THE PUBLIC ELEMENTARY SCHOOL ENGLISH TEACHERS’ PERCEPTIONS ON THE USE OF SCHOOL BASED CURRICULUM IN KOTAGEDE SUB DISTRICT YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language
THE PUBLIC ELEMENTARY SCHOOL ENGLISH TEACHERS’ PERCEPTIONS ON THE USE OF SCHOOL BASED CURRICULUM
IN KOTAGEDE SUB DISTRICT YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By M.Maria Alakok Tri Laksmi Nur W. Student Number: 021214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2009
ABSTRACT
Tri Laksmi Nur W, M.M.A. The Public Elementary School English Teachers’
Perceptions on the Use of School Based Curriculum in Kotagede Sub District
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study investigates the public elementary school English teachers’ perception on the use of School Based Curriculum (SBC) in Kotagede Sub District Yogyakarta. There are two research problems to be answered: (1) How is SBC for English teaching in elementary school developed by the public elementary school English teacher in Kotagede Sub district Yogyakarta?(2) What are the perceptions of English teachers of public elementary school in Kotagede Sub district Yogyakarta toward the use of SBC in teaching English?
To answer those problems, there are some theories employed to help the researcher. First are the definition of SBC, the principle of SBC development, the principle of syllabus development and the role of English for elementary school students based on SBC. Second are the definition of perception and the factor influencing someone in having perception.
In order to answer those two problems, the researcher employed a survey research. To gather the empirical data by survey research, the researcher employed two instruments. The researcher distributed a questionnaire to the public elementary school English teacher in Kotagede Sub district Yogyakarta and conducted an interview with some of those teachers.
The research findings showed that in general the implementation of SBC development in teaching English for elementary school was already in accordance with the principles of SBC development stated by the government and the SBC development guideline made by Education National Standard Institution, although there were some principles which were not implemented by the teachers. For the teachers’ perception, most of the public elementary school English teachers in Kotagede Sub district have the positive perceptions on the use of SBC in teaching English for elementary school.
Through this study, the researcher proposed some suggestions. Those suggestions are proposed to the public elementary school English teachers in Kotagede Sub district, the government, and for other researchers. The public elementary school English teachers in Kotagede Sub district should always review the curriculum. The government should supervise the process of curriculum development.
ABSTRAK
Tri Laksmi Nur W, M.M.A. 2009. The Public Elementary School English
Teachers’ Perception on the Use of School Based Curriculum in Kotagede Sub
District Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan
dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penelitian ini mempunyai tujuan untuk mengetahui persepsi guru-guru bahasa Inggris yang mengajar di sekolah dasar negeri di wilayah ranting dinas atau kecamatan Kotagede Yogyakarta terhadap penggunaan Kurikulum Tingkat Satuan Pendidiakan (KTSP). Di dalam penelitian ini dirumuskan dua masalah yang meliputi: (1) Bagaimana Kurikulum Tingkat Satuan Pendidikan dalam kaitannya dengan pengajaran bahasa Inggris di tingkat SD dikembangkan oleh guru-guru bahasa Inggris yang mengajar di SD negeri di kecamatan Kotagede? (2) Bagaimana persepsi guru-guru terhadap penggunaan Kurikulum Tingkat Satuan pendidikan dalam pengajaran bahasa Inggris di tingkat SD?
Untuk menjawab pertanyaan tersebut, penulis menggunakan beberapa teori yang berhubungan. Teori yang pertama adalah tentang pengertian KTSP, prinsip-prinsip pengembangan KTSP, prinsip-prinsip pengembangan silabus dan posisi bahasa Inggris sebagai muatan lokal menurut KTSP. Teori yang kedua adalah arti persepsi dan beberapa factor yang mempengaruhi persepsi seseorang.
Metode yang digunakan untuk menjawab permasalahan dalam penelitian ini adalah metode survey. Metode survey dilakukan dengan cara membagikan kuesioner kepada guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede Yogyakarta dan melakukan interview dengan beberapa guru tersebut.
Hasil penelitian ini menunjukkan bahwa pelaksanaan pengembangan KTSP yang dilakukan oleh guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede sudah sesuai dengan ketetapan-ketetapan yang dibuat oleh pemerintah dan panduan pengembangan KTSP yang dibuat oleh Badan Nasional Standar Pendidikan (BSNP), meskipun dalam prakteknya masih ditemui beberapa pelanggaran dan ketidaksesuaian. Guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede mempunyai persepsi yang positif terhadap penggunaan KTSP dalam pengajaran bahasa Inggris di tingkat sekolah dasar.
