THE PROBLEMS OF IMPLEMENTING SYLLABUS FACED BY THE ENGLISH TEACHER AT SMP MUHAMMADIYA 8 BATU
CHAPTER 1
INTRODUCTION
This chapter contains the background of the study, statement of the problems, purpose
of the study, scope and limitation, and definition of key terms. Each section in stated as follows;
1.1 Backkground of the Study
As an international language, English plays several important roles in our society.
English is used to get information. The important information in scientific books, mails, and
retrieval system are written in English so Indonesian people should learn English to access and
to exchanged the information. in order enjoy the language culture esthetic in English culture, in
another reason why Indonesian people learn English. It gives understanding between language
and culture to enrich some comprehension from other cultures in the world, thus it will help our
people in decreasing misunderstanding when they are interacting with people from another
country. The last reason why Indonesian people learn English is to face the future. English is
needed in academic field. The students use English to support their study and improve their
knowledge.
On the other hand, the fact shows that the result of English teaching and learning process is
reference. It is shown by the fact that students who are taught English since Junior High School
until Senior High School do not have capability to communicate in English. Thus, the
government shoots a curriculum that is called School Based Competence in order that students
can use language communicatively .Curriculum as all learning, which is planed and guided by
the school, whether it is earned on in groups or individually, inside or outside school.
Curriculum is body knowledge content of subject School based competence is an approach to
instruction that aims to teach each student the basic knowledge, skills, attitude and values
1
essential to competence. To make easy in implementing curriculum teacher should develop
curriculum in syllabus.
Syllabus describes the statement of what is to be learnt, interpret the material, and
provides the sample situations as a guide to the teacher, it will help the students know what is
expected from them from start until the end of the course, and syllabus will allow them to plan
their semester efficiently. A well-prepared syllabus is evidence that the instructor takes teaching
seriously. A syllabus also provides the departmental office, faculty, supervisors, and other with
pertinent information about the course. Most university departments require that students be
provided with some form of syllabus.
The theoretical consideration above is also supported by the empirical works that were
done by Munawaroh(2004), Abadi (2006), Setyawati (2006).
According to Munawaroh (2004) the potential problems of implementing
Competence-Based Competence in SMUN 8 and SMUN 9 Malang. The researcher concludes
that should be more than 40 students in each classroom. This school has 23-24 classrooms for
many students. Besides, the large number of students also can appear the problem in teachers’
availability and financial aspect. Based on the result of potential problem and possible solution
in implementing competence based curriculum in SMUN 8 and SMUN 9 in Malang, the
researcher concludes that the solution above will help to meet the problems of less facility, the
teacher availability, and financial resources, this competence - based curriculum could be done
succesfully.
Abadi (2006) studied about the implementation syllables for speaking I at English
Department UMM. The result of the study state that, the Speaking I teacher at English
Department implemented only a small parts of Department syllabus for the materials of
Speaking I; it means that the teacher did not have access to the English department syllabus: the
teacher got only a short description on the English department syllabus.
2
According to Setyawati (2006) the implementation of syllabus in teaching reading at
English Department UMM. The result of the study showed that the material of reading
comprehension was not in accordance with the English department syllabus. Two teachers in
academic year 2005-2006 modified English department syllabus. The teachers implemented
their own syllabus in teaching learning process. Even though both teachers modified English
department syllabus by themselves, they still faced the difficulties in implementation it.
Based on the research above, we know that there is no research about the
problems of implementing syllabus before.
The implementing of syllabus in teaching English might have some problems, ln this
study the researcher wants to investigate the problems that ever faced by the teacher in
implementing syllabus and try to find out the possible solutions,
1.2 Statement of the Problems
The problems of this study are formulated as follows:
1. What are the problems of implementing syllabus in teaching English at SMP
Muhammadiyah 8 Batu ?
