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THE IMPLEMENTATION OF SCHOOL CURRICULUM IN TEACHING


ENGLISH

Puji Lestari*, Abdul Asib, Dewi Sri Wahyuni


English Education Department, Teacher Training and Education Faculty
Sebelas Maret University

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.

Key words: implementation of KTSP, descriptive qualitative, data

Abstrak

Penelitian ini bertujuan untuk menggambarkan penerapan KTSP dalam


pengajaran bahasa Inggris terhadap siswa kelas XI SMA N 1 Banyudono ditinjau
dari aktivitas pembelajaran pada pelajaran Bahasa Inggris, sistem evaluasi yang
diterapkan sekolah dan materi pembelajaran. Sebagai tambahan, tujuan yang lain
adalah untuk mengidentifikasi kelebihan dan kelemahan penerapan KTSP dalam
pengajaran bahasa Inggris terhadap siswa kelas XI SMA N 1 Banyudono.
Penelitian ini dilaksanakan terhadap siswa kelas XI SMA N 1 Banyudono pada
tahun ajaran 2011/2012. Pada penelitian ini, peneliti menerapkan metode
deskriptif kualitatif untuk menggambarkan penerapan KTSP dalam pengajaran
Bahasa Inggris. Data dikumpulkan menggunakan beberapa teknik yaitu observasi,
wawancara, dan analisis dokumen. Dalam menganalisis data, peneliti
menggunakan metode analisis interaktif; reduksi data, tampilan data dan
penggambaran kesimpulan. Hasil dari penelitian menunjukkan bahwa penerapan
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KTSP dalam pengajaran bahasa Inggris di SMA N 1 Banyudono pada tahun


ajaran 2011/2012 diterapkan dengan baik.

Kata kunci: penerapan KTSP, deskriptif kualitatif, data

Curriculum is always being a (1988: 5) stated curriculum as all of


burning question in Indonesia. As the planned experiences provided by
quoted in the Education Regulation the school to assist the pupils in
number 20 year 2003 about National attaining children the designated
Educational System, curriculum is a learning outcomes to the best their
set of planning and organizing about abilities. Burhan (1988: 1) argues
the aims, contents, subjects and that curriculum must be relevant to
strategies used as instruction of the education goals, so that
learning activities process to achieve curriculum enable us to achieve the
certain educational purposes including education goals.
the national education aims. The A curriculum is constructed
term curriculum is a formal academic to anticipate and to adjust the growth
plan for the learning experiences of of science and technology, it was
students in pursuit a college degree. constantly changed in any certain
The term curriculum includes aims period of time. The development is
for pupil learning (skills, knowledge, involved in the whole and also
and attitudes), content (the subject partially of the curriculum. The
matter in which learning experiences curriculum of language teaching also
are embedded), sequence (the order changes in the development of
in which concepts are presented), curriculum. In the continued efforts
learners, instructional methods and to improve and develop education
activities, instructional resources system, the curriculum has
(materials and settings), evaluation undergone many changes, to bring in
(method used to assess student line with the contemporary
learning as a result of these conditions (Wardiman, 1996: 119).
experiences), and adjustments to After noticing several
teaching and learning processes, theories, it can be concluded that
based on experience and evaluation. curriculum is a set plan of learning
Curriculum is an instrument process about the aims, contents,
to gain an institutional goal subjects and strategies used as
(Subandijah in Getreda, 2008: 11). instructionto get the certain goal of
Another definition comes education.
fromWardiman (1996: 119), Indonesian government
curriculum is one of the tools to be introduced the newest educational
used to achieve the objectives of curriculum Kurikulum Tingkat
education. Lawrence in Burhan Satuan Pendidikan (KTSP) in 2006.
159