Dalam penelitian ini penulis mengajukan beberapa saran. Saran-saran tersebut ditujukan untuk guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede, sekolah-sekolah, pemerintah, dan peneliti yang akan mengadakan penelitian lebih lanjut lagi. Guru bahasa Inggris harus selalu mengembangkan kurikulum secara berkesinambungan Pemerintah harus selalu melakukan pengawasan terhadap pengembangan kurikulum di sekolah-sekolah
ACKNOWLEDGEMENTS
Thank God for always blessing me and accompanying me so that I can finish this thesis in order to finish my study in Sanata Dharma University. After waiting for so long and facing so many problems, finally I could accomplish this thesis. I believe I would never finish it without getting support from many people who care and love me. Therefore, I would like to address my deep gratitude to these wonderful people.
I would like to thank my sponsor, FX. Ouda Teda Ena, S.Pd., M.Pd. who is always patient in helping me and guiding me to finish this thesis. I thank him for his advice and suggestion.
I thank all English teachers in Kotagede Sub district whom I could not mention one by one. I thank them for giving me their time to fill in the questionnaires and to give the information which I need.
I dedicate this thesis to my family especially my mother who always prays for me. I thank her for being patient to wait and support me. I am sorry that I spend too much time to finish my study.
I thank Chandra who had accompanied me. I also thank my friends in LBUSD (Mbak Silvi, Mbak Nana, Mbak Ita, Mas Sandy, Mei, Lia, Vero, Tante Di, Andri, Yere, Mbak Iyan, Galih, Tety, Mas John, my juniors in ILCIC, and my friends in CEIC) and my best friends Lizza and Tumi for always supporting me.
I thank the people whom I could not mention one by one.
TABLE OF CONTENTS
8
2. The Role of English for Elementary School Students Based on SBC……………………………………………….
13
9 b. Syllabus Development…………………………………….
Curriculum Development Principles………………………
a. The Definition of SBC, Its Components and
8
1. School Based Curriculum and Its Development Principles…………………………………………………….
6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ……………………………………….
Page TITLE PAGE ………………………………………………………... i APPROVAL PAGES ………………………………………………... ii STATEMENT OF WORK’S ORIGINALITY………………………. iv ABSTRACT …………………………………………………………. vi
5 F. Definition of Terms …………………………………………..
5 E. Research Benefits ……………………………………………
4 D. Research objective …………………………………………...
4 C. Problem limitation …………………………………………...
1 B. Problem Formulation ………………………………………...
CHAPTER I. INTRODUCTION A. Research Background ………………………………………..
AKNOWLEDGEMENTS …………………………………………… viii TABLE OF CONTENTS ……………………………………………. ix LIST OF APPENDICES……………………………………………... xii LIST OF TABLES …………………………………………………... xiii
ABSTRAK …………………………………………………………..... vii
17
3. Perception…………………………………………………...
19
a. Definitions of Perception…………………………………
19 b. The Factors Stimuli Influencing Perception……………...
20 B. Theoretical Framework ………………………………………..
24 CHAPTER III. RESEARCH METHODOLOGY A. Research Method……………………………………………...
27 B. Research Participants………………………………………….
27 C. Research Instruments………………………………………….
28 D. Data Gathering Technique…………………………………….
30 E. Data Analysis Technique……………………………………...
30 F. Research Procedure……………………………………………
32 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Process of SBC Development for English Teaching in Elementary School………………………………………...
33 1. Data Presentation and Analysis…………………………….
33 a) Teachers’ Answers on the Curriculum Development…...
34
b) Teachers’ Answers on the Syllabus Development………
37 2. The Discussion……………………………………………...
41 B. Teachers’ Perceptions on the Use of SBC in Teaching English for Elementary School students……………………….
44 1. Data Presentation and Analysis…………………………….
44 a) Interview Result………………………………………….
44 b) Questionnaire Result……………………………………..
46 2. The Discussion……………………………………………...
49
CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusions…………………………………………………… 53 B. Suggestions…………………………………………………… 54
1. For Public Elementary School English Teacher in Kotagede Sub district………………………………………………….
54 2. For the Government………………………………………..
