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First of all, I would like to say thank to the Almighty God, because I have
finished my thesis. Thanks God for your love, help and guidance ini my lofe without
you, I'm nothing.
Finally I want to express my thanks for the peoplewho I can not write one by
one. Thanks or your help.
ABSTRACT
ACKNOWLEDGEMENT SHEET.........................................................................i
LETTER OF OPPROVAL......................................................................................ii
ABSTRACK..............................................................................................................iii
FOREWARD............................................................................................................iv
TABLE OF CONTENT...........................................................................................v
CHAPTHER I INTRODUCTION
A. Background........................................................................1
B. Problems Limitaton............................................................7
C. Objective............................................................................8
D. Significance .....................................................................8
A. Curriculum.........................................................................9
B. Components of Curriculum................................................10
C. Competence........................................................................11
F. Priciple of CBC..................................................................15
H. Implementation .................................................................17
CHAPTER III METHODOLOGY
A. Subject of Study.................................................................18
C. Method of Analysis............................................................19
A. Conclusion ........................................................................30
B. Suggestion .........................................................................31
CHAPTER 1
INTRODUCTION
1. Background
Curriculum as a special fixed course of study (s) in school or collage as one
leading to a degree. It is very important in the teaching and learning pf
someone to be success. Harold Albery (1946) give definition curriculum as
follow, " Curriculum is al activities that are provided for students". While
William B. Ragan (1955 : 3) says " The term curriculum...includes all the
expreriences of children for which the school accept responsibility". Tumesia
Tuhulima (1987) says,"Currilculum is a planned and organized series of
learning experiences and activities to be made available to the students to
achieve defined aducation objectives. From the definition above , it is cleary
that in developing a curriculum, the first thing tahta has to be known is
“objectives”. What are the objectives achieved by curriculum or a certain
institution of education ? to achieve the objectives, it is necessary to be
designed the learning experiences and activities done by the students. So the
students can reach the decided objectives.
In Indonesia, the development of curriculum started at1954, the
curriculum iswell known as”Kurikulum Gaya Lama”. Then, in 1962 the
curriculum 1954 had changed into “Kurikulum Gaya Baru”. After that, in
1975, the curriculum 1962 changed into curriculum 1975. Nine years later,
curriculum 1975 has been revised into curriculum 1984. According to the
society’s demand, the curriculum 1984 was altered into curriculum 1994. In
this curriculum,the government did a research about is implementation in the
teaching andlearning process.
In Depdikbed 1999, there are several problems about the
implementation of curriculum 1994. Theproblems involve the components of
GBPP, language skill ini teaching and learning, and the conversion of learning
material.
First, the problems of components of GBPP. The component of GBPP
involve : a) comprehension, b)function, c) general instruction, d) specific
instruction, e)scope, f) teaching program, g) language function, h) theme. If
we see from this component, there are not problems. But, in the
implementation, arisesseveral problems. Firstly, the objective of teaching
namely general instruction and specific instruction are only as a symbol not a
reference in he teachingandlearning.secondly, there isnot a reference out of
learning that can be put in the teaching andlearning in the classroom.
Second, the problems in the language skill in teaching and learning
language skill are objective that want to be achieved inGBPP 1994. The skill
involve : listening, speaking, reading, and writing. Each skillhhas to be given
appropriate proportion in its implementation iin teaching and learning process.
In fact, listening skill gets a lack of attention than another skills.
Third, the covert ion of teaching material. In reality, the material of
teaching can be developed / analyzed by the teacher. In fact, many materials of
learning are not suitable with the situational or learning environment where
the students learn. For example, the theme of learning is “Transportation”, and
the subtheme is about “Train”. In fact, in South Kalimantan, there is not
transportation such train. How can students can imagine and express their idea
about “train” ? it means that the item of learning is very specific and evev
strict the teacher to expresshis own way. Moreover, the width and to depth of
learning item is difficult to be decided,and the concept of learning item is not
clear.
In addition, the government policy to apply the autonomy in education
where even region can develop its culture and education based on the
characteristic of its region makes the curriculum changes. The government
hopes every region can complete in exploring English widely based on the
characteristic of each region. Through this point of view government alters the
curriculum 1994to be enriched.
