A study on English teacher`s perception on the 2006 curriculum implementation at Mardi Yuana Senior High school.

A STUDY ON ENGLISH TEACHERS’ PERCEPTION

ON THE 2006 CURRICULUM IMPLEMENTATION AT MARDI YUANA SENIOR HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Melania Endah Yuniarti Student Number: 061214106

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A STUDY ON ENGLISH TEACHERS’ PERCEPTION

ON THE 2006 CURRICULUM IMPLEMENTATION AT MARDI YUANA SENIOR HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Melania Endah Yuniarti Student Number: 061214106

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Yogyakarta, July 19, 2011

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MENJADI DIRI SENDIRI ITU PENTING UNTUK

MEMAHAMI ARTI HIDUP YANG SEBENARNYA

EVERYTHING IS POSSIBLE TO REACH

IF THERE IS A WILL, THERE IS A WAY

I dedicate this thesis to: My Parents, My Husband, My Lovely Daughter, My Sister and Brother, and everyone who fills my life

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STATEMENT OF WORK’S ORIGINALITY

I honesty declare that this thesis, which I have written, does not contain the work or parts of the works of other people, except those cited in the quotation and the references, as a scientific paper should.

Yogyakarta, July 19, 2011 The Writer,

Melania Endah Yuniarti 061214106

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Melania Endah Yuniarti

Nomor Mahasiswa : 061214106

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

A STUDY ON ENGLISH TEACHERS’ PERCEPTION ON THE 2006 CURRICULUM IMPLEMENTATION

AT MARDI YUANA SENIOR HIGH SCHOOL

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikaan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal : 22 Juli 2011 Yang menyatakan

vii ABSTRACT

Endah Yuniarti, Melania. 2011. A Study on English Teachers’ Perception on The 2006 Curriculum Implementation at Mardi Yuana Senior High School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Education is known as one of the important things to develop human resources. This case invites government’s attention to improve the quality and quantity of education in Indonesia. One of the ways is by evaluating the national curriculum from time to time. This curriculum improvement is expected to make the education in Indonesia goes well. Nowadays, government asks every school to use 2006 Curriculum in which the school can arrange and develop the learning materials based on schools and students’ need. This research examines English teachers’ perception on 2006 curriculum implementation at Mardi Yuana Senior High School, especially on the strengths, the weaknesses, and the problems occurred in implementing 2006 curriculum.

This research is a qualitative research which is focused on survey research. To answer the problem, the researcher employed the open-ended questionnaires which were meant not to limit the participants’ answers to five English teachers in Mardi Yuana Senior High School.

Based on the findings, English teachers’ perception on 2006 curriculum implementation was positive. It was found that there were many strengths on 2006 curriculum implementation which also helped them in conveying the lesson. Besides the strengths of 2006 curriculum implementation, some weaknesses and problems were also seen when they implemented 2006 curriculum. However, the weaknesses and problems could become their fundamental things in improving their teaching.

Implementation 2006 curriculum at Mardi Yuana Senior High School was good since teachers were given freedom to develop the learning materials based on the students’ need and the school’s condition. In addition, the teachers could recognize students’ competence deeply since this curriculum emphasized on four English language skills.

This research is expected to be useful for the next researcher who will deal with 2006 curriculum implementation deeper. And, it is expected to give valuable benefits for teachers who implement 2006 Curriculum in learning process. By knowing the strengths and weaknesses on implementing 2006 curriculum, it might influence them in the way how they implement this curriculum.

viii ABSTRAK

Endah Yuniarti, Melania. 2011. A Study on English Teachers’ Perception on The 2006 Curriculum Implementation at Mardi Yuana Senior High School. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Pendidikan adalah salah satu hal terpenting dalam mengembangkan dan meningkatkan sumber daya manusia. Hal ini menyita perhatian pemerintah untuk memperbaiki dan meningkatkan kualitas dan kuantitas pendidikan di Indonesia. Salah satu caranya adalah dengan seringnya mengevaluasi kurikulum nasional dari waktu ke waktu. Perubahan kurikulum ini diharapkan dapat membuat pendidikan di Indonesia menjadi lebih baik. Saat ini, pemerintah meminta setiap sekolah untuk menggunakan Kurikulum 2006 di mana sekolah dapat menyusun dan mengembangkan materi pelajaran berdasarkan kebutuhan sekolah dan kebutuhan siswa. Penelitian ini berisi tentang persepsi guru-guru Bahasa Inggris dalam pelaksanaan kurikulum 2006 di SMA Mardi Yuana, terutama yang bersangkutan dengan kelebihan dan kelemahan pelaksanaan kurikulum tersebut, dan masalah-masalah yang timbul dalam pelaksanaan Kurikulum 2006.