55
3. For Other Researchers………………………………………
56 REFERENCES………………………………………………………... 57
APPENDICES
Appendix A : The Questionnaires Result…………………………...60 Appendix B : The Interview Result………………………………...
71 Appendix C : The Original Questionnaire Distributed in Bahasa Indonesia……………………………………………..
78 Appendic D : The Example of Curriculum Used in Kotagede Sub District …………………………………………..
90
LIST OF TABLES
Table 4. 1 : The Result of the Respondents’ Answers on the Curriculum Development……………………………
34 Table 4. 2 : The Result of the Respondents’ Answers on the Syllabus Development …………………………….
38 Table 4. 3 : The Result of the Respondents’ Responses on the Perception toward SBC ……………………………..
47
CHAPTER I INTRODUCTION This study investigates the public elementary school English teachers’
perceptions on the use of School Based Curriculum (SBC). This chapter presents background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefit of the study, and definition of terms.
A. Research Background
Curriculum as a guideline of education implementation is always changing. The changes refer to the national education function. It can be seen from the changes of the Curriculum used in Indonesia. First, the government stated a curriculum, namely, 1984 curriculum. This curriculum was guided by Active Student Learning Way or in Indonesian language it is called Cara Belajar
Siswa Aktif (CBSA). The government then modified this curriculum into 1994
Curriculum. This curriculum focused on the importance of students’ ability to receive the information and its development so that the students were not prepared to face the working world. Students were expected to have theoretical knowledge without concerning on the skill aspect. The effect was students did not have enough ability to apply their knowledge into the real world. Then, the government made Competence Based Curriculum (CBC). The difference between CBC and the 1994 curriculum was that 1994 curriculum focused on the the students’ activities to build self-competence through active learning. CBC gave enough space for the students to search knowledge in their own way. But, then this curriculum did not bring any good changes. The changes seemed to be forced to follow the trend of international education development. There was not enough preparation for the teachers to apply this curriculum. For instance, the acceleration of the teachers to apply this curriculum still became the problem whereas the teachers wanted the students to build their own knowledge but they did not motivate the students. Based on the situation above, at the beginning of 2006, the government stated a new curriculum called “Kurikulum Tingkat Satuan
Pendidikan (KTSP)” . KTSP is the completing of 2004 Competence Based
Curriculum (CBC). KTSP means the operational curriculum, which is designed and done by each education unit. In English, then the researcher uses the term of School Based Curriculum (SBC) to call KTSP since these two curriculums have almost the same definition. The word “school-based” itself literally implies that all curricular decisions are made at the school level.
In English teaching-learning area, through the 1994 Indonesian Government Regulation, English was stated as one of local contents subject in elementary school. Local content subject is a curricular subject to develop the competence which is adjusted with the uniqueness and the potency of the region. Now, in the newest curriculum, English is still categorized as a local content subject.
SBC brings the implication in doing teaching-learning activities. It gives appropriate with the characteristic and the need of the students. Based on the rule of syllabus development made by Research and Development Institution of Curriculum Center or in Indonesian language it is called Badan Penelitian dan
Pengembangan Pusat Kurikulum (BPPPK), the teachers have the responsibility to
be able to develop the syllabus based on the teaching competence since that the teachers know more about the students’ characteristic and also the condition of the school and the environment. The teachers then take a big role on the success of the English teaching learning.
Related to this new curriculum, some teachers in Jakarta have an opinion that SBC brings them the difficulty. It happens because (1) they have to change their teaching method they used before, (2) SBC does not explain about the material taught in detail so that they are demanded to design and create the teaching learning process that are going to be taught appropriate to the condition, characteristic and potency of the students and the region (Kompas, 11 September 2006). Teachers in other regions also have the same feeling.
Based on the situation above, the competence of the teachers to develop the curriculum is very important. The problem is whether the teachers are ready or not to facilitate this curriculum. Lack of information and incomplete preparation may cause many problems for the teachers in developing the curriculum.
However, the teachers might perceive the use of SBC in various ways. Teachers might find that SBC will help them to improve the students’ ability in English since that they develop the curriculum based on the condition of the students and the environment. However, some of them might find any difficulties in developing the curriculum.
This study is then aimed to find out how to reveal and dig out the teachers’ perception on the use of SBC, and to investigate how the process of SBC development is.