According to the government policy in PP No 2000 namely about the
implementation of autonomy in the field of education andculture in which
every province has outonomy to develop its culture and education based on the
characteristic of its region. One example of the application of autonomy ini
education is the implementation of Competence Based Curriculum. In this
curriculum, the central government has decided competence in which it will be
developed by each region based on the condition and characteristic of region
by arranging syllabus and evaluation.
Teaching and learning English in this curriculum ismore detail than
before, because it is stressed on llife skill, knowledge, and life experience, in
which they combined into classroom activities. This, the students are not only
listening to the teacher explanation any more but also doing many activities in
gainng those skills. Competence Based Curriculum stresses on the
competence.
The competence involves knowledge, skill, creativity, ability,
autonomy, healthy, morality, and citizenship (KBK, 2004 : 1 ). Those
competences are well known as cognitive, effective and psychomentric.
Curriculum Based
No. 1994 Curriculum
Competence
Based on competence, so
Based on conent, so that the students is
that the student are in the
3. considered as a white paper who need to be
devekopment process
written with a large amount of knowledge.
continually from all aspects
of personal, as the
development to the learning
opportunity in the society.
Teacher is consideredas
Teacher is conceded as curriculum who decide facilitator who have a duty
everything in classroom. to condition environment to
6.
give smoothness in learning.
Thus the material sources obtained not only limited on special material
or text book, but also from other sources, such as newspaper,magazine, and
even the students experience that they have. Thus, it will create a relationship
between students-students, students-teacher, and student-environment lively.
Learning activity ismore interesting and alive. It is hoped that their
achievement is good too.
On other hand, the teachers still face many problems to implement into
classroom activities, because limited comprehension toward curriculum or the
difficulty of the curriculum it self. The former and the latter even felt by the
handmaster, instructor, supervisor, and book writer.
Through tis research, the writer will explore and to find out about the
problems that are face by the teachers in the implementing of The Competence
Based Curriculum in teaching English in SMA Negeri 2 Banjarmasin. The
writer choose this school because this school is chosen by Dinas Pendidikan
Kota Banjarmain as the first a trial school for the implementation of
Competence Based Curriculum in Banjarmasin.
2. Problem Limitationth
In this research, writer form states the problems statement as below :
1. How far is the implementation of the Competence Based Curriculum
applied in SMA Negeri 2 Banjarmasin ?
2. What are the problems faced by English teachers in SMA Negeri 2
Banjarmasin in implementing the Competence Based Curriculum ?
3. Objective
4. Significance
1. Giving information about the implementation of Competence Based
Curriculum in the school, where the researcher does the research and
2. Giving an input for teachers to know in what segment that they have to
improve.
CHAPTER II
THEORETICAL FOUNDATION
A. Curriculum
Curriculum is as a special fixed course of study (s) in school or college
as one leading to a degree. It is very important in the teaching andlearning of
someone to be success. Harold Albery (1941) gives definition of curriculum as
follow “curriculum is all activities that are provided for students. It means the
teacher has to prepare or arrange the amterial and activities that will be taught
to the students and its objectives for students in order the students get the
experience from the lesson the have obtainded. While William B. Ragan (1955
: 3) says “ The accepts responsibility”. The teacher should give the
knowledgeand skills in every subject of learning that has to be learnt by the
students. Then, those skills and knowledge are applied in the form of
performance. Moreover, Tumisela Tuhuma (1987) sys,”curriculum is a
planned and organized series of learning experiences and activities to be nade
available to the students to achieve the educational objectives. It is clearly that
in developing a curriculum, the first thing that has to be know is “objectives”.
To achieve the objectives, it is necessary to be designed the learning
experiences and activities done by the students. So, the students can reach the
objective of teaching and learning.
B. Components of Curriculum
The first step the develop curriculum is by deciding what objectives
that will be achieved. The objectives should base on the students ‘need and
societies’ need. The first thing hat has to be formulated is the National
education objectives. The reference of National education objectives should
refer to the aim of our country generally. The second step is by deciding the
school objectives, thus, the student have to learn several subject of studies.
Every subject of studies must have its objectives.
