Finding and disscussion A. Finding Conclusion, implication and suggestion 5.1 Conclusion

x Chapter III Research Method 3.1 Setting 31 3.2 Subject of the reseacrh 32 3.3 Type of the research 32 3.4 Technique of collecting data 33 3.5 Technique of data analysis 34 3.6 Credibility of Data 34 3.7 Data Validity 35

Chapter IV Finding and disscussion A. Finding

4.1 The instructional design implemented in acceleration class 36 4.1.1 Learning objective 36 4.1.2 Syllabus 38 4.1.3 Instructional material 41 4.1.4 Classroom procedure and class activity 43 4.1.5 Teacher and students’ role 48 4.1.6 Media 52 4.1.7 Evaluation 53 4.2 Obstacle faced by teacher 55 4.3 Solutions taken by teacher 57 B. Disscussion 58

Chapter V Conclusion, implication and suggestion 5.1 Conclusion

67 5.2 Implication 68 5.3 Suggestion 69 References 71 Appendix 74 xi Abstrak Pelaksanaan desain pembelajaran bahasa Inggris EID sesuai kurikulum 2013 untuk kelas akselerasi di SMP N 1 Boyolali. Tesis. Universitas Muhammadiyah Surakarta. Tujuan dari penelitian ini adalah untuk menggambarkan desain instruksional di kelas akselerasi yang meliputi silabus, tujuan pembelajaran, materi pembelajaran, prosedur kelas dan kegiatan kelas, guru dan siswa peran, media dan evaluasi. Instrumen untuk mendapatkan data adalah: observasi kelas dan wawancara. Penelitian ini menggunakan penelitian deskriptif kualitatif. Studi ini menemukan bahwa 1 Ada dua tujuan pengajaran bahasa Inggris terutama dalam mengajar bahasa Inggris yaitu belajar: Tujuan umum dan tujuan tertentu. 2 Jenis silabus yang digunakan adalah gagasan silabus fungsional. 3 Bahan ajar yang dicetak dan materi yang belum dicetak 4 Pelaksanaan prosedur kelas yang digunakan dalam penelitian ini diadaptasi dari teori 5M. 5 Peran guru adalah sebagai fasilitator, mengatur kelompok dan menjelaskan. Peran pelajar adalah sebagai pemain, dan pendengar. peran siswa adalah peserta merencanakan program pembelajaran sendiri dan akhirnya bertanggung jawab untuk apa yang mereka lakukan di kelas, kelompok dan belajar dengan berinteraksi dengan orang lain, peserta didik guru peserta didik lainnya, 6 Media yang digunakan dalam proses belajar mengajar laptop dan LCD 7 Model Evaluasi yang digunakan adalah formatif dan sumatif. 8 Kendala yang dihadapi oleh guru dari siswa yang kompetensi siswa tidak sama mereka memiliki tingkat yang berbeda dalam prestasi mereka, dan sistem scoring. 9 Solusi yang diambil oleh guru untuk memecahkan masalah adalah dengan memberikan motivasi untuk kelompok yang lebih rendah dan untuk waktu yang terbatas. Kata kunci: Desain intrusksional, kuriulum 2013, program akselerasi Abstract The Implementation of English instructional design EID based on curriculum 2013 at acceleration program SMP N 1 Boyolali: Naturalistic study.Thesis. Muhammadiyah University of Surakarta. The purpose of this study was to describe the instructional design in acceleration class which includes syllabus, learning objectives, instructional material, classroom procedure and class activities, teacher’s and student’s roles, media and evaluation. The instrument to get the data were: classroom observation and interview. This study used descriptive and qualitative research. This study found that 1 There are two learning objective of teaching English especially in English teaching namely: general objective and specific objective. 2 The type of syllabus used is notion functional syllabus.3 Instructional materials are printed and unprinted material 4 The implementation of the classroom procedure applied in the study was adapted from the PPP theory Presentation, practice and procedure. 5 Theteacher’s role isas a facilitator, a group organizer and an explainer. The learner’s role is as a performer, and a listener. The student’s roles is learners plan his her own learning program and this ultimately assumes responsibility for what they do in the classroom, group and learn by interacting with others, learner tutor other learners, 6 The media used in teaching learning process laptop and LCD 7 Evaluation model used are formative and summative. 8 The obstacle faced by the teacher of the student are the students’ competency are not the same they have different level in their achievement, and the xii system of scoring. 9 The solution taken by the teacher to solve the problems is by giving the motivation for the lower group and for the limited timing Key words: Instructional design, Curriculum 2013, Acceleration program

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