Penelitian ini merupakan penelitian deskriptif yang berfokus pada survey. Untuk menjawab rumusan masalah, peneliti menggunakan kuesioner terbuka yang bermaksud untuk tidak membatasi jawaban para guru. Kuesioner ini diberikan kepada lima orang guru Bahasa Inggris di SMA Mardi Yuana.

Hasil penelitian menunjukkan bahwa persepsi guru Bahasa Inggris tentang pelaksanaan Kurikulum 2006 adalah positif. Ditemukan juga bahwa ada banyak kelebihan dari pelaksanaan Kurikulum 2006 yang membantu para guru dalam menyampaikan materi pelajaran pada para siswa. Selain kelebihan-kelebihan dari penerapan Kurikulum 2006, beberapa kelemahan dan masalah pun muncul pada saat guru menerapkan Kurikulum 2006 ini. Namun, kelemahan dan masalah yang ada justru dijadikan sebagai acuan untuk memperbaiki cara mengajar mereka.

Pelaksanaan kurikulum 2006 di SMA Mardi Yuana sudah baik karena para guru diberikan kebebasan untuk mengembangkan materi pelajaran berdasarkan pada kebutuhan siswa dan keadaan sekolah. Kelebihan lainnya adalah guru dapat mengetahui kemampuan siswa secara mendalam karena Kurikulum 2006 menitikberatkan pelajaran pada empat kemampuan Bahasa Inggris.

Penelitian ini diharapkan dapat berguna bagi peneliti-peneliti selanjutnya yang akan berhubungan dengan pelaksanaan Kurikulum 2006 dengan lebih mendalam. Penelitian ini juga diharapkan untuk memberikan manfaat yang berharga bagi para guru yang menerapkan Kurikulum 2006 dalam proses pembelajran. Dengan mengetahui kelebihan dan kelemahan dalam melaksanaan Kurikulum 2006, hal ini diharapkan dapat mempengaruhi cara guru dalam menerapkan kurikulum ini dengan baik.

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ACKNOWLEDGEMENTS

First of all, I would like to thank to Yesus Kristus who always gives me His strength and His way to finish this thesis, and Bunda Maria who always listens my words every night, and lightens my life day to day.

I would like to give my greatest gratitude to Caecilia Tutyandari, S.Pd., M.Pd. as my thesis advisor, for her time, care, support, suggestions, kindness, patience, knowledge, and everything she had given to me. I really thank her for her patience and kindness to help me in finishing this thesis. I would also like to express my sincere thankfulness to all the lecturers of English Education Study Program who had given me knowledge and skills, staff of PBI secretariat (Mbak Danniek and Mbak Tari) who patiently gave their service and students of 2006 for supporting me to finish my thesis.

My deepest and sincere gratitude goes to my beloved parents, Ibu Maria Sulastri and Bapak Sirilus Warsito for their prayers, support, and love. I give my special thanks to my husband Adrianus Gunawan, S.Pd. who always encourages and gives me motivation in doing this thesis. I also give my special thanks also to my lovely beautiful daughter Eufrasia Sherien Adila Gunawan who always accompanies me with her smile, laugh, and cry when I completed this thesis at the boarding house. And also, I give my thanks to my sister Emiliana Yuni Dwi Nugraha and my brother Aloysius Yuni Tri Purnomo who always support me to finish my study. I thank for their support which encourages me to do the best in my life.

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My thanks is also directed to all my PBI 2006 friends especially my best friends, Nike, Tiwi, Anneis, Ade, Fanny, my friends at Kost Gatotkaca 8, and other friends that I cannot mention one by one. I really thank them for every precious time we had shared together and for the supports during my study. I hope our friendship will be everlasting. At last, I give my gratitude to everyone who fills my colorful life.

