Suggestions CONCLUSION AND SUGGESTION

the English teachers in SMA N 1 Klaten feel that arranging lesson plan is a burden. They arranged lesson plans only to fulfill the administrative work in SMA N 1 Klaten. They have not really realized the importance of lesson planning in the effort of creating an effective teaching and learning activity. Therefore, they need to improve the quality of their lesson planning in order to improve the quality of teaching and learning process in the classroom. The second aspect which needs to be improved is the variety of teaching activities provided for the students. Providing various activities for the students helps the teachers to avoid students‟ boredom. As found in the research findings, most of the teachers gave monotonous activity for the students. The students will be less motivated if the teachers do this in a long period of time. Since the process of teaching and learning will be more effective if the students are motivated, the teachers need to think of any possible variation in their teaching in order to maintain the students‟ motivation.

B. Suggestions

Based on the research findings, the writer proposes some suggestions for the betterment of the English teaching and learning process in SMA N 1 Klaten. The suggestions are described as follows: 1.To the policy makers in SMA N 1 Klaten The policy makers should make sure that the teachers are doing their profession in a professional way. They should monitor the teachers in order to maintain the teachers‟ teaching quality. Besides, they also need to support the development of teachers‟ competency through involving the teachers in seminars or conducting training for them. Giving permission for teachers who are really professional to follow the teacher certification program is also a form of support that the policy makers in SMA N 1 Klaten need to take in order to maintain the teachers‟ quality. 2.To the certified teachers The teachers are those who have a big contribution in creating an effective teaching and learning process. Thus, the certified teachers should keep their professionalism. It can be done by conducting an effective teaching and learning process. Moreover, they should also develop their competency through updating any information related to their profession, following seminars, etc. 3.To the teachers who have not been certified The uncertified teachers should develop their competency by doing action research, attending seminars, etc in order to enhance their professionalism. Since teacher certification is a proof of teachers‟ professionalism, the teachers who pass this program should be the ones who are really professional. 4.To the government The teacher certification program has a good purpose that is to enhance the teacher professionalism. Thus, it should be handled carefully. The government should consider a follow up action which can be taken in order to maintain the teachers‟ professionalism after the teachers have been certified. It can be in the form of allocating certain fund for the teacher competency development program. Bibliography Arends, Richard I. 1997. Classroom Instruction and Management. USA: McGraw- Hill Arends, Richard I. 2001. Learning to Teach. New York: McGraw-Hill. Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. New Jersey: Prentice Hall. Crowl, T. K, Kaminski, S., Podell, D. M. 1997. Educational Psychology. United State: Times Mirror Higher Education Group, Inc. Departemen Pendidikan Nasional. 2003. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional . Jakarta: Biro Hukum dan Organisasi Sekretariat Jenderal Departemen Pendidikan Nasional. Departemen Pendidikan Nasional. 2006. Materi Sosialisasi Program Sertifikasi Pendidikan Provinsi Jawa Tengah. Direktorat Jenderal Pendidikan Tinggi. 2007. Pedoman Sertifikasi Guru Dalam Jabatan . Jakarta. Elliot, S.N., Kratochwill, T. R., Field, J. L., Travers, J. 1999. Educational Psychology: Effective Teaching, Effective Learning. Singapore: McGraw- Hill. Frankel, Jack R. and Norman E. Wallen. 2000. How to design and Evaluate Research in Education . San Francisco: San Francisco University. H.J. Giono. 1997. Belajar dan Pembelajaran. Surakarta: UNS Press Howell, et al. 1993. Curriculum-based Evaluation: Teacher and Decision Makin. USA:Erooks Cole Publishing Company. Klein, Stephen B. 1996. Learning: Principles and Application. USA: McGraw-Hill, Inc. Lincoln, Yvona S. and Egon G. Guba. 1985. Naturalistic Inquiry . London: Sage Publication. Masnur Muslich. 2007. Sertifikasi Guru Menuju Profesionalisme Pendidik. Jakarta: Bumi Aksara. Moleong, Lexi J. 2007. Methodology Penelitian Kualitatif . Bandung: Penerbit PT Remaja Rosdakarya. Muhibbin Syah. 2006. Psikologi Pendidikan: Dengan Pendekatan Baru. Bandung: PT Remaja Rosdakarya. Richards, Jack C and Theodore S. Rodgers. 1993. Approaches and Methods in Language Teaching. Cambridge: Camdbridge University Press. Stempleski, Susan and Barry Tomalin. 1990. Video in Action . New York: Prentice Hall University Press. Ur, Penny. 1996. A Course in Language Teaching. UK: Cambridge University Press. APPENDIX I 1. Interview Protocol with the headmaster of SMA N 1 Klaten 2. Interview Protocol with the English certified teachers 3. Interview Protocol with SMA N 1 Klaten students 112 PROTOKOL WAWANCARA DENGAN KEPALA SEKOLAH

