Conclusions Suggestions CONCLUSIONS AND SUGGESTIONS

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter presents two sections. The first one is the conclusions of the study. The second one is several suggestions, which are for the teachers, the learners and for other researchers.

A. Conclusions

There were three questions stated in this study. They were: 1 what is the method used by the English teachers in terms of CBC implementation?; 2 is the method used by the teachers relevant with the CBC characteristics? and 3 what are students’ responses toward the implementation of CBC in English lesson? The answer to the first question was that teachers of English in the second grade of SMK Leonardo used Communicative Language Teaching Method CLT. It could be seen from the existence of CBC characteristics in teaching – learning activities in the classrooms. CLT aims to enable students of using English to communicate and to develop communicative competence. The answer to the second question was that the method used by the English teachers in teaching was relevant with the CBC characteristics. It could be seen from the CBC characteristics and the principles of CLT which underlie the same theories. The answer to the third question was that there were some positive responses toward the implementation of CBC in English lesson. The students’ responses were that they really enjoyed the English lesson, they could follow the 44 English lesson, they were active in class, and they also had positive thought about having enough ability to communicate in English. Based on the data results, the writer can conclude that the implementation of Competency – Based Curriculum in teaching English lesson for the second grade students of SMK Leonardo Klaten had been achieved. These could be seen from the teachers’ method used to teach English, the existence of CBC characteristics in the teaching – learning activities in the classrooms, the relevance between the method used and the CBC characteristics and also the students’ responses toward the implementation of CBC in English lesson.

B. Suggestions

There are several suggestions presented by the writer. The first is for the English teachers. The second is for the students of SMK Leonardo. The third is for other researchers. For English teachers, they need to improve their knowledge of teaching methods based on CBC and their creativity in teaching English so that the students will not get bored in following the lesson. They need to develop their way of teaching. In this case, the teachers need to arrange more interesting activities in English lesson so that the students would be more interested to learn English. For the students, they need to focus and concentrate on the English teaching learning activities so that the class environment of learning would be effective. They also need to improve their ability in using English to communicate following the English lesson. 45 The last one is for the other researchers. The writer suggests further research due to the fact that this thesis merely focuses on the English teaching learning based on CBC. Although this thesis is still far from perfect, it can serve as the basis for further research since there is new curriculum which has already been developed. 47 BIBLIOGRAPHY Depdiknas. 2004. Deskripsi Kurikulum SMK Bagian 1. Jakarta: Pusat Kurikulum Balitbang. Depdiknas. 2003. Ketentuan Umum Kurikulum Berbasis Kompetensi Pendidikan Prasekolah, Dasar dan Menengah . Jakarta: Pusat Kurikulum Balitbang. Depdiknas. 2003. Standar Kompetensi Bahasa Inggris SMA dan MA. Jakarta: Pusat Kurikulum Balitbang. Harley, B. 1990. The Development of Second Language Proficiency. Cambridge: Cambridge University Press. Larsen – Freeman, Diane. 2000. Techniques and Principles in Language Teaching . Oxford: Oxford University Press. Mulyasa, E. 2003. KBK: Konsep, Karakteristik, Implementasi dan Inovasi. Bandung: PT. Remaja Regdakarya Offset. Nunan, David. 1994. Research Methods in Language Learning. New York: Cambridge University Press. Punch, Keith F. 2001. Developing Effective Research Proposals. London: Sage Publication. Richards, J. C., and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching . Cambridge: Cambridge University Press. Trimurtiningsih, Christiana Sarwosri. 2004. Designing A Set of Extracurricular Instructional Materials for Teaching Speaking Based on the CBC to the 3 rd Grade Students of SMP Kanisius Kalasan . Yogyakarta: SDU. APPENDIX A The Permission Letter APPENDIX B The Observation Checklist

A. OBSERVATION 1

Date Time : Monday, 18 th September 2006 07.00 – 08.30 wib Class : 2 Elektro Total number of students : 32 students No. CBC CHARACTERISTICS Yes No 1. English is mostly used in the class for giving instruction and also for explaining the materials. √ 2. Teacher uses supporting teaching aids. √ 3. Teacher gives probing questions about the topic that is going to be given. √ 4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem. √ 5. Teacher motivates the students to speak English. √ 6. Teacher gives students more opportunities to speak in English. √ 7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly. √ 8. Students are ready to follow the lesson. √ 9. Students look enjoy with the classroom activities. √ 10. Students pay attention to the teacher’s explanation. √ 11. Students give responses to the teacher. √ 12. Students look enthusiastic with the classroom condition. √ 13. Students participate actively during the lesson. √ 14. The teacher has direct interaction with the students by observing the class thoroughly. √ 15. There are interactions between teacher and students in the class group work or discussion √ Explanation The first observation was done in class 2E, on Monday, September 18 th , 2006. When the teacher came into the class, the students were all ready to follow the English lesson. She greeted them and directly gave them some probing questions and statement about the topic that was going to be given. Then, she distributed the materials and the topic was about “Weekly Report”. Next, the teacher asked the students to read the reading passage. Therefore, there was reading aloud activity. Then, the teacher asked the students to work in pairs and discussed the passage so that they would able to retell the passage in front of the class by using their own words. The activity was done successfully, though there were some students who found it hard to learn English, especially in speaking. Therefore, the teacher tried to motivate them to be brave to speak in English.

B. OBSERVATION 2

Date Time : Tuesday, 19 th September 2006 07.00 – 08.30 wib Class : 2 Mesin A Total number of students : 32 students No. CBC CHARACTERISTICS Yes No 1. English is mostly used in the class for giving instruction and also for explaining the materials. √ 2. Teacher uses supporting teaching aids. √ 3. Teacher gives probing questions about the topic that is going to be given. √ 4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem. √ 5. Teacher motivates the students to speak English. √ 6. Teacher gives students more opportunities to speak in English. √ 7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly. √ 8. Students are ready to follow the lesson. √ 9. Students look enjoy with the classroom activities. √ 10. Students pay attention to the teacher’s explanation. √ 11. Students give responses to the teacher. √ 12. Students look enthusiastic with the classroom condition. √ 13. Students participate actively during the lesson. √ 14. The teacher has direct interaction with the students by observing the class thoroughly. √ 15. There are interactions between teacher and students in the class group work or discussion √ Explanation The second observation was done in class 2MA, on Tuesday, September 19 th , 2006. The topic of the lesson was about “Telephoning”. The activity started with the teacher asked the students to practice the steps of making a telephone call. In this class, all of the students seemed interested in the lesson; therefore, they really followed the lesson and did what their teacher told them to do. Then, the teacher asked them to perform it in front of the class. Though the students were very noisy, they paid attention to the teacher’s explanation. They still had difficulties in understanding English; therefore, the teacher made a direct interaction with them by observing the class thoroughly. With this, the teacher would understand their difficulties.