It is stated that educational The third one is found by the


curriculum is developed according to data from Strategic Plan of National
educational unit, local potency, Education Department 2007 (cited in
social and culture, and learners. Suwandi and Bharati: 2007). It was
School is licensed to arrange its own argued that some of English teachers
curriculum that is suitable to the in Indonesia (35%) were not
needs and conditions of their school qualified enough to fulfill the
and learners. requirement. In addition, it was
But, some reasons show that revealed that when the National
the curriculum cannot be Education Department did the
implemented smoothly. There are monitoring in December 2006, it was
some difficulties faced during the also found that most High Schools
implementation of KTSP. The lack which stated it was nonsense for
of essential factors such as teachers, them to implemented KTSP. Whole
facility and socialization can turn out documents included syllabus and
to be boomerang (Napitupulu: 2008). instructional plan were all the copy
The further difficulties arise. paste of the examples from the
The first, most of teaching National Education Department.
institutions in our country never Based on the fact above, the
prepare teachers to become the researcher was interested in studying
curriculum developer, while it was about the implementation of KTSP in
understood that the government teaching English to the second grade
policy ordered the teachers and the students of Senior High School. The
schools to develop their own researcher did a preliminary class
curriculum (Mujiran: 2006). observation to find out the problem
The second, Media Indonesia in class XI IA2 SMA Negeri I
(2006) stated that the main weakness Banyudono. Through this study, the
of KTSP was in the teacher itself. writer tried to observe the English
Amelia (2007) had researched the learning process in this school.
other mark of the difficulties in Research Method
implementation of KTSP on the To get a more complete
teachers’ sight. Her research picture of KTSP in teaching English
explained that teachers have not been at SMA Negeri 1 Banyudono, the
ready to develop their own school’s researcher used descriptive
curriculum because of their lack of qualitative method. The researcher
understanding and training on KTSP. investigated the quality of the
It is also supported by Kompas English learning process
(2006) which stated that a number of implementing KTSP on natural
teachers in Jakarta faced difficulties setting or in entity context. Natural
in the implementation of KTSP. setting is the classroom in SMA
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Negeri 1 Banyudono where the To obtain the data, the writer


learning activities take place and applied three techniques of collecting
entity context is the process of data. They were observation,
learning English using KTSP. In this interview and document analysis.
study, the research was conducted in The writer focused the
XI IA2. Fraenkel and Wallen (2000: observation on the process of
502) stated qualitative research is a learning activity using KTSP. The
research that investigates the quality researcher wrote down the data into
of relationship, activities, situations, field notes to collect the data. In this
or materials in a particular activity or research, the writer used in-depth
situation. interviewing to investigate deeply
The Sources of the Data the interviewer last experience,
Qualitative research is a expectation and about teaching of
research relying primarily on the English implementing KTSP. the
collection on qualitative data i.e. researcher also took the guidelines
non-numerical data for example followed from the second grade
words and pictures. So, the data English subject matter syllabuses
materials are in the form of word model, the lesson plan of English
because the data taken describethe Subject matter, instructional
information about the phenomena materials and several textbooks.
being studied. According to Technique of Analyzing Data
Sutopo(1996: 49-51), the According to Sutopo (2006:
information can be taken from four 113), the data analysis in qualitative
sources. There are events, research includes three aspects; the
participants, setting and documents data reduction, the data
or artifacts. presentation/display and the
In getting the data, the conclusion drawing/verification. In
researcher derives the source of data. this research, the process of
They are the field notes of the analyzing the data describes the
classroom observation during the quality of the implementation of
learning process, the transcript of KTSP in teaching English.
English teacher‘s interview, the In this study, the writer used
transcript of vice principle, several qualitative method known as
transcript of learners and related interactive model analysis. Milles
documents garnered from official‘s and Huberman (1992: 16) stated that
documents dealing with the there are three activities done
implementation of KTSP in SMA N simultaneously in qualitative analysis
1 Banyudono specially in learning including data reduction, data display
English. and conclusion drawing/verification.
The techniques of collecting data
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FINDING AND DISCUSSION implementation of KTSP curriculum,


KTSP is the development parents and society can involve in
model of the Competency Based creating school decision. Their
Curriculum. Several characteristics participation is through the
of KTSP are: (a) it is oriented to the association; school committee and
learner outcomes and its effects (b) it education committee. They concern
is based on competency standard and on financial aspect and school's
basic competency that is spelt out programs improvement directed to
into content standard (c) it is based develop the learning quality.
on the graduation competency Through the school council, parents
standard (d) it is concerned more on and society enable to monitor and
the diversity of curriculum model (e) help the school in controlling the
it develops the whole and overall school program. The participation
competencies (f) it applies complete can be getting directly and indirectly
learning. in school program and learning
In the same idea, Mulyasa process (c) the democratic and
(2007) stated four characteristics of professional leadership. Based on
KTSP: (a) the full authority of Sutisna (1993), the leadership is a
headmaster and educational unit. process of affecting individual or
Every school has a board of trustee group activity to get the planned
which is responsible for whole objective in certain condition.
elements of school work. So, the According to KTSP Curriculum, the
headmaster has several instructions development and the implementation
dealing with the school work for of curriculum are supported by
example the full authority owner and school leadership that is democratic
the decision maker of the school and professional. In a school, the
together with school committee. headmaster has the important role in
According to the idea of KTSP, the deciding the school plan. According
headmaster must enable to chose the to the principle of KTSP, the
learner‘s need and the local headmaster is the person chose by
community need according the the school committee and several
typical and cultural surrounding school personnel‘sto conduct all
background.In addition, the full school activities based on the
authority given by the government is regulation. He controls the
expected that school can develop the responsibility for producing
quality in respect of teachers’ conducive situation appropriate to
professionalism through their active learning process dealing with school
participation in decision creating and decision. The headmaster has the
the implication of it (b) parents and important authority to arrange school
society have more participation. In decisions suitable with the school
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committee agreement. At the same teachers as coordinator and the