God bless us.

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TABLE OF CONTENTS

Page TITLE PAGE ……….

APPROVAL PAGES ……… DEDICATION PAGE ……….. STATEMENT OF WORK’S ORIGINALITY ……….

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA

ILMIAH UNTUK KEPENTINGAN AKADEMIS ... ABSTRACT………...

ABSTRAK………. ACKNOWLEDGEMENTS ……….. TABLE OF CONTENTS ……….. LIST OF APPENDICES ………...

CHAPTER I: INTRODUCTION

A. Research Background ………..

B. Problem Formulation ………...

C. Problem Limitation ………..

D. Research Objectives ………..………... E. Research Benefits ………...

F. Definition of Terms ……….

i ii iv v vi vii viii ix xi xiv 1 3 4 4 5 6

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1. Perception ………..

2. The 2006 Curriculum ………

3. Implementation ………..

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description ………... 1. Curriculum Definition ………. 2. Curriculum in Indonesia ……….. 2.1 Competency – Based Curriculum (CBC) ………... 2.2 The 2006 Curriculum (KTSP) ………. 3. Perception …………...

B. Theoretical Framework ………

CHAPTER III: METHODOLOGY

A. Research Method ……….

B. Research Participants ……….. C. Research Instruments ………..

1. Questionnaires ………...

2. Interview ………

D. Data Gathering Techniques ………. E. Data Analysis Techniques ………...

F. Research Procedures ………

6 6 7 8 8 9 10 11 13 15 16 17 17 17 18 18 19 19

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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ………

1. The Strengths on 2006 Curriculum Implementation ... 2. The Weaknesses on 2006 Curriculum Implementation ... 3. The Problems on 2006 Curriculum Implementation ...

B. Discussion ………...

1. The Strengths on 2006 Curriculum Implementation ... 2. The Weaknesses on 2006 Curriculum Implementation ... 3. The Problems on 2006 Curriculum Implementation ... 4. English Teachers’ Perception on 2006 Curriculum

Implementation ………..

CHAPTER V: CONCLUSION AND SUGGESTIONS

A. Conclusions………..

B. Suggestions ………..………...

REFERENCES ………. APPENDICES ………..

21 22 25 26 28 28 34 36

37

42 45

47 49

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LIST OF APPENDICES

Appendix Page

Appendix 1 : Data from Participant A ………... 49

Appendix 2 : Data from Participant B ……….. 51

Appendix 3 : Data from Participant C ……….. 54

Appendix 4 : Data from Participant D ……….. 56

Appendix 5 : Data from Participant E ……….. 58

Appendix 6 : The Conclusion of Open-Ended Questionnaire on English Teachers’ Perception on 2006 Curriculum Implementation ……… 60

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CHAPTER 1

INTRODUCTION

This chapter discusses (A) Research Background, (B) Problem Formulation, (C) Problem Limitation, (D) Research Objectives, (E) Research Benefits, and (F) Definition of Terms.

A. Research Background

Education is known as one of the important things to develop human resources. This case invites government’s attention to improve the quality and quantity of education. One of the ways is by evaluating the national curriculum from time to time. This curriculum improvement is expected to make education in Indonesia is going better.

KTSP (Kurikulum Tingkat Satuan Pendidikan) or 2006 curriculum is the existing curriculum in Indonesia. This curriculum has already been implemented in school since 2006. However, the implementation has not seen clearly in all schools in Indonesia (Sutrisno, 2008). Many teachers have not been able yet to implement this because they assume that 2006 curriculum implementation is totally different from CBC (Curriculum Based Competency) implementation (Suhadi, 2006).

Basically, 2006 curriculum is an improvement of CBC (Muslich, 2008:6). The same as CBC, 2006 curriculum is expected to make the students become more active since teachers are acted as facilitators in the learning process.