2. What are the possible solutions of those problems?
1.3 Purposes of the Study
Based on the problem above, the purpose of the study is:
1. To know what are the problems of implementing syllabus in teaching English
at SMP Muhammadiyah 8 Batu
2. To know what are the possible solutions of those problems.
3
1.4 Significant of the Study
When the study has been completed, the researcher expects to provide both theoretical
and practical contributions. From theoretical point of view, the result of this study will give the
important information to the teacher in teaching English and the implementation of syllabus in
teaching English. Practically, it will be useful for English teacher in increasing fee qualities and
achievement of teaching English in the future can use the result of this study.
1.5 Scope and Limitation
The scope of this study is the problem of implementing syllabus in teaching English.
This Study also to investigate the problem. This is limited to the English teachers who teach at
SMP Muhammadiyah 8 Batu
1.6 Definition of Key Terms
There are the several key terms that must be clarified in this chance to avoid
misunderstanding. The writer defines the key terms as follows:
1. Curriculum is the planed and guided learning experiences and intended learning outcomes,
formulated trough systematic reconstruction of knowledge and experience, under the
school, for the learners continous and wilful growth in personal – social competence
( Doll, 1992)
2. Syllabus is the key tangible evidence of planning from instructor to the world
(Volger, 1992)
3. Teaching is an activity that tries to help someone to acquire, change or develop skills,
attitudes, ideals, appreciations, and knowledge.
4. Problem is any question or matter involving doubt, uncertainty, or difficulty.
4
5. Implementation is coordination of personal development is the reasonability of the
vice principle who will work closely with level coordinators.(Ministry of Education
Victoria 1990)
5
THE PROBLEMS OF IMPLEMENTING SYLLABUS FACED BY
THE ENGLISH TEACHER AT SMP MUHAMMADIYA 8 BATU
THESIS
This Thesis submitted to meet one of the requirements to achive Sarjana Degree in
English Educatiom
By:
Shanti Praharani
2010201000312337
ENGLISH DEPARTEMENT
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF THE TEACHER TRAINING EDUCATION
NOVEMBER 2011
MOTTO AND DEDICATION
Jikalau engkau berbuat sesuatu maka pikirkanlah akibat setelahnya,
jikalau baik akhirnya maka Kerjakan,
dan jika akhirnya jelek maka jauhi.
(H.R. IBNUL MUBARAK)
Dedication:
The writer dedicate this thesis to:
Her beloved Mother and Father
Her beloved brother Dilla (alm)
Her beloved Grandmother
Her lovely family at Depok, Malang, Bangil
Her closed friends (Santi,Ifa,Erlin,Sofia,Citra,Chandra)
Her Friends at SDN Sukoharjo 1 Malang
And all her best friends
THE PROBLEMS OF IMPLEMENTING SYLLABUS FACED BY THE ENGLISH
TEACHER AT SMP MUHAMMADIYAH 8 BATU
ABSTRACT
Syllabus is one aspect of curriculum development Syllabus is a specification of the
content of a course instruction and the list what will be taught and tested. A syllabus
functions as guidance for the teacher in teaching learning process. The implementation
of syllabus also holds the important role to help improve educational practices and
achieves the goal of teaching learning. The main objective of this study is that the
researcher wants to investigate the problems of implementing syllabus and possible
solution faced by the English teacher at SMP Muhammadiyah 8 Batu.
The design of this study is descriptive qualitative research. The subjects of this study are
all the English teachers at SMP Muhammadiyah 8 Batu. The instruments that are used
of this study are observation, interview and documentation. It is used to obtain more
data the problems of implementing syllabus faced by the English teacher at SMP
Muhammadiyah 8 Batu. Based on the explanation above, the researcher will be able to
know deeply about the problems of implementing syllabus at faced by the English
teacher at SMP Muhammadiyah 8 Batu.
The result of the study showed that the three English teachers had some
problems in implementing their own syllabus in teaching and learning process. Those
problems were low of students motivation, the time allotment provided was not enough,
the material were not taught by the students, the facilities were not available well at this
school. And the solutions of those problems were solved by giving motivation to the
students, asking the students to study English deeply, giving the additional lesson after
school, choosing some materials which were suitable with the students ability, giving
homework or assignments to the students, find an appropriate method in teaching
English, using tape recorder to presents listening skills, and using material from other
resources.
