Conclusions Students` and teachers` perceptions on the english competency-based curriculum implementation at the sixth grade of elementary school.

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter concludes the research. The conclusions of the research were based on the data previously discussed in chapter IV. Suggestions are also provided in this chapter.

A. Conclusions

Competency-Based Curriculum was a curriculum which used competencies as central issues in teaching learning process. In this curriculum, the students were put to be the center of the teaching learning process. Meanwhile, the function of the teachers was as the facilitators. This research evaluated the curriculum by focusing on the process and the result of learning. SD Negeri Serayu Yogyakarta implemented Competency-Based Curriculum as the teaching guidelines. The English teachers had applied this curriculum for four years. There were some obstacles which were faced by the English teachers in implementing this curriculum especially about the details of the evaluation. The first conclusion was about the implementation of Competency- Based Curriculum in the real classroom at SD Negeri Serayu Yogyakarta. The teacher developed the four English skills. The reading skill was developed by asking the students to take turn reading a passage on the book. The teacher gave the students comprehending questions after reading the passage as well to check whether the students understood the story. The students’ mispronunciations were 73 also corrected every time the students made mistakes in pronouncing some words. Then, the students were asked to repeat the words corrected by the teacher. The speaking skill was developed more often than the other skills. Its competencies were accomplished by having more practice on speaking activities than long explanations. Card games were mostly used to build up the speaking skill. The teacher sometimes assigned the students to have a simple conversation in a small group after giving a short explanation on the materials to help the students reach the competencies of speaking skill required in the curriculum guideline. Meanwhile, the competencies of writing skill were attained by making a paragraph step by step. The teacher usually explained the language focus of the topic before asking the students to practice writing. Then, the students were assigned to arrange the English words, so the arranged words could be a correct sentence. After the students could make English sentences, the students were then asked to put together those sentences to be a good short paragraph. The competencies of listening skill were elaborated as well. The students were assigned to listen to a story read by the teacher. The students had to pay attention to the story and memorize it because the teacher gave some comprehending questions afterwards to test out whether the students comprehended the story. The students were also asked to retell the story to help the students achieve the standard and basic competencies stated in the curriculum guideline. The teacher sometimes used some media to do the class activity as well, so the competencies of the four English skills required in the curriculum guideline could be achieved successfully. Based on the discussion, the researcher 74 could draw a conclusion that the standard and basic competencies of reading skill were achieved well through the class activities created by the teacher. The second conclusion was that the students enjoyed learning English when the teachers implemented Competency-Based Curriculum through certain strategies. They preferred to learn English using media in delivering the materials. The third conclusion was that Competency-Based Curriculum was appropriate in the teachers’ points of view. They stated that the concept of Competency-Based Curriculum was ideal since its concept covered many competencies in details and developed the four skills of English. However, they stated that the evaluation in the Competency-Based Curriculum was poor because it was impractical and difficult to implement. The teachers did not only do the evaluation to determine the students’ marks, but also they had to give values of certain aspects such as the discipline, attitude and behaviors, as well as the students’ achievements. Those details of Competency- Based Curriculum evaluation which required the students to achieve the competencies of each skill made the two English teachers find more difficulties. In terms of evaluation, therefore, the English teachers responded that they preferred to choose the 1994 Curriculum to the Competency-Based Curriculum since the evaluation was more practical. In summary, the Competency-Based Curriculum was, in fact, very good. The concepts of Competency-Based Curriculum required the students to achieve the competencies of each skill in order to be considered as successfully implemented. The students also gave positive responses towards the Competency- Based Curriculum implementation in the teaching learning process. They enjoyed 75 learning English through media as one of the facilities to support the successful implementation of Competency-Based Curriculum. However, Competency-Based Curriculum still needed revisions in the case of evaluation so that the details were not too complicated.

B. Suggestions