B. Problem Formulation
From the problem limitation, the problems can be formulated as follows:
1. How is SBC for English teaching in elementary school developed by the public elementary school English teacher in Kotagede Sub district Yogyakarta?
2. What are the perceptions of English teachers of public elementary schools in Kotagede Sub district Yogyakarta toward the use of SBC in teaching English?
C. Problem Limitation
The use of SBC in teaching English for elementary school students may lead the teachers to have various perceptions since the teachers may have the different understanding, different background, and different experience in teaching. This study will be focused on two things, namely the process of SBC development for English teaching in elementary school and the teachers’ perceptions on the use of SBC in teaching English for elementary school.
This research will be done in public elementary school since teaching English for elementary school is still new, so the teachers may facing the problem
D. Research Objectives
The objectives of this research are as follows:
1. To study the process of SBC development for English teaching in elementary school.
2. To observe the perceptions of English teachers of public elementary school in Kotagede Subdistrict Yogyakarta toward the use of SBC in teaching English.
E. Research Benefits
The findings of the research hopefully will be beneficial for the elementary school English teachers and the elementary school students. It is expected that the identification about the process of SBC development in English will make the teachers know how to develop SBC and to facilitate their teaching. Besides, through this study, the reader will know the perceptions of the public elementary school English teachers toward the use of SBC; whether they have positive perceptions or negative perceptions. Positive perceptions tend to lead the teachers to be successful on the English teaching process. The improvement of the teaching directly will influence the students’ achievement. If the teachers succeed to facilitate this curriculum, hopefully it is easier for the students to understand the subject.
Negative perception will also give negative effect for the students since teachers cannot facilitate the curriculum optimally. It is part of the government’s responsibility especially Research and Development Institution of Curriculum one. Having positive perception on SBC will make the teachers apply this curriculum easier.
F. Definitions of Terms
Below are the terms which need to be defined in order to avoid misunderstanding. They are:
1. Perception Perception is a conscious mental and cognitive process that enables people to interpret and understand their surrounding (Kreitner and Kinicki, 1992: 126).
Perception, in this study, refers to public elementary school English teachers’ perceptions on SBC that is seen from the implementation of this curriculum. What is meant by teachers’ perceptions is how the teachers see and think about SBC; whether it is good or not, effective or ineffective.
2. School Based Curriculum (SBC) School Based Curriculum which is called Kurikulum Tingkat Satuan
Pendidikan (KTSP) in Indonesian means the operational curriculum, which is
designed and done by each education unit. SBC for the basic education is developed by school and school committee based on the graduate competence standard, content standard and also the guideline of curriculum dvelpoment made by Education National Standard Institution or Badan Standar Nasional
Pendidikan (BSNP) .
3. Elementary School The term of elementary school refers to unit form of basic education that runs a six-year education program (Indonesian Government Regulation No. 28,
1990). Whereas the regulation of Republic Indonesia 1990 states that those are not less than six years old have a right to join a basic education. While public elementary school refers to the elementary schools owned an organized by the government.
4. Teacher According to Usman (1995:5), teacher is a position or profession which needs special skill as a teacher. A person who does not have skill to do the activity or job as a teacher cannot do this job. To be a teacher, people needs special requirements. Moreover, as a professional teacher, people have to master many things related to education and teaching. In SBC, teacher has the authority in developing the syllabus since the teacher more understand about the characteristic of the students.
CHAPTER 2 LITERATURE REVIEW This chapter discusses theoretical description and theoretical framework. Theoretical description discusses some theories related to this study, while
theoretical framework discusses major relevant theories which help to answer the research problem. The theoretical description is divided into three parts: (1) Definition of SBC, the principles of SBC development for Elementary School, and the syllabus development principles; (2) The role of English for elementary school based on SBC; (3) Definition of perception and factors influencing someone in having his or her perception The second part is theoretical framework.
A. Theoritical Description
This section is concerned with related theories, which are used to support the accomplishment of this study.
1. School Based Curriculum (SBC) and Its Development Principles
In order to investigate the process of SBC development, here the researcher employs the definition of SBC, SBC components and some principles of SBC development. In this section, the researcher also discusses the syllabus development and the principle of English learning in this curriculum as one of local content subject.
a. The Definition of SBC, Its Components and Curriculum Development
PrinciplesCurriculum is a set of planning and arrangement about the purpose, the content, the instructional material and also the way which is used as the teaching learning activities guideline to achieve a certain education purpose. This specific purpose includes national education purpose and the conformity with the uniqueness, condition and regional potential, each education and learning participant. Based on those reasons, curriculum is designed by each education unit in order to adjust educational program to the regional need and potential.