The Advisor I,
The Writer,
Drs.Soeparto, M.Pd
Santi Praharani
ACKNOWLEDGEMENT
Bismilahirrahmanirrahim
Alhamdulillah, all prise to God, Allah SWT, the almaighty beneficent
and merciful by his guidance and blessing, the writter can finish this thesis.
First of all, she would like to express this deepest gratitude to both of advisors
Drs.Soeparto, M.Pd and Dra.Erly Wahyuni, M.Si for their great patience in
guiding to conduct the thesis and giving suggestion, support and attention for
improving and completing this thesis
Secondly, I would like to say thanks for Mr.Samsudi as the headmaster of
SMP Muhammadiyah 08 Batu, who permits to conducts this research, and for
the English Teacher Mrs.Supartiningsih, Mrs.Dessy and Mrs.Soeniati who has
given her suggestion, chance and good cooperate to conduct the observation
Special thanks, respects and loves are extended belove Father(Imam
Cholik, S.Pd) and (Sri Wahyuti) for love, support and pray in every her steps.
And for herlovely brother (alm) Yuyun Abdillah who always in her heart. For
her lovely grandmother, My closed friends Santy, Ifa, Enk, thank you for our
beautiful friendship. And for her second family, SDN Sukoharjo 1 big family
especially for Ibu Umi K, Citra, Chandra, Ibu Siti, and all her students thank you
for encouraging her all the ways.
Finally, she would like to say the thank you for all her best friends who
cannot mention one by one, for your understanding and patience in finishing this
thesis.
st
Malang, November, 1 2011
Santi Praharani
TABLE OF CONTENT
Page
APPROVAL.............................................................................................................
i
LEGALIZATION....................................................................................................
ii
MOTTO AND DEDICATION...............................................................................
iii
ABSTRACT.................................. ...........................................................................
iv
ACKNOWLEDGEMENT.......................................................................................
v
TABLE OF CONTENT................................................................................ ..........
vi
CHAPTER 1 : INTRODUCTION.........................................................................
1
1.1 Background of the study...................................................................................... 1
1.2 Statement of the probles ..................................................................................... 4
1.3 Purpose of the study............................................................................................ 4
1.4 Significance of the study...................................................................................... 4
1.5 Scope and Limitation........................................................................................... 5
1.6 Definition of Key Terms...................................................................................... 5
CHAPTER II : REVIEW OF RELATED LITERATURE................................. 6
2.1 Curriculum
2.1.1 The Definition of curriculum................................................................... 6
2.1.2 The Process of curriculum........................................................................ 7
2.1.3 The Components of curriculum................................................................. 8
2.2 Syllabus ............................................................................................................ 10
2.2.1 The Definition of Syllabus.......................................................................... 10
2.2.2 The Importance of Syllabus....................................................................... 10
2.2.3 The Processof Syllabus............................................................................... 11
2.3 Teaching Practice ............................................................................................... 12
2.3.1 The Teaching of English.............................................................................. 12
2.3.2 the Problems of implementing syllabus...................................................... 13
CAPTER III : RESEARCH METHODOLOGY ............................................... 16
3.1 Research Designe................................................................................................ 16
3.2 Research Subject................................................................................................ 16
3.3 Research Instrument.......................................................................................... 17
3.3.1 Observation................................................................................................... 17
3.3.2 Documentation............................................................................................ 17
3.3.3 Interview....................................................................................................... 18
3.4 Data Collection................................................................................................. 18
3.5 Data Analysis..................................................................................................... 18
CHAPTER IV: RESEARCH FINDING AND DISCUSSION.......................... 19
4.1 Research Finding.............................................................................................. 19
4.1.1 The problems of implementing syllabus faced by the english teacher at SMP
Muhammadiyah 08 Batu.......................................................................... 19
4.1.2 The possible solution to solve the problems............................................. 22
4.2 Discussions....................................................................................................... 23
CHAPTER V: CONCLUSION AND SUGGESTION........................................ 24
5.1 Conclusion....................................................................................................... 24
5.1.1 The problems of implementing syllabus faced by the english teacher at SMP
Muhammadiyah 08 Batu.......................................................................... 24
5.1.2 The possible solution to solve the problems............................................... 25
5.2 Suggestion.......................................................................................................... 25
5.2.1 Suggestion for the headmaster in Junior High school................................ 25
5.2.2 Suggestion for the Teacher......................................................................... 26
5.2.3 Suggestion for other researcher.................................................................. 26
BIBLIOGRAPHY
APPENDIX
BIBLIOGRAPHY
Abadi, Edi.2006 The Implementation of Syllabus for Speaking 1 at English
Department UMM.