time, teacher who has responsibility facilitator. The common role of the
in organizing the learning process is teachers in the classroom is as the
a professional person who work as coordinator of the learning process.
well as possible so teacher can create The teachers are responsible to
a conducive atmosphere in learning complete the learning and can
process and support the successful of intervene with help and advice or set
learning objective. Furthermore, the to the goals (b) the teachers as
democratic leadership is the system manager and organizer. In special
of decision creating used by the classroom, particularly in language
headmaster called as ‘bottom-up’ classroom, the teachers may have the
and wholecomponents connected role as manager and organizer;
with it are responsible to arranging the framework project,
implementation (d) transparent managing the learning condition, and
teamwork.In KTSP, transparent is guiding the learning process (c) the
much needed in a team work system teachers as instructor. The teachers
of school which contains several should to show the learners how to
intercorelated elements; the learners, learn experientially andarrange the
the teachers, parents and several right conditions and possibility as an
other school personnel because element of teacher‘s managerial,
parents, pupils, and teachers are best conducting and participating in the
understand the context and the instructional regulated. In short, the
culture of the school. So, they may teachers do as guides who urge the
work together without any under- learners to be active contributors
estimation to the other. The whole stopping from the passive and
elements work together to achieve receptive role (d) the teacher as
the intended objective. As the investigator and researcher. The
result,those works must have high teachers engage the understanding
quality coordination. actively researching in the classroom
Teachers have a central role with certain sight, to know
in learning process. To produce an thelearning process and to make
effective teaching, it needs improvements.
individuals who can encourage their The students have the
pupil‘s academic achievement and important role in learning process.
guides them toward important social, Pupils are needed to be more active
moral and ethical aims. Teaching is a and creative in learning process. It
complex word. Michael said in his was stated that learner‘s role is to
book ‘Process and Experience in the build their own knowledge in the
language Classroom’ that several accepting of new information. The
teacher‘s roles in classroom are: (a) pupils must actively search meaning,
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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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directions licensed. Furthermore, However, the weakness is several


port folios assessment is also students kept silent during the
considered as the class based learning activity. The consequence is
evaluation of collective learner‘s the teacher must be more active to
assessment which is created give feedback and motivation.
systematically and organizationally From the data, we can
by the teachers during learning at conclude that the evaluation system
certain period. used was appropriate with the
Based on the observation, the concept of KTSP. The teacher
learning activities were in the line evaluated the learning activity
with KTSP concept. The learning periodically. Evaluation in cognitive
activities which happened in the aspects was taken from ‘ulangan
classroom occurred interestingly. harian’ tasks, exercise, weekly test,
The teacher managed these activities mid-term test and final examination.
well. The movement of each activity In addition, the students who could
jump very smoothly. However, there not pass the minimal score must
was weakness in the teaching and follow remedial tests. In
learning activities. The major psychomotor aspect, the teacher
problem was the limited time gave the students mark if they
allotment in delivering materials. So performed their attention,
that, the teacher had not finished responsibility during the lesson,
presenting the teaching materials activity in asking and answering the
based on the concept of KTSP. questions or when the learners
We can conclude that the performed their competence to
teacher’s role was appropriate with speak English fluently. But, the
what was stated in KTSP. He acted weakness is the limited time
as a motivator, a facilitator, and a allotment. It demanded the teacher
guide. The teacher considers the to become creative and manage the
students as the ‘friends’ in the time well.
learning activity. He made a good We can conclude that the
atmosphere of learning in the class. materials were appropriate with the
But, sometimes he faced problem. In demands of KTSP concept. The
addition, if the media doesn’t run teacher used various materials from
well, he must looking for help. many sources. He completed the
From the observation, we can materials with the printed and non-
conclude that student’s role is line printed materials for instance from
with the KTSP concept. Students cassette, CD and internet. But, the
acted as doer or subject of learning weakness that can be found from the
process. They were being active and observation was the limited various
creative during instructions.
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texts which force the teacher should CONCLUSION AND