However, there are some differences between CBC and 2006 Curriculum, they are 1) CBC is arranged by Tim Pusat and the school implements it while 2006 Curiculum is framework based on BSNP and the school develops it, 2) CBC consists of Standard Competence, Basic Competence, and Indicators while 2006 Curriculum consists of Standard Competence and Basic Competence, and other components which are arranged by teachers (Rijono, 2006). The 2006 curriculum is arranged by referring to SI (Standar Isi) and SKL (Standar Kompetensi Kelulusan) which are determined by government to achieve the goals of national education. One of the national education goals is to increase human resources quality in education aspects (GBHN, 1993). The development of 2006 curriculum is based on BSNP (Badan Standar Nasional Pendidikan) and other policies which relate to the curriculum in UU 20/2003 and PP 19/2005.

A curriculum based on UU Education National System 20/2003 is a plan aand a rule about objectives, content, and learning material which are used as the guideline to achieve the learning objectives. The 2006 Curriculum is a curriculum in which a school can arrange and develop the learning materials based on schools and students’ need. However, the school should pay attention to the existing standard and basic competence the government has been stated (Joko, 2008:97). In this case, teachers have an authority to develop the learning materials based on the curriculum standard. Teachers are given widely authority and opportunity in the selection of teaching method, resources, and learning materials. The opportunity that teachers have is expected to help them in developing their

potential in accordance with their skill, necessary, and willingness (Prasetyo Utomo, Kompas, April 24th, 2006).

Teachers’ understanding in this curriculum is needed to make the learning process goes well. This research is going to be conducted to find out how far teachers understand this curriculum and how they implement this curriculum in the learning process. Seeing that many teachers are not able yet to implement 2006 Curriculum (Suhadi, 2006), the researcher is interested in knowing teachers’ perception on 2006 Curriculum. The perception on 2006 Curriculum is focused on English teachers’ perception on strengths, weaknesses, and problems occurred in the implementation of 2006 curriculum.

B. Problem Formulation

Based on the topic above, the major problem of this study is

What are the English teachers’ perception on 2006 Curriculum implementation? This perception is going to relate to the teachers’ perception on 2006 Curriculum, and their preparation and implementation on 2006 Curriculum. In addition, the minor problems of this study are:

a. What are the strengths of 2006 curriculum implementation? b. What are the weaknesses of 2006 curriculum implementation?

c. What are the problems faced by the teachers in implementing 2006 Curriculum?

C. Problem Limitation

Implementing 2006 curriculum (KTSP) at a school is not easy since this is the new curriculum with new standard to implement. Teachers should follow the standard that the government stated. Besides, students have to adapt the new way the teachers do in conducting a learning process. Teachers’ perception on 2006 curriculum is expected to be able to help them to know what they should do in implementing 2006 curriculum. Therefore, the researcher limits the problem on teachers’ perception on 2006 Curriculum; what their opinion about 2006 curriculum and what they need to do in implementing 2006 Curriculum.

In this study, the researcher is going to explain about English teachers’ perception on 2006 curriculum, the strengths and weaknesses of this curriculum, and the problems occurred in implementing 2006 curriculum.

D. Research Objectives

This study is aimed at finding out teachers’ perception on 2006 Curriculum. The focus of this study is on the English teachers’ perceptions on strengths and weaknesses of 2006 curriculum, and the problems occured in 2006 curriculum implementation.

E. Research Benefits

This study is expected to give valuable benefits for teachers as actors who implement 2006 Curriculum in the learning process, for the next researchers who are going to deal with curriculum implementation, and for the researcher who conducts this research.

1. Teachers

This study is expected to give valuable benefits for teachers who implement 2006 Curriculum in learning process. By knowing the perception on strengths and weaknesses on implementing 2006 curriculum, it might influence them in the way how they implement this curriculum. Besides, it makes them aware of their understanding of this curriculum in which it can help them to prepare and to implement 2006 Curriculum better.

2. The next researchers

This study is expected to give some contributions for them who want to deal with curriculum aspect, especially in curriculum perception. Besides, this study is expected to give a contribution in education field.

3. The researcher

This study is expected to give better understanding for the researcher after knowing teachers’ perception on this curriculum. It might help the researcher to implement this curriculum better in a learning process since the researcher know about the strengths and the weakness of this curriculum so that the researcher can prepare proportionally for 2006 curriculum implementation. This study is also

expected to give good illustration in preparing anything the researher needs to teach later.