Ary, Donald et al. 2002. Introduction to Research in Education. Delmont: Thomson
Learning.
Breen, Benson,Philip.2001 Teaching and Researching Autonomy in Language
Learning: Tottenhan Court Road.London
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching (Fourth
Edition). New York: Wesley Longman.
Dubin, Fraida and Elite Olshtain.1992. Developing Programs and Material for
Language Learning. New York: Cambridge University Press
Halmalik, Oemar.2001. Proses Belajar Mengajar.Jakarta: Bumi Aksara
Mc Donough, Jo and Chrishtoper Shaw.2003. Material and Methods in ELT.
Blackwell Publishing
Munawaroh, Liyun.2004. A Study Potential Problems in Implementing Competence –
Based Curriculum in SMUN 8 and in SMUN 9 Malang.UMM
Olivia,Peter F.1992.Development The Curriculum. New York: Harper Collins
Publisher
Richard C. Jack.2002. Curriculum Development in Language Teaching. New York:
Cambridge University Press
Setyawati, Reni.E.2006. The Implementation of Syllabus in Teaching Reading
Comprehension 4 at English Department UMM.Unpublished Thesis:
Universitas Muhammadiyah Malang
Susilo, M Joko.2007. Kurikulum Tingkat Satuan Pendidikan – Manajemen
Pelaksanaan dan kesiapan Sekolah Menyongsongnya.Yogyakarta: Pustaka
Pelajar
INTRODUCTION
This chapter contains the background of the study, statement of the problems, purpose
of the study, scope and limitation, and definition of key terms. Each section in stated as follows;
1.1 Backkground of the Study
As an international language, English plays several important roles in our society.
English is used to get information. The important information in scientific books, mails, and
retrieval system are written in English so Indonesian people should learn English to access and
to exchanged the information. in order enjoy the language culture esthetic in English culture, in
another reason why Indonesian people learn English. It gives understanding between language
and culture to enrich some comprehension from other cultures in the world, thus it will help our
people in decreasing misunderstanding when they are interacting with people from another
country. The last reason why Indonesian people learn English is to face the future. English is
needed in academic field. The students use English to support their study and improve their
knowledge.
On the other hand, the fact shows that the result of English teaching and learning process is
reference. It is shown by the fact that students who are taught English since Junior High School
until Senior High School do not have capability to communicate in English. Thus, the
government shoots a curriculum that is called School Based Competence in order that students
can use language communicatively .Curriculum as all learning, which is planed and guided by
the school, whether it is earned on in groups or individually, inside or outside school.
Curriculum is body knowledge content of subject School based competence is an approach to
instruction that aims to teach each student the basic knowledge, skills, attitude and values
1
essential to competence. To make easy in implementing curriculum teacher should develop
curriculum in syllabus.
Syllabus describes the statement of what is to be learnt, interpret the material, and
provides the sample situations as a guide to the teacher, it will help the students know what is
expected from them from start until the end of the course, and syllabus will allow them to plan
their semester efficiently. A well-prepared syllabus is evidence that the instructor takes teaching
seriously. A syllabus also provides the departmental office, faculty, supervisors, and other with
pertinent information about the course. Most university departments require that students be
provided with some form of syllabus.
The theoretical consideration above is also supported by the empirical works that were
done by Munawaroh(2004), Abadi (2006), Setyawati (2006).
