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B. Theoretical Framework
This section draws a framework, which focuses on the 2004 Competency Based Curriculum and Communicative Language Teaching.
Nowadays, CBC is an important factor in a teaching learning process since it is the new curriculum that has to be implemented in each school in order to
develop students’ English capabilities especially in communication. The theory of CBC is important for teachers in vocational schools because they need to develop
themselves and their students to be more active and creative. There are three research questions in this study. The first research question
concerns with the method used by the English teachers in terms of CBC implementation. In order to find out the answer of this problem, some theories are
employed to help the writer to conduct some observations and interviews with the teachers of English subject. The first theory is the theory of 2004 Competency
Based Curriculum. It covers the theory of 2004 CBC especially in English subject and its characteristics. The second is Communicative Language Teaching method.
It is employed in order to help the writer to determine the method that is suitable in implementing CBC. Both theories help the writer to determine several points
while doing the observations and interviews. The result of the observation and interviews, then, is written in paragraphs, then analyzed and interpreted.
The second research question is about the relevance between the method used by the teachers and the CBC characteristics. In order to find out the answer
of this question, the writer also use both theories, in particular the CBC characteristics and the principles of CLT. By conducting the observations
checklist and interviews, both theories underlie the same principles and help the
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writer to determine whether the method is relevant or not with the CBC characteristics.
The third question concerns about students’ responses toward the implementation of CBC in English lesson. In researching students’ responses,
there are several important points. First, it is about CBC characteristics. It is used to help the writer to find out the students’ responses toward the implementation of
CBC in the English lesson. In this case, it can be seen from the existence of CBC characteristics inside the classroom. In order to find out this problem, the writer
employed a questionnaire. The result of the questionnaire, then, is coded, analyzed, interpreted and written in paragraphs.
The methodologies used to find out the answers to the two problems would be discussed further in the next chapter.
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CHAPTER III METHODOLOGY
This chapter in this research discusses: A Method; B Setting of the Study; C Subject and Respondents; D Instruments of the Study; E Data
Gathering; F Data Analysis; G Procedures of the Study.
A. Method
This study is a survey. According to Nuna n 1994, “A survey is widely used for collecting data in most areas of social inquiry, from politics to social,
from education to linguistics.” The survey itself, in this study, had a wide coverage. The survey was
related to the school’s situation related to the using of CBC, in which the study was done and the data were collected. It was done in a specific time; therefore, the
survey would result in reliable things. In this study, it dealt with the qualitative descriptive method, which meant
that the writer presented the data not in numerical but in explanation and description. According to Punch 2001, “As a qualitative example, the research
has been seen as a survey, focusing on interpretations, meanings and the cultural significance of some behavior.”
The aim of this study was to find out the implementation of Competency- Based Curriculum, for the second grade of SMK Leonardo Klaten. In particular,
the study was done to find out the teachers’ method in teaching English and its
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