The word “school-based” literally implies that all curricular decisions are made at the school level (Gopinathan and Deng, 2006:93) whereas in Indonesia, it is common called Kurikulum Tingkat satuan Pendidikan (KTSP). SBC then implies the meaning as the operational curriculum, which is designed and done by each education unit. SBC is developed based on the content standard and the competence standard. Therefore, this curriculum still concerns with the certain competences in the implementation. It means the learning process still have the competence as the basic and competence standard as the purpose as socialized in CBC 2004.
The development of SBC is entrusted to each education unit. This principle is implemented to empower the region and the school in planning, implementing, managing, and also evaluating the learning process appropriate with their condition and aspiration. As Skilbeck (1984) defined it, the evaluation of a program of students’ learning by the educational institution of which those students are members. The principle of SBC refers to “the unity of the policy and the variety of the implementation”. The unity of the policy means the schools use the same set of CBC document made by National Education Department. While the variety of the implementation means each school develop their own syllabus adjusted to their characteristic. By the existence of SBC Management, many people or institution will take a role and responsibility in implementing; they are school, the principle, the teacher, the city or regency education institution, the province education institution and National Education Department. By implementing SBC, the authority of each education unit to develop and manage the curriculum becomes bigger and bigger.
The components of SBC are the education purpose on the level of education unit, structure and curriculum content on the level of education unit, education calendar, and syllabus. The first component, the purpose of basic education level, is to put the basic intelligence, knowledge, personality, morality, and skill to live independent and to prepare for the next education level. For the second component, based on the structure and curriculum content on the basic education level, English belongs to local content subject. The fourth component, the syllabus, is developed as the extension of competence standard and basic performance. The definition of local content subject and the syllabus will be discussed letter.
The development of SBC refers to national education standard to standard consists of content standard, process, graduation competence, teaching staff, instruments, management, funding and evaluation. The two of those, content standard and graduation competence standard are the main references of each education in developing curriculum.
Based on Indonesian Regulation [IR] number 20 2003) about national education system and Indonesian Government Regulation [IGR] number 19 2005 about education national standard, SBC is developed under the supervision of education institution. SBC development should be based on the content standard and graduation standard, SBC development guideline made by Education National Standard Institution (Badan Standar Nasional Pendidikan /BSNP), and the consideration from the school committee. Based on the guideline of SBC development published by Education National Standard Institution, an institution that standardize, guarantee, and control the quality of education, SBC are developed based on some principles.
First, SBC has a center at the potency, development, need, and the importance of the students and their environment. Curriculum is developed based on the principle that students have the central position to develop their competence. To support the achievement, the students’ competences development is made based on the students’ potency, students’ need, and students’ importance and also the environment demand.
Second, SBC is various and integrated. Curriculum is developed by concerning with the various characteristics of the students, regional potency, social status, and gender. Besides, there should be the connection and the continuity among the substances in developing the syllabus.
The next principle is that SBC is perceptive toward the development of the science, technology and art. The curriculum content has to facilitate the students to follow and employ the development of the scientific knowledge, technology, and art.
The forth principles states that SBC is relevant to the life needs. Curriculum development should involve the stakeholders to create the relevance between the education and society needs in preparing the students to face the working world.
Fifth, SBC is comprehensive and completely. The substances of the curriculum should include the whole competence dimension, the scientific studies, and lesson subject which are planned and given continually among all education level.
Sixth, SBC is for long life education. Curriculum is directed to the process of students’ development, education, and empowerment which is continuously for their whole life.
The last principle emphasizes the balance between the national importance and regional importance. Curriculum development should notice the balance between regional and national importance.
As the product of each education unit, SBC is expected to show the uniqueness and the potency of each education unit. Therefore, before designing strength, weakness, opportunity, and challenge that are faced now and in the future. This analysis result will be a reference in developing the vision, the mission, the strategy and the instructional programs that is relevant with the
th
condition, potency, students’ need and regional need. Besides, the 10 National Education System Regulation 2003 stated that one of the strategies of national education development is the development and implementation of Competence Based Curriculum. The use of “competency” as the basic curriculum has the purpose to give the stress on the learning process so that each student can be conditioned to be able to reflect knowledge, skill and behavior in daily life completely.
