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
Mardi Yuana Senior High School
Curriculum was one of the tools which guided teachers to teach their students. Inlow 1966 stated “Curriculum is the planned composite effort of any
school to guide pupil learning toward predetermined learning outcomes.” It meant that curriculum was arranged by government but it was developed by teachers
based on the school and students’ needscondition.
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38 The 2006 curriculum was a curriculum which could be arranged and
developed based on schools and students’ needscondition. However, they had to pay attention to the existing standard and basic competence which had been
determined by government Joko, 2008. Teachers had a big authority to develop everything they need to teach. The opportunity teachers had is expected to help
them in developing students’ potentials in accordance with their skill, necessary, and willingness Prasetyo, Kompas, April 24
th
, 2006.
Based on the result the researchers gained, the four participants, those are participant B, C, D, and E from five participants said that the 2006 curriculum
was applicable to implement since it made the teachers became more creative and the students became active participants. It meant that the 2006 curriculum
implementation in Mardi Yuana Senior High School was good because this curriculum had strengths for both teachers and students. Although there were
some problems that occurred in the learning process, the solutions could become the strengths of the 2006 curriculum. This curriculum invited teachers and
students to cooperate in learning process so that the lesson objectives could be obtained well. This curriculum made teachers’ role became more specific and
clear since they should be motivators and facilitators, not became the only source in the class. Teachers gave materials to students briefly and ask students to find
out the rest by themselves. For example, teachers only gave the model, then students developed by themselves after got the example. This case was expected
to make students became active participants in following the learning process.
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39 Teachers were acted as guides in which their role was to guide students in
learning. Students should be active while teachers as guidefacilitator helped them to develop and improve the knowledge and skill. Being a motivator was also
teachers’ role. They should motivate students to learn well so that students were expected to develop the knowledge on proper way.
Teachers were demanded to be creative; to develop and convey the material, and to conduct a good learning process. Nevertheless, students were
demanded to be active and creative too. Students should be active in a learning process and creative to develop their skill of four English language skills. All
participants stated that in this curriculum, teachers were demanded to act as facilitators. As Prasetyo said in Kompas April 24
th
, 2006, a teacher should help students to dig out their potential in accordance with their skill, necessary, and
willingness. From this statement, teachers’ role as facilitators was seen because as facilitators, the teachers should guide students to develop their skill and talent in
English language Appendix 4. Based on the participants’ answer, using the 2006 curriculum in this era
was better than the previous curriculum, considering that in this curriculum students were challenged to be active, and so teachers were. Students should be
active to develop, explore and improve their knowledge by looking for other sources, or at least by participating in class discussion. Teachers as facilitators and
motivators should be creative to guide students in learning and mastering the language skills they like. In addition, the materials in this curriculum has a brief
range so that teachers could teach students briefly to the point in which students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40 were expected to develop by themselves while materials in CBC had a wide range
so that the teachers were sometimes confused to choose which part were going to give to the students. Materials in the 2006 curriculum was stated clearly while
materials in CBC had a wide range so that teachers were confused to convey
which part was going to be given for the first participant E.
Nunan stated that a curriculum is a collaboration effort between teachers and students since they are involved in making decision in the learning process.
From his statement, it could be said that teachers and students had a mutual relation to make the teaching learning process work well. A teacher could be a
guide, a friend andor a model for students. In addition, students also hold an important role in the teaching learning process, like involving in a class
discussion. However, teacher’s role was the most important thing to motivate students in learning.
Today, the implementation on the 2006 Curriculum was different with other curriculum. In implementing this curriculum, teachers gave students
opportunity to develop their skills. Besides lecturing students, teachers also gave students the opportunity to ask and to answer the questions, and did a class
discussion or group discussions. Students could also actively share their ideas in learning. Students also learned happily since some teachers used games as their
teaching method. Based on the teaching method the teachers used, it helped them to conduct the learning process effectively and gave good atmosphere for the
students so that they did not get bored to follow the learning process.
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41 Since the 2006 Curriculum had been implemented for more or less five
years, students and teachers could feel the result of the implementation on this curriculum. It is the time for teachers to be creative in developing and conveying
the materials, and to be facilitators and motivators for their students. Besides, students became active and could open their mind widely in following the
learning process. Students could also find out and develop their skills they had. In other words, it could be said that using the 2006 Curriculum was applicable since
it related to students’ needs and schools’ condition. This curriculum could be implemented well if teachers know their role, and could invite students to know
their role in the learning process. In addition, the impacts for teachers and students
could be a standard that this curriculum was going well or not.
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42
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the final discussion of the research. In this chapter, the researcher presents the conclusion based on the findings and presents
sugestions related to the implementation of 2006 curriculum.
A. Conclusions
After analyzing and discussion the data gathered in the chapter IV, the reseracher made conclusions about English teachers’ perception on 2006
curriculum which referred to strengths, weaknesses, and problems. In general, English teachers’ perception on 2006 curriculum strengths was
positive. The strengths happened in the implementation helped the teachers to teach well. For example, they should know students’ characteristic and students’
need before teaching so that they could convey the lesson proportionally to the students. All participants considered that 2006 curriculum helped them to develop
the learning material based on students’ need and school’s condition. Although 2006 curriculum was still overlapping with the previous curriculum, this
curriculum was appropriate to conduct since this curriculum emphasized on four language skills, which were reading, writing, speaking, and listening. Some
participants combined the materials from previous curriculum and 2006 curriculum, then made new module based on the topic.
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