F. Definition of Terms

There are some terms that need to be described in this study. They are: 1. Perception

According to Huffman (1997), “perception is a process of selecting, organizing, interpreting sensory data into useful mental representation of the world.” In this study, perception is a kind of interpretation that someone’s have about something. This perception is focused on English teachers’ perception in 2006 curriculum.

2. The 2006 curriculum (KTSP)

Curriculum is a plan and a rule of objectives, basic competence, standard material, learning outcome, and the way which is used as a guideline of learning activities to achieve basic competence and learning objective (Mulyasa, 2006:48). The 2006 curriculum is a curriculum in which a school can arrange and develop materials based on schools and students’ condition (Joko, 2008:15). In this study, a curriculum means plans and rules which consist of standard competence and basic competence which are developed by teachers based on students’ need and the school’s condition as their guideline in teaching.

3. Implementation

Implementation means the process of applying and developing the 2006 curriculum which is used in the school. In this study, the implementation is focused on the 2006 curriculum implementation in teaching English.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some theories related to the research problem. This chapter is divided into two parts; they are theoretical description and theoretical framework. The first part talks about theories which relates to this research. The second part talks about the limitation which will be used in discussing the findings.

A. Theoretical Description 1. Curriculum Definition

Curriculum is one of the tools which guide teachers to teach their students. Therefore, the government arranges curriculum to help teachers in designing the materials for their students. According to Neagley and Evan (1967), “Curriculum is all of the planned experiences provided by the school to assist the students in attaining the designated learning outcomes to the beat of their abilities.” It means that teachers should be able to design material from the curriculum they have; curriculum which has been arranged by government to be done.

Inlow (1966) stated that “Curriculum is the planned composite effort of any school to guide students learning toward predetermined learning outcomes.” Curriculum is arranged by the government to help teachers in conducting the learning process. Curriculum is developed based on students’ need and condition. Then, it will be applied in every school where the curriculum is developed.

Other expert stated that a curriculum is a plan and a rule of objectives, basic competence, standard material, and learning outcome, and the way which is used as a guideline of learning activities to achieve basic competence and learning objective (Mulyasa, 2006:48). Hamalik (2006) also stated that a curriculum is a written plan on competence based on national standard, learning material to achieve the competence, and evaluation to measure students’ competence based on the education level.

According to Nunan (1996), curriculum is a collaboration effort between teachers and learners, since learners are involved in the decision-making process regarding the content of the curriculum and how it is taught. The teachers and students have to have a good relation to make the learning process goes well, for example students involve in the class discussion than teachers became the central actor (central source) in the class. The implementation of curriculum can be done appropriately if there is a good cooperation among teachers as a developer of curriculum and students as the subjects who are taught by teachers. In this case, the learning process is more valuable than students’ result.

2. Curriculum in Indonesia

“Education is an effort to provide learners through guiding, teaching, and/or practicing for their future” (UU R.I. No. 2, 1989). Education is given to learners in order to help them in facing their future, like how they solve their problems. Besides, it helps them to be able to involve in their environment. Education itself is not only focused on school but also on their family and environment. A school is only a tool in which formally provides various

opportunity for the learners to study. Family and environment are also the important tools to support learners’ education.

Education in Indonesia has an aim at composing learners to be able in interacting with their environment (Mulyasa, 2005). Besides, it is expected to produce good human resources for Indonesia. In having a good education with good quality and quantity, government arranges curriculum as a guideline for teachers. The aim of curriculum arrangement is based on the aim of education, which is producing human resources.

2.1 Competency – Based Curriculum (CBC)

Competency – Based Curriculum (CBC) is a curriculum which is a plan and an arrangement on learning outcomes, competency, and education resources (Puskur, 2002). This curriculum had been done for more or less 2 years, among 2004 – 2006 in Indonesia. The focus on this curriculum is students centered in which teachers are acted as demonstrator, facilitator, and evaluator (Usman, 1990). Therefore, teachers have an important role in learning process and students are demanded to be active in the learning process.

This curriculum emphasizes on the development of students’ competency in doing their assignments in certain standard; they have to master certain competency, like developing their knowledge, comprehension skill, value, attitude, and interest in order to do something appropriately and responsibly (Mulyasa, 2005). Puskur (2002) stated that competency – based curriculum has characteristics as follows:

b. Orienting on learning outcomes and diversity.

c. Conveying the material by using various approach and methods.

d. Teachers are acted as facilitators; teachers are not the only one of learning sources.

e. Assessing is emphasized on learning process and learning outcomes in achieving and mastering the competency.