There are 6 kindsof references that have to be paid in formulating the
educational objectives (Ralph. W. Tyler, 1985 : 5) namely :
1. Learning the students need and condition as the educational objectives
sources. It is a process to change the students behavior. Therefore, in
deciding the aim of education, we have to pay mush attention to the
students need.
2. The educational objectives have to base on the societies life that is stiil
going on out of the school environment. It mans preparing the students in
order to make them independent in the societies. Therefore, the
educational objectives have to be appropriate with societies need.
3. The educational objectives have to base on the educational experts
advices.
4. The educational objectives should refer the ideology of the country and
societies.
5. The educational objectives have to base on the psychology of learning
6. The educational objectives must have to choose the experience of teaching
and learning.
C. COMPETENCE
Competence is a combination of knowledge, skills, value and attitude
which are reflected in the way of thinking and acting. (Mulyasa , 2005 : 37).
Me Ashan (1981 : 45 ) states that competence “…is a knowledge, skill, and
abilities or extent. He or she can satisfactorily perform particular cognitive,
affective, and psychometric behavior. “thus, in this case, competence means as
knowledge, skills and ability mastered by someone that become one part of his
or herself, so that she or he can does cognitive, affective and psychometrics
behaviors well. Moreover, finch and Crunkilton (1979 : 222) interprets
competence as, an assignment, skill behavior, and appreciation mastery
needed for success. It shows that competence involves assignment, skill,
attitude, and appreciation that possessed by learning. The competence involves
knowledge, skill, creativity, ability, autonomy, healthy, morality, and
sitizenship (KBK, 2004 : 1). Those competence are well known as cognitive,
affective and psychometric.
Gordon (1988: 109) explained several aspecrs contained in competence
concept as follows:
1. Knowledge; has the meaning as cognitive aspect, such a teacher know how
to identify the learning need an how to do the learning to his students
based on their needs.
2. Understanding; namely the deepness of cognitive and affective of students
in individual. For example a teacher who will do the teaching and learning
must have a good understanding about the characteristic and the condition
of the students, in order to get the effective and efficient teaching and
learning.
3. Skill; namely something that the students must be obtained by Individual,
to do the task offered to them. For example. The teacher’s ability in
choosing, and making a simple media to give a smoothness in students
learning.
4. Value; namely a standard behavior which has been agreed and
psychologicslly has collaboratred in the students themselves. For
example : teacher’s behavior standard teaching and learning (honesty open
minded, democrstic, etc).
5. Attitude ; namely to the feeling (happy or un happy, like or dislike ) or
reaction toward an impulse which come from outer side for example. The
reaction toward the economy arises, feeling toward the raisng of salary,
etc.
6. Interest ; namely the tendency of someone to do something. For example
the interest to learn or do something.
F. Principle of CBC
According to the condition of the societies and the development, thus,
the government needs to consider several principles in CBC. The principles
are 1) moral, ii)national integrity, iii) ethics, logic, estethies, and kinesties, iv)
having the same opportunity, v) life skill, vii) students centered by
comprehensive and continue evaluation, viii) total approach (Depdikbud, 2002
; 70)
Based on compentence, so
Based on content, so that the students are
that the students are in the
3. considered as a white paper who need to be
development process
written with a large amount of knowledge.
continually from all aspects
of personal, as the
development to the learning
opportunity iin the society
H. IMPLEMENTATION
“Implementation is a set of instruction or plan that usually involves the
activities and interaction in a situation and condition”. (Saylor, 1981 ; 227). It
means curriculum implementation is the written concept of operational
curriculum the change into active form in teaching and learning activities, and
students-students and students-teacher interaction in an educational setting by
using set of instruction of curriculum plan.
Curriculum implementation is influenced by three factors below :
a. Characteristic of curriculum
b. Teaching stategy. The strategy which is used is such as grup discussion,
seminar, and workshop.
c. Knowledge ,skills, value and teaches attitude toward curriculum and their
abilities to implement the curriculum in teaching and learning process.
On the other hand, Mors (1980) stated that there are three factors which
influence curriculum implementation namely the support from
headmaster, support from another teachers and support from the teacher
himself. From those factors, teacher is the primary factor to success the
curriculum implementation.