According to Munawaroh (2004) the potential problems of implementing
Competence-Based Competence in SMUN 8 and SMUN 9 Malang. The researcher concludes
that should be more than 40 students in each classroom. This school has 23-24 classrooms for
many students. Besides, the large number of students also can appear the problem in teachers’
availability and financial aspect. Based on the result of potential problem and possible solution
in implementing competence based curriculum in SMUN 8 and SMUN 9 in Malang, the
researcher concludes that the solution above will help to meet the problems of less facility, the
teacher availability, and financial resources, this competence - based curriculum could be done
succesfully.
Abadi (2006) studied about the implementation syllables for speaking I at English
Department UMM. The result of the study state that, the Speaking I teacher at English
Department implemented only a small parts of Department syllabus for the materials of
Speaking I; it means that the teacher did not have access to the English department syllabus: the
teacher got only a short description on the English department syllabus.
2
According to Setyawati (2006) the implementation of syllabus in teaching reading at
English Department UMM. The result of the study showed that the material of reading
comprehension was not in accordance with the English department syllabus. Two teachers in
academic year 2005-2006 modified English department syllabus. The teachers implemented
their own syllabus in teaching learning process. Even though both teachers modified English
department syllabus by themselves, they still faced the difficulties in implementation it.
Based on the research above, we know that there is no research about the
problems of implementing syllabus before.
The implementing of syllabus in teaching English might have some problems, ln this
study the researcher wants to investigate the problems that ever faced by the teacher in
implementing syllabus and try to find out the possible solutions,
1.2 Statement of the Problems
The problems of this study are formulated as follows:
1. What are the problems of implementing syllabus in teaching English at SMP
Muhammadiyah 8 Batu ?
2. What are the possible solutions of those problems?
1.3 Purposes of the Study
Based on the problem above, the purpose of the study is:
1. To know what are the problems of implementing syllabus in teaching English
at SMP Muhammadiyah 8 Batu
2. To know what are the possible solutions of those problems.
3
1.4 Significant of the Study
When the study has been completed, the researcher expects to provide both theoretical
and practical contributions. From theoretical point of view, the result of this study will give the
important information to the teacher in teaching English and the implementation of syllabus in
teaching English. Practically, it will be useful for English teacher in increasing fee qualities and
achievement of teaching English in the future can use the result of this study.
1.5 Scope and Limitation
The scope of this study is the problem of implementing syllabus in teaching English.
This Study also to investigate the problem. This is limited to the English teachers who teach at
SMP Muhammadiyah 8 Batu
1.6 Definition of Key Terms
There are the several key terms that must be clarified in this chance to avoid
misunderstanding. The writer defines the key terms as follows:
1. Curriculum is the planed and guided learning experiences and intended learning outcomes,
formulated trough systematic reconstruction of knowledge and experience, under the
school, for the learners continous and wilful growth in personal – social competence
( Doll, 1992)
2. Syllabus is the key tangible evidence of planning from instructor to the world
(Volger, 1992)
3. Teaching is an activity that tries to help someone to acquire, change or develop skills,
attitudes, ideals, appreciations, and knowledge.
4. Problem is any question or matter involving doubt, uncertainty, or difficulty.
4
5. Implementation is coordination of personal development is the reasonability of the
vice principle who will work closely with level coordinators.(Ministry of Education
Victoria 1990)
5
THE PROBLEMS OF IMPLEMENTING SYLLABUS FACED BY
THE ENGLISH TEACHER AT SMP MUHAMMADIYA 8 BATU
THESIS
This Thesis submitted to meet one of the requirements to achive Sarjana Degree in
English Educatiom
By:
Shanti Praharani
2010201000312337
ENGLISH DEPARTEMENT
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF THE TEACHER TRAINING EDUCATION
NOVEMBER 2011
MOTTO AND DEDICATION
Jikalau engkau berbuat sesuatu maka pikirkanlah akibat setelahnya,
jikalau baik akhirnya maka Kerjakan,
dan jika akhirnya jelek maka jauhi.
