Students’ Achievement in the Implementation of English Teaching and Learning Process.

D. Students’ Achievement in the Implementation of English Teaching and Learning Process.

KKM (Kriteria Ketuntasan Minimal) is the lowest criteria or standard to declare the learners achieving the goal of study. KKM should be set at the beginning of the academic year by the educational unit based on the result of the discussion of English teacher in MGMP. Others, the things that should be considered in determining the KKM was complexity, capacity, and intake. Complexity referred to the difficulty level of basic competency in question. Capacity included of teaching facilities, such as: books, classrooms, laboratories (if needed), and others. Besides, intake was reasoning and thinking skills of learners. From the results of the discussion of English teacher in MGMP Surakarta, KKM for English subjects at the ninth grade of junior high school was

competence of the learners based on basic competence or competence standard in

a subject, as a reference of the learners to prepare themselves to follow the learning process, as a target of achieving material based on SK/KD, and as an

instrument in doing learning evaluation. In the case of the students with visual impairment, KKM standard set for a regular school was applied to them because they use the same curriculum as well as the curriculum for SMP regular not SMPLB.

In assessing the students, the teacher often give exercises in every meeting rather than give additional material. If any, it usually inserted in the discussion of the question. This was because the teacher wants to recognize the type of the test, so, the students would be easier to answer the questions in national examination and achieve the score above the minimum standard. Sometimes, the instrument used did not match with what was written on the lesson plan, but, in assessment standard, the teacher followed the scoring guide of lesson plan that can be seen on appendix 10. Then, the result of the exercise included in the score of daily report.

In visual im pairments‟ students, the key of teaching and learning process was centered in listening. They achieved much their learning through listening. They need help to develop skills to help them to do so more efficiently. Based on finding, the students were able to repeat back what they hear, but they find difficulties in writing a new vocabulary. Then, the teacher helped the students to develop these skills by asking questions to encourage them to digest information and to think about what they have heard. In assessing listening skill, the teacher In visual im pairments‟ students, the key of teaching and learning process was centered in listening. They achieved much their learning through listening. They need help to develop skills to help them to do so more efficiently. Based on finding, the students were able to repeat back what they hear, but they find difficulties in writing a new vocabulary. Then, the teacher helped the students to develop these skills by asking questions to encourage them to digest information and to think about what they have heard. In assessing listening skill, the teacher

4.1.

Graphic 4.1 Listening Score

In addition, the teacher took another score by practice, especially for speaking test. In speaking test, the teacher gave several minutes for the students to tell about their experience. The achievement of students‟ competence in speaking

skill could be seen in graphic 4.2.

Rizqi R. Fajar

Koko J Elsa C. Listening Score