CAHPTER III
METHODOLOGY
A. Subject of Study
The subject of the study is all of English teachers of SMAN 2
Banjarmasin numbered 5 teachers. The teachers involve the teachers who
teach at class X and cllas IX because in this school, the Competence Based
Curriculum has been implemented in class X and class XI. Thus, the subject of
study is the teachers who teach class X (3 teachers) and the teachers who teach
in class XI(2 teachers).
C. Method ofAnalysis
In arranging the instruments, the writer considers the validity of
instruments. There are two types of validity suggested by Suharsimi Arikunto.
First, is internal validity and second is external validity. The type of this
validity will be justified as follows :
1. External validity is the appropriateness of the data result from the
instrument chosen by the writer with the other data sources
2. Internal validity is the appropriateness of eash part of the instrument can
be said has internal validity if each part of the instrument is suitable with
the whole instruments.
In this research, the internal validity as the validity of data chosen. The
internal validity of the data is obtained by agreeing the themes of discussion
with the curriculum whether the themes used in developing the test suitable
with curriculum or not. In this occasion, the data will be collected from
observation, interview and questionnaire.
CHAPTER IV
DATA ANALYSIS
In this chapter, the data that is gained from interview, observation n and
questionnaire will be analyzed qualitativaly. The interview is meant to know the CBC
implementation in classroom, observation is meant to know the teaching and learning
process and questionnaire is meant to know the teachers problem in CBC.
1. Developing syllabus
The CBC demands the teachers to stress the teaching and learning
individually, its means the fast, average and show learners have to be suitable
with the material given. Thus, according to SMAN 2 English teachers to
handle this they take several steps such as the clever students were spread in
all groups with the aim they could guide their friends, second by using
discussion and third, grouping from fast learners to slow learners. In order to
group the students based on their intelligence, it can be gained from pre test.
The result of the students achievementor school report as the guidance. In
order to organize the individual creativity, it was used an interesting material
based on their ability.
2. Evaluation
These evaluatons mean to know the students progress toward the teaching
and learning English in the classroom individually. In order to know the
students progress individually, it is developed module for the students with
different material based on the students level, fast, average and slow learners.
Then, the result of the students achievement will give immediate feedback
for the teaching and learning. The students who have a mastery learning can
continue their learning, but for the students who do not have a mastery
learning must follow remedial program.
3. Remedial Program
Remedial program means the program for the students whp do not have a
mastery learning per Basic Competence. They cannot continue their learning
if do not have mastery learning. In CBC there are not limitation of students
number in taking the remedial. If they cannot reach SKBM, they have to
follow remedial program. Then , the students who do not follow remedial
program will be given enrichment.
The students who do not reach there SKBM will follow remedial program.
In the remedial program, the material in the learning in not different from
their first material. Remedial program takes place in the morning class or in
the afternoo class.
B. Teaching and Learning Process
Frequency
No.
Always Often Seldom Never
2 - 2 Teachers 3 Teachers -
3 4 Teachers - 1 Teachers -
4 3 Teachers 2 Teachers - -
5 5 Teachers - - -
7 4 Teachers - 1 Teachers -
8 3 Teachers 2 Teachers - -
9 4 Teachers 1 Teachers - -
11 5 Teachers - - -
13 4 Teachers 1 Teachers - -
14 4 Teachers 1 Teachers - -
From the data of questionnaire, it is found out that the teachers have
problems in several aspects. It can be seen as follows:
Frequency
No.
Always Often Seldom Never
4 2 Teachers - 3 Teachers -
5 2 Teachers - 3 Teachers -
6 2 Teachers - 3 Teachers -
8 3 Teachers - 2 Teachers -
From the chart above, it can be fpund out that the teachers had problems
mostly in grouping the students who habe different ability/competence, in
organizing the evaluation per individual, in administering the students
progress, in developing the material based on the students progressing and
in organizing the various studenta in a big class.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter will describe the research conclusion that is gained from the data
collected. Moreover, it also give suggestion.
1. Conclusion
5. The set of evaluation are arranged in the form of cognitive, effective and
psychometric.
6. The teacher has problems in grouping the students who have different
ability/competence, in organizing the evaluation per individual administering
the students progress in developing the material based on the students
progressing and in organizing the various students in a big class.
2. Suggestion
3. The material that is used has tp be suitable with the students competence.