A. Teacher Sertification Program in general

1. Bagaimana pendapat Anda tentang program sertifikasi guru? 2. Menurut pendapat Anda, apa saja keuntungan yang didapat guru dengan mengikuti program sertifikasi? 3. Menurut pendapat Anda, apakah program sertifikasi guru dapat meningkatkan profesionalisme guru? Jika iya, dalam hal apa? Jika tidak, mengapa? 4. Sebagai kepala sekolah, bagaimana cara anda mendukung para guru untuk mengikuti program sertifikasi guru?

B. Services

 Teachers 5. Berapa orangkah tenaga pengajar yang ada di sekolah ini? 6. Dari leveltingkat pendidikan apa saja rata-rata pengajar di sekolah ini? SIS2yang lainnya? 7. Ada berapa guru bahasa Inggris di sekolah ini? 8. Berapa jumlah guru bahasa Inggris yang sudah dan belum tersertifikasi? 9. Menurut pendapat Anda, adakah perubahan kinerja pada guru di SMA N 1 Klaten ini, terutama guru bahasa Inggris, sebelum dan setelah tersertifikasi? Jika ada, dalam hal apa? Jika tidak, factor apa yang mungkin menjadi penyebabnya? 10. Apakah Anda melakukan pemantauan terhadap para guru, saat melaksanakan tugas? Bagaimanakah bentuk pemantauan tersebut? 11. Sejauh ini apakah para guru tersebut sudah menjalankan tugasnya dengan baik? Apakah para guru tersebut menghargai waktu? 12. Pasca sertifikasi guru, adakah semacam usaha yang dilakukan oleh kepala sekolah untuk menjaga kualitas kinerja guru?

C. Facilities

 Materials 13. Apakah guru diwajibkan membuat lesson plan setiap kali mengajar? Jika iya, kapankah waktu pengumpulanya? 14. Menurut pendapat Anda, lebih penting mana, persyaratan administratif seperti membuat lesson plan, ataukah proses KBM di kelas? 15. Darimana guru memperoleh materi ajar? Apakah disediakan sekolah? Ataukah guru mencari materi sendiri?  Media and Resources 16. Media apa sajakah yang tersedia di sekolah? 17. Apakah semua media yang ada dapat diakses oleh para guru ketika diperlukan untuk mengajar? 18. Sejauh ini, apakah penggunaan media tersebut telah maksimal?  Classroom 19. Ada berapa kelas di sekolah ini? 20. Fasilitas apa sajakah yang tersedia di masing-masing kelas tersebut?  Lain-lain 21. Apakah ada kegiatan di luar jam pelajaran untuk siswa mengembangkan ketrampilan berbahasa Inggrisnya? Jika ada, kegiatan apakah itu dan bagaimana minat siswa-siswa di sini terhadap kegiatan tersebut? 22. Apakah guru terlibat dalam kegiatan-keiatan tersebut?