Curriculum development is arranged in order to give the chance for the learning participants to: (a) learn to be faithful to God, (b) learn to understand and comprehend fully, (c) learn to do and act effectively, (d) learn to live together and to be useful for others, and (e) learn to build and find identity through learning process that is active, creative, effective and fun.
School authority in designing curriculum makes it possible for the school to adjust the students demand, school situation, and regional condition. Therefore, region and school have enough authority to design and decide the material, to arrange learning experience, to choose teaching method, and to evaluate the teaching learning successfulness.
b. Syllabus Development
Education National Standard Institution states some principles of syllabus actual and contextual, flexible, and comprehensive. Scientific means all material and activities have the correlation with knowledge and science. Relevant means the scope, the difficulty level, and the material order on the syllabus are appropriate with the development level of the students include physically, social, intellectual, emotional and spiritual development. Consistent deals with the relation among the components of syllabus. When the syllabus components are enough to support the basic competence accomplishment, it is called sufficient. Actual and contextual deal with the modern scientific and technology development happen in the real life. Flexible means all syllabus components should accommodate the variety of the students and teachers, and the changes happen in the school and society. Comprehensive means the syllabus components should include all competencies (cognitive, affective, and psychomotor).
The rule about the syllabus designer stated that, the syllabus development can be done by the teacher independently or in a group. If the teacher is able to recognize the characteristic of the students, the school, and the environment, he or she can develop it himself or herself. The principal can also make a group of subject teachers to develop the syllabus. For schools that are not able to develop the syllabus, they can join with other schools.
For the time allocation, The Education National Standard Institution stated that syllabus arrangement should notice the whole time allocation both per semesters as well as for one year.
There are seven steps of syllabus development according to The Education
1) Study the Performance Standard and Basic Competence.
The study of the performance standard and basic competence should notice the order based on the level of difficulties, the relation between the competence standard and basic competence in one subject, and the relation the competence standard and basic competence among all subjects.
2) Identify the Main Instructional Material
Identify the main instructional material to support the achievement of basic competence based on the principles of syllabus development.
3) Develop the Teaching Learning Activities
Teaching learning activities must give the learning experiences which involve the mental and physical processes through the interaction between the students, the students with the teachers, environment and the other learning sources in order to achieve the basic competence. That is why the use of variation method and the centralization on the students required.
4) Formulate the Indicators of Competence Achievement
Indicators are developed appropriate with the characteristic of the students, subject material, school, region potency. These are formulated into operational verbs that are possible to be measured and observed since indicators are used as the basic of the evaluation instruments.
5) Determine the Type of Evaluation
The evaluation is done based on the indicators in the form of test and non test, written and unwritten, performance observation, behavior measurement, assignment, project, portfolio and self evaluation. The followings are some rules should be noticed in evaluation.
a) The evaluation is directed to measure the competence achievement.
b) The evaluation is done based on what are done by the students after experiencing something. It is not to determine someone position on his or her group.
c) The system should be continually and the result should be analyzed to investigate whether the students have had the basic competence and to know the students difficulties.
d) The evaluation result is analyzed to determine the follow-up.
e) The evaluation system should be appropriate with students learning experiences in teaching learning processes.
6) Determine the Time Allocation
Time allocation for each basic competence is based on the total effective weeks and time allocation of the subject per week by considering the total basic competence, the basic competence width, depth, difficulty level, and importance level.
7) Determine the Learning Sources
Learning sources are recommendation, object or material use for teaching learning activities such as printed and electronic media, informant, physical environment, nature, social, and culture. The determination of learning sources is based on the competence standard, basic competence, learning material, learning
After being developed, based on the SBC arrangement mechanism stated by the Education National Standard Institution syllabus should be approved by the principal after getting the agreement from the school committee and education institution. Then, syllabus should be examined and developed continually by noticing the learning result evaluation, process evaluation, and instructional plan evaluation.
2. The Role of English for Elementary School Students Based on SBC
In SBC document, English in elementary school has the position as one of the local content subject. English learning is expected to help the students to recognize themselves, their culture, and other people culture, to help the students to be able to express their ideas and feelings, participate in the society, and to help the students to use their analytic and imaginative ability.
