22 open-ended questions to ten English teachers on Mardi Yuana Senior High
School. However, only five questionnaires were returned. These five teachers had taught for more or less five until fifteen years. Since the answers obtained had
answered the researcher problems, the researcher did not interview the participants, as the optional instrument.
To analyze the findings, the researcher provided the conclusion of participants’ answers in the appendices. Based on the participants’ answers, the
researcher found several points which dealt with English teachers’ perception on the 2006 curriculum implementation, they were:
1. The Strengths on 2006 Curriculum Implementation
The strengths on 2006 curriculum implementation which appeared when teachers implemented this curriculum helped them in teaching, developing and
conveying the materials to the students, and in knowing the students’ characteristic deeply. Based on findings the researcher gained, there were several
points which dealt with teachers’ perception on 2006 curriculum. a.
Teaching methodology Teachers’ role as facilitators was to facilitate students in learning.
Participant B stated that teachers had to be active and creative to prepare anything they need in teaching so that teachers’ preparation could be done well and
prepared. Besides as facilitators, teachers were also acted as directors in which they had to direct students on the right way, and teachers could know students’
characteristic and students’ needs deeply participant D.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23 Participant E stated that teachers became more creative to convey the
learning materials and students became more active in following the lesson. Other strengths, participant E stated that teachers could choose and use the appropriate
strategy in teaching to make the living atmosphere in the learning process. Participant D stated that the 2006 curriculum emphasized on four language
skills more than the language elements. In implementing the 2006 curriculum, teachers emphasized the learning process into four language skills, which were
reading, writing, speaking and listening. In order to achieve the learning objectives on four language skills, teachers divided andor combined the learning
materials in learning process Appendix 4. For example, the teacher taught writing and reading. Besides learned to write, the students learned to read at the
same time. This process helped the teachers to guide the students in mastering four language skills integratedly not one by one.
b. Students’ motivation
Participant B stated that this curriculum helped students to enrich their vocabularies. In addition, English knowledge and reading comprehension were
also improved. Students’ vocabulary could improve well since the participant focused on teaching four English language skills. Therefore, participant B argued
that students were poor in grammar mastery. Participant C said that this curriculum gave motivations for students to learn. However, this curriculum was
useful for students who had high motivation and intellectual to learn, and it was useless for students who had lack of motivation in learning Appendix 3.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 According to participant D, students also felt some strengths from this
curriculum, like they became active in the class discussion, and they were motivated to learn well inside the class or outside the class. In addition,
participant C stated that students were more challenged to be the best in the class. By being challenged and motivated, participant D stated that students could know
their competence in English language skill, then they could develop their competence.
c. Developing the learning materials
Participant A stated that the learning materials in the 2006 curriculum were more various. It was proven from the participant A who used learning
materials from many sources Appendix 1. According to participant C, the 2006 curriculum was still overlapping with CBC because the participant still needed
contributions from CBC learning materials Appendix 3, then compile them into a module.
For participant B, the teachers had freedom to develop the learning materials. Meanwhile for participants C, teachers had authority to develop the
learning materials. Teachers’ freedom and authority had been adapted to the students’ needs because all participants stated that the learning materials must be
chosen and developed based on students’ needs and school’s condition.
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25
2. The Weaknesses on 2006 Curriculum Implementation