In order to achieve the characteristic, government had determined the competence standard, basic competence, and indicators for teachers to be conducted in the learning process.

2.2 The 2006 Curriculum

The 2006 curriculum is a curriculum which could be arranged and developed based on schools and students’ condition / need. However, the school has to pay attention to the existing standard and basic competence (Joko, 2008). In this case, teachers have an authority to develop materials based on standard curriculum. The opportunity teachers’ have is expected to help them in developing their potentials in accordance with their skill, necessary, and willingness (Prasetyo Utomo, Kompas, April 24th, 2006).

The 2006 Curriculum is assumed as the improvement of CBC (2004 curriculum), but it is different with CBC. One of the differences is seen in the development of materials. Materials in CBC is given in abstract while material in 2006 curriculum is given briefly/to the point so that there is some reduction of learning time allocation. In 2006 curriculum, teachers have had reference to

convey the material so that teachers are not confused to choose the materials they have to give.

In developing 2006 Curriculum, teachers should know the characteristic first. Same as CBC, Puskur (2002) stated five characteristics of 2006 Curriculum. Those are:

a. Emphasizing on students competency, both individually and classically. b. Orienting on learning outcomes and diversity.

c. Conveying the material by using various approach and methods.

d. Teachers are acted as facilitators; teachers are not the only one of learning sources.

e. Assessing is emphasized on learning process and learning outcomes in achieving and mastering the competency.

After knowing the characteristic of 2006 curriculum, according to BSNP (Badan Standar Pendidikan Nasional), this curriculum is developed in accordance with 1) education level, 2) region characteristic / potentials, 3) culture, and 4) learners itself. Based these characteristics, it is possible if level of education in a big city is different with education in a small city.

Knowing that 2006 Curriculum characteristics are expected to help teachers in choosing the best strategy in implementing this curriculum, especially in teaching English. In implementing 2006 Curriculum, Learning Concept Based Competence and Contextual approach are suggested (Muslich, 2008:7) since it relates the lessons to the students’ life. Besides, as seen in the characteristic, teachers should pay attention to the students and school needs. After that, they can conduct this curriculum based on the standard which government have stated.

Besides the 2006 curriculum characteristics, there are several principles which are used to develop the 2006 curriculum (BSNP). They are 1) 2006 curriculum has a center at the potency, development, need, and the importance of the students and the environment, 2) 2006 curriculum are various and integrated, 3) 2006 curriculum are related to the development of science, technology, and art, 4) 2006 curriculum is relevant to the life needs, 5) 2006 curriculum is comprehensive and completely, 6) 2006 curriculum is for long education because it relates to students’ need and life context, and 7) 2006 curriculum balances the national importance and regional importance.

3. Perception

According to Huffman (1997), perception is a process of selecting, organizing, interpreting sensory data into useful mental representation of the world. Perception can be defined as someone’s view of reality (Alman et al., 1985). Another expert said that perception is a mental cognitive process that enables us to interpret and understand our surroundings (Kreitner and Kinicki, 1992).

Based on the definition above, perception is a kind of interpretation or someone view of reality which happens in their surroundings. Relating to this research, perception is defined as English teachers’ interpretation which they know and understand about 2006 Curriculum.

According to Gibson et al,. (1985), there are some factors which can influence someone’s perception on something.

1. Stereotyping

Gibson stated that stereotype is someone’s view of particular member in a group but generalizes all members in that group. In other words, stereotype means a judgment on something without knowing all part.

2. Self-concept

The way how an individual sees and feels about themselves is called self-concept. Someone’s past experience also influence them in interpreting something.

3. Situations

Situation can affect someone’s perception since situation influences their feelings and habits in their daily activities.

4. Need

Someone’s need on something influences their perception. If someone needs something to be experienced or observed, they will have good perception to achieve their goal on it. A willingness to know something’s good demands them to have good perception on it.

5. Emotion

People’ emotion also affects how someone forms his/her perception on something. For example, if someone is angry, he/she cannot have good perception on something which is being asked. Therefore, emotion also determines people perception on something.

