35 students were invited to develop the skill they want and to dig up the potential
they like. Teachers’ role was to guide them on a good way. They could ask students to join in some English competitions, like debate contests, speech
contests, and writing contests. Students were asked to speak up in the class and do not have to speak in good grammar. They were trained to be brave in speaking
first, then trained to use good grammar in speaking.
In implementing this curriculum, participant A stated that the result for students was not concentrated to the students’ final result. Same as CBC, learning
process and learning outcomes were emphasized on the 2006 curriculum implementation Puskur, 2002. Thus, teachers should assess both learning
process and learning outcomes. However, some teachers were still confused in assessing the students, especially for each language skill. And so, teachers only
assesed on the learning outcomes without combined all grades the students got in learning.
3. The Problems in Implementing 2006 Curriculum
To solve the first problem that was teachers should be creative, participant A used learning materials from many sources. The participant looked for materials
which were easy to understand by their students so that it helped them in achieved the learning objective. Besides, some teachers taught their students outside the
class Appendix 3. For example, the teachers asked students to describe the environment using English or practice to speak English with their friends in
school. The teachers sometimes taught listening skill using tape recorder in the
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36 class. It helped students to be accustomed to knowing the foreign dialect. This
strategy helped teachers to invite students to be active in learning process.
Second problem the participants faced in implementing the 2006 curriculum was that students were difficult to follow the learning process.
Although the teachers were creative in conveying the lesson, some students tended to be lazy in following the lesson. Some students tended to be passive in
the learning process although teachers had encouraged them. They were lazy to follow the lesson. It might be caused by their mood or their dislike to the lesson.
In solving this problem, teachers always invite them to join in the class discussion. If students did not change their habit became passive, teachers could
asked their name to speak, even force them to speak in the class.
In addition, lack of students’ understanding of the lesson also influenced the learning process. Students were invited to be active in learning so that teachers
acted as facilitators, not became a central in the class. Therefore, students should be active in filling, improving, and exploring their knowledge they had learned.
They could read other sources, watch education film, practice speaking with friends outside the school, listen to the music, practice writing by making a short
story, or write a diary. However, students who had lack of motivation in studying were difficult to follow the lesson too. Some teachers usually give them
homework based on the topic they had learned. This strategy was expected to motivate students in learning then they were accustomed to improving their
knowledge by themselves without teachers’ force.
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37 Some teachers sometimes taught using Bahasa Indonesia in English
lesson. They spoke Bahasa Indonesia to help students in understanding the lesson. Hence, students were not accustomed to using English in speaking. They only
knew the theory without practising it. Therefore, it must be changed, for example, by combining two languages in teaching, like using English first then Bahasa
Indonesia to explain.
Since 2006 curriculum emphasized on four language skills, some teachers could not achieve students output from four language skills. They tended to focus
on some skills, for example in reading and writing. This case happened because teachers only had a few time allocations to teach while the students’ number was
many. To solve this problem, teachers tried to assess every skill in different time so that they could get the best result for students. Teachers tried to assess every
skill in every meeting so that they got all students output from four language skills the students’ learned.
4. English Teachers’ Perception on 2006 Curriculum Implementation at
