Minat dan kemampuan




GBPP dengan materi

pelajaran

Listening dan Speaking

4. SMP Darussalam • Minat dan kemampuan




Speaking

5. SMP Islam Ruhama • Minat dan kemampuan




GBPP dengan materi

pelajaran


laboratorium


penunjang (AVA)



Dua Mei

• Minat dan kemampuan



Speaking dan Writing

33

34



GBPP dengan materi

pelajaran

7. SMP YMJ • Minat dan kemampuan


Writing

8. SMP Moh. Husni

Thamrin

• Minat dan kemampuan




GBPP dengan materi

pelajaran


laboratorium


penunjang (AVA)



Listening, Speaking,

Reading dan Writing

9. SMP PGRI 1 Ciputat • Minat dan kemampuan


Listening

Adapted from teacher’s questionnaire.

The data shown in the table 4.5 above described that teaching learning

activities in the classroom cannot run well, from the observation conducted by the

researcher about the activities conducted in the classroom, the teachers only gives

the post-activities and three phase techniques of teaching-learning activities did

not apply so that the objectives of learning cannot be reached maximum. It is also

can be concluded that they were neglected the objectives of learning, in teaching-

learning process, the teachers used two languages such as Indonesia and English

as language used in the classroom activities.

F. The Evaluation

The evaluation divided into two categorizes are that (a) formative and (b)

summative, the formative test or called as block examination applied by the

teachers when they have explained one or two chapters of the materials. Besides,

summative test divided into two tests, such as; (1) semester examination, and (2)

middle test examination. The evaluation gives by the teachers can be various as

stated in the chapter II (see page; 18). To give clear information about the

evaluation given by the teachers, the table 4.6 below will be described about the

evaluation given by the teachers in the classroom activities.


Table 4.6

The evaluation given in the teaching-learning activities

Description

No. Private

Junior High School Giving the

evaluation in every

end of unit

The difficulties

in giving end

test of unit

The

difficulties in

applying the

semester

examination


Ciputat

Slelalu (100%) • Sulit membuat

kisi-kisi soal

• Sulit menentukan

kriteria soal

yang mudah,

sedang dan sulit

Sulit membuat

alat evaluasi

yang jelas dan

mudah

difahami oleh

siswa

2. MP UIN Selalu (100%) • Sulit menentukan

kriteria soal

yang mudah,

sedang dan sulit

• Sulit mengoreksi

jawaban siswa karena

bahasanya sulit

difahami

• Sulit dalam

menyusun tes

yang bisa

mewakili

seluruh materi

yang telah

diajarkan

• Sulit membuat

kisi-kisi soal

3. SMP Nusantara Plus Selalu (100%)

Kadang-kadang

(50%)


kriteria soal

yang mudah,

sedang dan sulit


jawaban siswa karena

bahasanya sulit

difahami


rincian skor

• Sulit menyusun

alat evaluasi

yang sesuai

dengan tujuan

pembelajaran

yang ingin

dicapai

• Sulit dalam

menyusun tes

yang bisa

mewakili

seluruh materi

yang telah

diajarkan

• Sulit membuat

kisi-kisi soal

• Sulit membuat

alat evaluasi

yang jelas dan

mudah

difahami oleh

siswa

4. SMP Darussalam Selalu (100%) Sulit membuat

kisi-kisi soal

-

5. SMP Islam Ruhama Kadang-kadang

(50%) • Sulit menentukan

kriteria soal

yang mudah,

sedang dan sulit


rincian skor

• Sulit dalam

menyusun tes

yang bisa

mewakili

seluruh materi

yang telah

35

diajarkan


Dua Mei

Sering (75%) - -

7. SMP YMJ Selalu (100%) Sulit menyusun

alat evaluasi yang

sesuai dengan

tujuan

pembelajaran

yang ingin

dicapai

• Sulit dalam

menyusun tes

yang bisa

mewakili

seluruh materi

yang telah

diajarkan

8. SMP Moh. Husni

Thamrin

Selalu (100%) • Sulit menyusun

alat evaluasi

yang sesuai

dengan tujuan

pembelajaran

yang ingin

dicapai


jawaban siswa

karena

bahasanya sulit

difahami

Sulit membuat

alat evaluasi

yang jelas dan

mudah

difahami oleh

siswa

9. SMP PGRI 1 Ciputat Sering (50%) • Sulit menentukan

kriteria soal

yang mudah,

sedang dan sulit

• Sulit dalam

menyusun tes

yang bisa

mewakili

seluruh materi

yang telah

diajarkan Adapted from teacher’s questionnaire.