B. Theoretical Framework

This framework is focused on teachers’ perception on 2006 Curriculum. The theories above are the basic in explaining the result later. The meaning of curriculum which is stated above help the researcher to analyze the result better. The same as curriculum definition on 2006 curriculum, it is expected to help in finding out teachers’ perception on 2006 curriculum, the strengths and weaknesses on 2006 Curriculum, and the problems occurred in the learning process. The theory about perception can be used to discuss and make conclusion on the result of teachers’ perception on 2006 Curriculum.

The curriculum development and the theory of CBC are presented since these theories are relevant to know the development of curriculum before 2006 Curriculum is used today. Besides, it can be used to know whether there are differences between CBC and 2006 Curriculum implementation or not.

This study consists of a research question which relates to teachers’ perception on the strengths, the weaknesses, and the problems occurred in implementing 2006 curriculum in teaching English. The major research problem is about English teachers’ perception on 2006 Curriculum. Meanwhile, the minor research problems are about English teachers; perception on the strengths, the weaknesses, and the problems in implementing 2006 curriculum. To answer the problem, the writer will use questionnaire as the first instrument while interview will be conducted as an optional instrument, if findings from the questionnaires have not answered yet what the researcher expected.

16 CHAPTER III METHODOLOGY

This chapter presents the method of the study. They are (A) research method, (B) research participants, (C) research instruments, (D) data gathering techniques, (E) data analysis techniques, and (F) research procedures.

A. Research Method

This research is a survey research. According to Nunan (1994), “A survey is widely used for collecting data in most areas of social inquiry, from politics to social, from education to linguistic.” Meanwhile, Walter stated that survey research is a means of gathering information that describes the nature and extent of a specified data ranging from physical counts and frequencies to attitudes and opinion. Another theory, Merriam (2009) stated that “Survey or descriptive designs are intended to systematically describe the facts and characteristics of a given phenomenon or the relationships between events and phenomena.”

In this study, the survey is a qualitative research since the researcher provides the results and findings in descriptive form. According to Punch (2001), “As a qualitative example, the research has been seen as a survey, focusing on interpretations, meanings and the cultural significance of some behavior.” This research will be done by distributing some questionnaires to some English teachers to get their perception on 2006 Curriculum implementation. Merriam (2009) stated that “A qualitative researchers are interested in understanding how

people interpret their experiences, how they construct their worlds, and what meaning they attribute to their experiences.” Same as Merriam, Denzin and Lincoln (2005) defined a qualitative research as a situated activity that locates the observer in the world. From this theorist, it can be concluded that a qualitative research is related to the world, in which people are involved inside, included their interpretation of what they had done.

B. Research Participants

This research would be conducted at Mardi Yuana Senior High School. The participants were ten English teachers who implement 2006 curriculum in teaching English and teach in Mardi Yuana Senior High School. It was expected that the researcher would understand and comprehend the English teachers’ perception on 2006 curriculum implementation in their school.

C. Research Instruments 1. Questionnaire

According to John (1970), a questionnaire is divided into two types, they are closed form and open form. The closed form provides the answers like yes or no, a short response, or checking an item from a list of suggested responses. The open form provides free response in the respondent’s own words. In other words, it is called written interview. Marshall (1998) stated that “Open-ended questions give the participants the opportunity to express their own thought, and requires more effort in terms of their responses.”

The questionnaires were used to see the teachers’ perception on 2006 curriculum. It was aimed at knowing the teachers’ understanding about 2006 curriculum in teaching English. In addition, it was expected to answer the problem the researcher stated. In conducting this research, the questionnaires would be in form of open form so that there was no limitation for participants to answer the questions.

2. Interview

According to Nunan (1994), the interview had been widely used as a research tool and usually applied in survey research. The interview would be conducted if the result of the questionnaire could not answer what the researcher expected. In other words, this was an optional instrument. In this section, the researcher would focus on the teachers’ perception too, especially for the strengths and weaknesses of 2006 Curriculum implementation.