(H.R. IBNUL MUBARAK)
Dedication:
The writer dedicate this thesis to:
Her beloved Mother and Father
Her beloved brother Dilla (alm)
Her beloved Grandmother
Her lovely family at Depok, Malang, Bangil
Her closed friends (Santi,Ifa,Erlin,Sofia,Citra,Chandra)
Her Friends at SDN Sukoharjo 1 Malang
And all her best friends
THE PROBLEMS OF IMPLEMENTING SYLLABUS FACED BY THE ENGLISH
TEACHER AT SMP MUHAMMADIYAH 8 BATU
ABSTRACT
Syllabus is one aspect of curriculum development Syllabus is a specification of the
content of a course instruction and the list what will be taught and tested. A syllabus
functions as guidance for the teacher in teaching learning process. The implementation
of syllabus also holds the important role to help improve educational practices and
achieves the goal of teaching learning. The main objective of this study is that the
researcher wants to investigate the problems of implementing syllabus and possible
solution faced by the English teacher at SMP Muhammadiyah 8 Batu.
The design of this study is descriptive qualitative research. The subjects of this study are
all the English teachers at SMP Muhammadiyah 8 Batu. The instruments that are used
of this study are observation, interview and documentation. It is used to obtain more
data the problems of implementing syllabus faced by the English teacher at SMP
Muhammadiyah 8 Batu. Based on the explanation above, the researcher will be able to
know deeply about the problems of implementing syllabus at faced by the English
teacher at SMP Muhammadiyah 8 Batu.
The result of the study showed that the three English teachers had some
problems in implementing their own syllabus in teaching and learning process. Those
problems were low of students motivation, the time allotment provided was not enough,
the material were not taught by the students, the facilities were not available well at this
school. And the solutions of those problems were solved by giving motivation to the
students, asking the students to study English deeply, giving the additional lesson after
school, choosing some materials which were suitable with the students ability, giving
homework or assignments to the students, find an appropriate method in teaching
English, using tape recorder to presents listening skills, and using material from other
resources.
The Advisor I,
The Writer,
Drs.Soeparto, M.Pd
Santi Praharani
ACKNOWLEDGEMENT
Bismilahirrahmanirrahim
Alhamdulillah, all prise to God, Allah SWT, the almaighty beneficent
and merciful by his guidance and blessing, the writter can finish this thesis.
First of all, she would like to express this deepest gratitude to both of advisors
Drs.Soeparto, M.Pd and Dra.Erly Wahyuni, M.Si for their great patience in
guiding to conduct the thesis and giving suggestion, support and attention for
improving and completing this thesis
Secondly, I would like to say thanks for Mr.Samsudi as the headmaster of
SMP Muhammadiyah 08 Batu, who permits to conducts this research, and for
the English Teacher Mrs.Supartiningsih, Mrs.Dessy and Mrs.Soeniati who has
given her suggestion, chance and good cooperate to conduct the observation
Special thanks, respects and loves are extended belove Father(Imam
Cholik, S.Pd) and (Sri Wahyuti) for love, support and pray in every her steps.
And for herlovely brother (alm) Yuyun Abdillah who always in her heart. For
her lovely grandmother, My closed friends Santy, Ifa, Enk, thank you for our
beautiful friendship. And for her second family, SDN Sukoharjo 1 big family
especially for Ibu Umi K, Citra, Chandra, Ibu Siti, and all her students thank you
for encouraging her all the ways.
Finally, she would like to say the thank you for all her best friends who
cannot mention one by one, for your understanding and patience in finishing this
thesis.
st
Malang, November, 1 2011
Santi Praharani
TABLE OF CONTENT
Page
APPROVAL.............................................................................................................
i
LEGALIZATION....................................................................................................
ii
MOTTO AND DEDICATION...............................................................................
iii
ABSTRACT.................................. ...........................................................................
iv
ACKNOWLEDGEMENT.......................................................................................
v
TABLE OF CONTENT................................................................................ ..........
vi
CHAPTER 1 : INTRODUCTION.........................................................................
