Email: puput.cute90@gmail.com
Abstract
This research is aimed to describe the implementation of KTSP in teaching
English at the second year of SMA N 1 Banyudonowhich is viewed from the
learning activity in English lessons, the evaluation system the schoolused and the
teaching materials. In addition, the other aim is to identify the strengths and the
weaknesses in the KTSP implementation in teaching English at the second year of
SMA N 1 Banyudono. This study was conducted at SMA N 1 Banyudonoin May
2012. In this study, the researcher applied a descriptive qualitative method to
describe the KTSP implementation in teaching English. The techniques of
collecting the data in this study were observation, interview and document
analysis. In analyzing the data, the researcher applied interactive analysis method;
data reduction, data display and conclusion drawing. The outcomes of the study
show that the implementation of KTSP in teaching English of SMA N 1
Banyudonoin the academic year of 2011/ 2012 was well conducted.
Abstrak
find regularity and order the events standard competency and some
in the world in the absence of whole indicators which stated in curriculum
information. Supporting this idea, (2) basic-competence test. It is to
Dimyati and Mujionoargued the measure learner‘s skill specially in
roles of the students are: (a) the actor reading, writing and accounting (3)
in looking for problem and the school-based evaluation. It is used
solving (b) an active participant in for describing the entirelearner‘s
doing research (c) the explorer of skill and activity during instruction.
problem searching and the solving This evaluation is usually done at the
(d) the inventor of the problem end of school level (4)
solving. benchmarking. It is a type of work
Richard and Rogers (2001: evaluation and process performance
30) argued a particular design for an with the aim to determine the levels
instructional system contains a of superiority and the success of
special set of roles for materials to learning achievements. It is done at
support the syllabuses, the teachers the end of educational unit. This
and the students. They gave evaluation is used for giving learners
examples of role of instructional ranking not for giving learners mark
materials as follows: (a) materials (5) program evaluation.This
will concern on the communicative evaluation is used for measuring the
skills of interpretation, expression implementation of the learning
and negotiation (b) materials will program in the school if it is
focus on understandable, relevant achieved well or not. There are
and interesting exchanges of several differences between
information, rather than on the formative evaluation and summative
presentation of grammatical form (c) evaluation. Formative evaluation is
materials will include various type of usually done during the program
text. taken. It is used for giving the
Based on Mulyasa as quoted valuable information for the teachers
by Martinis Yamin, there are several with the aim to correct the program if
methods of evaluations in it runs well or not. Meanwhile,
implementing the curriculum: (1) summative evaluation is done in the
class-based evaluation.This end of the instructions. It is used to
evaluation is done by the teachers give potential information for
during learning process. This consumer connected to the benefit of
includes the collection of the program (6) port folio
information and the pupils learning assessment.Port folios are the
achievements with the aim to collective of learner‘s assignment or
determine the levels of outcome and worksheet planned and integrated
mastering certain skills according to that is choseaccording to the
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Kesiapan Penerapan KTSP