From the data of the table 4.6 shown above, the evaluation given by the

teachers to the students cannot run well, it can be seen from the teachers’

difficulties in giving and applying the test to the students, so the evaluation cannot

be applied well. Most of them just giving question and answer techniques in their

evaluation (it can be seen from the observation), besides, they are not still

understand yet about the evaluation that must be given in their teaching-learning

activities.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter the writer conclude the result of the study based on the

research which was conducted at some private Junior High Schools at Ciputat

Subdistrict. It is consist of conclusion and suggestion.

A. Conclusion

Based on the research conducted by the writer, she concludes some points

of the research result as bellows;

1. About the Teacher Qualification

Based on the data gained in the chapter IV mentioned that the English

teachers at some private Junior High Schools were qualified as English teachers,

because there were graduated from the English department, unfortunately one of

nine of English teachers (Ms. Yuliani) was mismatch.

2. About the Curriculum Used at Some Private Junior High Schools at

Ciputat Subdistrict

The curriculum used at nine private Junior High Schools is curriculum or

syllabus 2006, but it cannot be applied well because some of the English teachers

did not use it completely so the objectives of teaching English cannot run

effectively. They only know the latest syllabus theoretically and practically they

cannot apply it.

3. About the English Teaching Preparation

The English teacher at nine private Junior High Schools who teach at

seventh grade have been understood the teaching preparation that should be made

by them. Unfortunately, they did not make them so it can be disturbed the

teaching-learning objectives that will be reached and it was made ineffective

situation when the teaching-learning process was running.

37

4. About the Instructional Materials

Most of the students only use students’ worksheet book than textbook.

Besides, the teachers have a good textbook for their teaching reference, so the

materials that will be given by the teachers are still far from the content standard;

most of the English teachers only present the materials that come from the

students’ worksheet book.

5. About the Teaching-learning Activities

Post-activities are more used in the teaching-learning activities; it is

caused by the teaching preparation that was neglected by the English teachers. It

can give a bad effect for the students’ learning process in the classroom, the

students will be felt bored and they did not have motivations and interest in

learning English.

6. About the Evaluation Used at Some Private Junior High Schools at Ciputat

Subdistrict

The evaluation given by the teachers to the students cannot run well, it can

be seen in the table 4.6 in the chapter IV (see page; 35) from the teachers’

difficulties in giving and applying the test to the students, so the evaluation cannot

be applied well. Most of them just giving question and answer techniques in their

evaluation. Besides, they are not still understood yet about the evaluation that

must be given in their teaching-learning activities.

B. Suggestion

1. About the Teacher Qualification

The English teachers should apply their knowledge that were gotten from

joining in English service training in order to get and reach the objectives of

learning English.

38

2. About the Curriculum Used at Some Private Junior High Schools at Ciputat

Subdistrict

The teachers and school must give more attention to the curriculum used

by their schools, so it can be developed totally and appropriate with the students’

need and help the government in applying their national educational program.

3. About the English Teaching Preparation

The English teachers should make the teaching preparation, it is can give

good result for their teaching-learning process and it can improve their teaching-

learning activities so the objectives of teaching English can be reach totally and

effectively.

4. About the Instructional Materials

The teachers should not focus on the material itself, they also have to give

more attention to their students, so they can be felt comfortable and interest in

learning English. Besides, they can improve their motivations in the classroom in

studying English.

5. About the Teaching-learning Activities

The teachers should apply all the activities that written down in their

teaching preparation in order to make the teaching-learning process effectively

and can run regularly without any difficulties faced by the English teachers and

students.

6. About the Evaluation Used at Some Private Junior High Schools at Ciputat

Subdistrict

The evaluation given by the English teachers should be clear and

complete; it is aimed to know the result of students’ learning improvement. The

teachers also have to use various techniques in giving the evaluation to theior

students.