1
1.1 Background of the study...................................................................................... 1
1.2 Statement of the probles ..................................................................................... 4
1.3 Purpose of the study............................................................................................ 4
1.4 Significance of the study...................................................................................... 4
1.5 Scope and Limitation........................................................................................... 5
1.6 Definition of Key Terms...................................................................................... 5
CHAPTER II : REVIEW OF RELATED LITERATURE................................. 6
2.1 Curriculum
2.1.1 The Definition of curriculum................................................................... 6
2.1.2 The Process of curriculum........................................................................ 7
2.1.3 The Components of curriculum................................................................. 8
2.2 Syllabus ............................................................................................................ 10
2.2.1 The Definition of Syllabus.......................................................................... 10
2.2.2 The Importance of Syllabus....................................................................... 10
2.2.3 The Processof Syllabus............................................................................... 11
2.3 Teaching Practice ............................................................................................... 12
2.3.1 The Teaching of English.............................................................................. 12
2.3.2 the Problems of implementing syllabus...................................................... 13
CAPTER III : RESEARCH METHODOLOGY ............................................... 16
3.1 Research Designe................................................................................................ 16
3.2 Research Subject................................................................................................ 16
3.3 Research Instrument.......................................................................................... 17
3.3.1 Observation................................................................................................... 17
3.3.2 Documentation............................................................................................ 17
3.3.3 Interview....................................................................................................... 18
3.4 Data Collection................................................................................................. 18
3.5 Data Analysis..................................................................................................... 18
CHAPTER IV: RESEARCH FINDING AND DISCUSSION.......................... 19
4.1 Research Finding.............................................................................................. 19
4.1.1 The problems of implementing syllabus faced by the english teacher at SMP
Muhammadiyah 08 Batu.......................................................................... 19
4.1.2 The possible solution to solve the problems............................................. 22
4.2 Discussions....................................................................................................... 23
CHAPTER V: CONCLUSION AND SUGGESTION........................................ 24
5.1 Conclusion....................................................................................................... 24
5.1.1 The problems of implementing syllabus faced by the english teacher at SMP
Muhammadiyah 08 Batu.......................................................................... 24
5.1.2 The possible solution to solve the problems............................................... 25
5.2 Suggestion.......................................................................................................... 25
5.2.1 Suggestion for the headmaster in Junior High school................................ 25
5.2.2 Suggestion for the Teacher......................................................................... 26
5.2.3 Suggestion for other researcher.................................................................. 26
BIBLIOGRAPHY
APPENDIX
BIBLIOGRAPHY
Abadi, Edi.2006 The Implementation of Syllabus for Speaking 1 at English
Department UMM.
Ary, Donald et al. 2002. Introduction to Research in Education. Delmont: Thomson
Learning.
Breen, Benson,Philip.2001 Teaching and Researching Autonomy in Language
Learning: Tottenhan Court Road.London
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching (Fourth
Edition). New York: Wesley Longman.
Dubin, Fraida and Elite Olshtain.1992. Developing Programs and Material for
Language Learning. New York: Cambridge University Press
Halmalik, Oemar.2001. Proses Belajar Mengajar.Jakarta: Bumi Aksara
Mc Donough, Jo and Chrishtoper Shaw.2003. Material and Methods in ELT.
Blackwell Publishing
Munawaroh, Liyun.2004. A Study Potential Problems in Implementing Competence –
Based Curriculum in SMUN 8 and in SMUN 9 Malang.UMM
Olivia,Peter F.1992.Development The Curriculum. New York: Harper Collins
Publisher
Richard C. Jack.2002. Curriculum Development in Language Teaching. New York:
Cambridge University Press
Setyawati, Reni.E.2006. The Implementation of Syllabus in Teaching Reading
Comprehension 4 at English Department UMM.Unpublished Thesis:
Universitas Muhammadiyah Malang
Susilo, M Joko.2007. Kurikulum Tingkat Satuan Pendidikan – Manajemen
Pelaksanaan dan kesiapan Sekolah Menyongsongnya.Yogyakarta: Pustaka
Pelajar