English is an instrument to communicate orally and written. Communication ability means the ability to understand and/ or produce spoken text and/ or written text which is formed into four language skill include listening, speaking, reading, and writing. Therefore, English as a subject is directed to develop those skills so that the students are able to communicate and write in English on a certain literacy level. Literacy level contains performative, functional, informative, and epistemic. The literacy level for elementary school is performative literacy level. The scope of English for elementary school involves oral communication ability on the school context which contains of the aspects of listening, speaking, reading, and writing. Writing and reading skill are directed to
Based on the SBC socialization CD, English learning for elementary school should be active, creative, effective, and joyful (joyful learning). Next, the use of multi method and multi media is recommended. Learning process can be done inside or outside the classroom and use the environment around to support the learning. Besides, the learning process should involve multi aspect such as logical, practice, and ethics.
Learning English for elementary school has the purposes so that the students have the certain abilities. First is to develop communication competence orally to accompany the action (language accompanying action) on the school context. Second purpose is to have the awareness about the meaning and the importance of English to improve the competitive ability in the global society.
Appropriate with the literacy level (performative literacy level) and the purpose of learning English for elementary school (language accompanying action), the use of TPR (Total Physical Response), cooperative learning, games, songs, and short stories as the learning strategies are well recommended (Christina Kristiyani, 2007). The basic consideration of the using of TPR method is that TPR appropriate with the characteristic of young learner which stated that children will learn better by speaking and acting (Musthafa, 2002:7). Why the use of cooperative learning important is because cooperative learning is appropriate with the characteristic of the learning in elementary school. That is active, creative, effective and joyful which is focused on the practice and working in a group. The use of songs, games, short stories will create joyful learning.
3. Perception
Since the study is aimed to know teachers’ perception on the implementation of School Based Curriculum, thus the writer presents the discussion of some definitions of perception according to some experts and factors which can influence someone in having his or her perception.
a. Definitions of Perception There are some definitions of perception based on experts’ opinion.
According to Kreitner and Kinicki (1992: 26), perception is a mental and cognitive process that enables us to interpret and understand our surroundings. It means that perception may exist as our responses to our surrounding. Leontiev (1981: 31) defines perception as the process in which the existence of the objects and phenomena is reflected in a person’s consciousness. The process happens with the help of the person’s sensory organs, namely: eyes, ears, tongue, nose, and skin. Leontiev’s statement means that a person may perceive objects, surroundings, and events or occurrence around him or her consciously by the help of sensory organs.
Haire (1956), cited by Leontiev (1981: 31) states that perception is a process in which the individual recognizes information, fits the information, and compares the information with the previous one which is stored in the person’s memory. Haire’s statement means that a person, after receiving the stimuli, will identify the stimuli. He or she then will recall his or her memory whether he or she has already received the same stimuli or not. If he or she has already received form of information. The person then matches the information, and compares the information with the previous information. Gibson, Ivancevich, and Donnelly (1973: 216) state that perception is an activity which employs us in everyday of our lives. The perception is a set of factors which influence the motivational state of people in organization. The definition of perception stated by Gibson et. al means that perception influences a person’s motivation in his or her surroundings.
Another definition about perception comes from Forgus (1996: 1). Forgus defines perception as the process of information extraction. It means that perception is the process where the information is filtered or selected. Altman, Valenzi, and Hodgetts (1985: 85) add that perception is the way stimuli are selected and grouped by a person in such a way that the stimuli can be meaningfully interpreted. Furthermore, Altman et. al (1985) state that perception is how a person views reality. The way a person views the reality depends on how the information that is available organized.
After knowing some definitions of perception, in the following discussion the writer will discuss some factors that affect someone in having perception.
b. The Factors Stimuli Influencing Perception
In organization theory, Gibson et. al (1985:61) provides a perceptual process in the form of diagram and there are six factors influencing someone’s perceptions.
1) Stereotype
Stereotype is a set of beliefs about the characteristic of people in a Ivancevich, and Donelly, 1985:64). It indicates that the judgment for someone is related to his/her ethnic group membership. For example, most of Javanese women speak slowly and politely so that a woman who is Javanese will stereotype as the most Javanese woman. While in fact, not all Javanese women speak slowly and politely. Most of the stereotypes are the wrong perception because it is formed not because of the fact that happens in our environment. It is supported by Gibson et. al (1985: 65) who says that stereotyping can result in implementing improper programs.