use the same text in teaching. SUGGESTION
The learning activity was Based on the research
interactive. According to the findings and the discussion, the
researcher‘s interview and writer comes to the conclusions of
observation, the communication in the research. Generally, the
the learning process was appropriate implementation of KTSP in teaching
with the concept of KTSP. It viewed English at the second grade of SMA
from the teacher and the learners N 1 Banyudono was well done. It
had acted their role well. The was viewed from the learning
learners were the active subject of process which covered the learning
the learning process and the teacher activity occurred, classroom
played as the facilitator, guide and interaction, the teacher‘s role,
motivator according to the method student‘s role. In addition, the
implied in class. So, from the appropriateness of the KTSP
observation, we can conclude that implementation in SMA N 1
the learning activity happened Banyudono was also viewed from
between the teacher and the learners the teaching materials and the
was done well. evaluation system used in the school.
In addition, the Generally, the teachers had a
implementation of KTSP in SMA N great opinion about KTSP in
1 Banyudono had the strengths and teaching English. In addition,
the weaknesses. The strengths are someone‘s perception was effected
the learners were more active and by the behavior. In this case, the
critical, learners can make up their teacher had a great perception of
score, the use of media was optimal KTSP therefore he could implement
and teacher had prepared well before it well in learning process. It also
teaching. directly affected the classroom
Meanwhile, the weaknesses interaction, the method used in
are the limited of time allotment, learning, the teaching material used
several teachers had the lack of etc.
knowledge of KTSP, several During learning activities, the
teachers have limited ability in teacher had acted his role as well as
operating media and have closed possible. The teacher tried to
minded; they deny the changes in improve the curriculum particularly
education system and use ‘old in writing syllabus and lesson plan.
version’ of curriculum and several The teacher‘s role was a motivator.
teachers concern on cognitive aspect He tried to produce conducive
only. climate in learning activities
therefore the learners could
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participate in learning In addition, the evaluation


processactively, for instanceordering system the school used matched with
the learners become more active in the principles of KTSP. The teacher
reacting the teachers‘ feedbacks. gave the weekly test, the mid-term
Meanwhile, the teacher was a test and final test which dealt with
motivator and a facilitator. It was the cognitive elements of evaluation.
based on the class discussions in The affective and psychomotor
which the teacher corrected the elements of evaluation were taken
learner‘s performances and presented from the learners‘ enthusiasm and
the correct explanation when there the their suitable attitude in
was misunderstanding and following English lesson. For
misconception related to the material instance it was taken from the
given in learning activity. The learners‘ activeness in answering the
teacher‘s roles were according to the teacher‘s questions and it could be
methods implied in the learning. All taken from the their presence.
of them were chosen according to the In presenting the materials,
materials given and the learner‘s the teacher used the teaching
acquisition. It matched with the materials from several learning
Mulyasa’s ideas, the use of various sources. It included printed materials
methods and approaches in teaching and the recorded materials. For
was useful for producing the printed materials, the teacher took
conducive atmosphere and joyful several textbooks as the guiding
learning. book ofErlanggapublisher entitled
According to the interview “Look Ahead for Senior High School
and the observation, the learners Students Year XI”, “Guided English
were the doers of learning process. Skill”, LKS etc which were taken
They were active in responding the according to the teachers‘
teacher‘s questions, reading aloud, enrichment sources. He also
working in groups, doing the task completed his materials by playing
from the teacher etc. despite the fact cassettesor CDs that were relevant to
that there were several passive the materials given in classroom.
learners and frequently kept silent in According to the explanation
the learning process, but generally above, there were several strengths
the learners were active. and the weaknesses in the
Nonetheless, the teacher always gave implementation of KTSP in teaching
them motivation to become active. English in SMA N 1 Banyudono.
For instance, the teacher gave the The strengths are learners were more
learners who lack of English fluency active and critical, the learners had a
the extra treatment, etc. chance to make up their score, the
use of media was optimal in
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supporting the English learning culture and the learner‘s acquisition


process and the teacher had prepared (2) the teacher would develop his
well before teaching the learners. creativity in presenting material
Meanwhile, according to the applying different kinds of methods
interview and the observation there and approaches specially in teaching
were also several weaknesses of the English to give the learners
implementation of KTSP in motivation to become active
Teaching English in SMA N 1 following the English learning
Banyudono despite the fact that process (3) the teacher would follow
learning activities conducted in the the multimedia courses to develop
classroom occurred interestingly, but their abilities to operate the media.
the main problem was the limited
time allotment in presenting BIBLIOGRAPHY
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