39

BIBLIOGRHAPY

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40

Richards, Jack C. and Theodores S. Rodgers. 1986. Approaches and Methods in

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41

LEMBAR OBSERVASI

Nama Sekolah : …………………………………

Tanggal Observasi : …………………………………

Waktu Observasi : …………………………………

Nama Guru : …………………………………

Kelas : …………………………………

Jumlah Siswa : …………………………………

Tema Bahasan : …………………………………

1. Pada awal pelajaran, kegiatan apa yang dilakukan oleh guru?

a. memberi salam

b. mengabsen siswa

c. memberi motivasi siswa

d. mereview pelajaran yang lalu

e. mengemukakan tema/pokok bahasan yang akan dibahas

f. langsung menyampaikan materi baru

g. kegiatan

lain,…………………………………………………………………… ………………………………………………………………………………

…

2. Buku yang digunakan oleh guru dan siswa adalah? Judul :

………………………………………………………………… Pengarang :

…………………………………………………………………

Penerbit :

…………………………………………………………………

3. Apakah semua siswa memiliki buku tersebut?

a. Semua siswa memiliki

b. Sebagian besar memiliki

c. Separuh siswa memiliki

d. Sebagian kecil siswa memiliki

………………………………………………………………………………

…

………………………………………………………………………………

…

4. Apakah dalam mengajar guru menggunakan pengantar bahasa inggris? 42

a. Selalu

b. Jarang

c. Sering

d. Kadang-kadang e. Tidak sama sekali

5. Kemampuan guru dalam berbahasa Inggris?

a. Amat baik b. Baik

c. Cukup d. Jelek

e. Amat jelek

6. Metode yang dipakai guru selama mengajar?

………………………………………………………………………………………

…

………………………………………………………………………………………

…

7. Keterampilan berbahasa yang diberikan selama mengajar?

a. Membaca (Reading)

b. Menyimak (Listening)

c. Menulis (Writing)

d. Berbicara (Speaking) e. Language Gambits

• Introducing your self

e.g. Hello, I’m Mira

• Introducing others

e.g. Etty, this is Erlin

• Asking permission

e.g. Can I use your pen?

• Giving permission

e.g. Yes, of course

• Expressing regret and its response

e.g. I’m sorry it’s my fault It’s all right

• Giving instructions e.g. Ready….go!

f. Grammar

• Present Continuous Tense

e.g. They are doing many activities now S be V1+ing O/C

• Simple Present Tense e.g She cleans her hands before eating

S V1+-s O/C

• Coordinate Conjunctions: or, and, but

e.g. The house is old but comfortable

e.g. He wants to be a doctor or an engineer

e.g. Steve and Bruce are famous person

8. Kegiatan penilaian yang dilakukan oleh guru adalah (sebutkan jenis dan

pelaksanaannya) a. ………………………………………………………………………………

… b. ………………………………………………………………………………

… c. ………………………………………………………………………………

…

d. ………………………………………………………………………………

…

9. Dalam proses belajar mengajar, kegiatan yang dilakukan oleh guru dan siswa

adalah?

a. ………………………………………………………………………………

…

b. ………………………………………………………………………………

…

c. ………………………………………………………………………………

…

d. …………………………………………………………………………………

10. Apakah guru menggunakan media pembelajaran ketika mengajar?

a. Selalu b. Jarang

c. Sering d. Kadang-kadang

e. Tidak sama sekali

11. Kemampuan guru dalam menggunakan media tersebut?

a. Amat baik

b. Baik

c. Cukup

d. Jelek

e. Amat jelek

12. Persepsi siswa terhadap kegiatan pembelajaran bahasa Inggris?

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………

…………

13. Persepsi siswa terhadap penggunaan media dalam pembelajaran bahasa

Inggris?

………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………

…………

14. Bagaimanakah penguasaan guru terhadap materi ajar bahasa Inggris? a. Amat baik

b. Baik

c. Cukup

d. Jelek

e. Amat jelek

15. Bagaimanakah penguasaan kelas yang dimiliki oleh guru?

a. Amat baik

b. Baik

c. Cukup

d. Jelek

e. Amat jelek

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