D. Data Gathering Technique

The researcher was going to gather the data by distributing questionnaires to some English teachers who implement 2006 Curriculum. The purposes of the questionnaire distribution were to know teachers’ perception on 2006 Curriculum implementation, and what teachers need to do in implementing 2006 Curriculum, like their preparation in implementing this curriculum. If the result of the questionnaire had not answered the problem, the researcher would conduct interview to the participant.

The questionnaire and interview were going to be conducted to answer the problems of this research. Questionnaires would focus on teachers’ perception and teachers’ preparation on 2006 curriculum. Meanwhile, the interview would be conducted if the answer of the questionnaire could not answer the problem the researcher expected.

E. Data Analysis Technique

In data analysis, the researcher was going to analyze the result of the questionnaire first. In this case, the researcher would compile the answers first and then, make a conclusion on the answers. Second, the researcher would analyze the questionnaire result. If the result was far from what the researcher expected, the researcher would conduct interviews and analyze the result. After compiling the answer, the result would be stated in descriptive form. As the researcher stated above, the result would be interpreted based on answer the researcher got.

F. Research Procedure

First, the researcher would find the proper school which implements 2006 Curriculum. Second, the researcher distributed questionnaires on teachers’ perception on 2006 Curriculum implementation to some English teachers. Third, the researcher analyzed the results and findings. Fourth, the researcher interviewed English teachers about their perception on 2006 Curriculum deeply, what they need to do in implementing this curriculum if the results of

questionnaires had not answered the researcher expected. Fifth, the researcher presented the findings then made a discussion and conclusion of the findings.

21 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and the discussion on English teachers’ perception on the 2006 curriculum implementation at Mardi Yuana Senior High School, especially for the strengths, the weaknesses, and the problems the teachers faced. After analyzing the findings, the researcher conducted a discussion related to the research problems. This chapter consists of two parts. The first part presents the findings the researcher gained on English teachers’ perception on 2006 curriculum implementation. The second part presents the discussion on the findings.

A. Research Findings

The open-ended questions in the questionnaire were meant not to limit participants’ answers on 2006 curriculum implementation. Hence, all the answers were participants’ experiences in implementing this curriculum (since 2006 until now). Based on the participants’ answer, their perceptions were based on their self-concept on the 2006 curriculum implementation since their teaching experiences were different to each other. According to Gibson (1985), self-concept is how individuals see and feel about themselves. Teachers’ experiences in teaching also influenced them in implementing this curriculum.

In order to find out English teachers’ perception on the implementation of the 2006 curriculum, the researcher distributed questionnaires consisted of eleven

open-ended questions to ten English teachers on Mardi Yuana Senior High School. However, only five questionnaires were returned. These five teachers had taught for more or less five until fifteen years. Since the answers obtained had answered the researcher problems, the researcher did not interview the participants, as the optional instrument.

To analyze the findings, the researcher provided the conclusion of participants’ answers in the appendices. Based on the participants’ answers, the researcher found several points which dealt with English teachers’ perception on the 2006 curriculum implementation, they were:

1. The Strengths on 2006 Curriculum Implementation

The strengths on 2006 curriculum implementation which appeared when teachers implemented this curriculum helped them in teaching, developing and conveying the materials to the students, and in knowing the students’ characteristic deeply. Based on findings the researcher gained, there were several points which dealt with teachers’ perception on 2006 curriculum.

a. Teaching methodology

Teachers’ role as facilitators was to facilitate students in learning. Participant B stated that teachers had to be active and creative to prepare anything they need in teaching so that teachers’ preparation could be done well and prepared. Besides as facilitators, teachers were also acted as directors in which they had to direct students on the right way, and teachers could know students’ characteristic and students’ needs deeply (participant D).

Participant E stated that teachers became more creative to convey the learning materials and students became more active in following the lesson. Other strengths, participant E stated that teachers could choose and use the appropriate strategy in teaching to make the living atmosphere in the learning process.

Participant D stated that the 2006 curriculum emphasized on four language skills more than the language elements. In implementing the 2006 curriculum, teachers emphasized the learning process into four language skills, which were reading, writing, speaking and listening. In order to achieve the learning objectives on four language skills, teachers divided and/or combined the learning materials in learning process (Appendix 4). For example, the teacher taught writing and reading. Besides learned to write, the students learned to read at the same time. This process helped the teachers to guide the students in mastering four language skills integratedly (not one by one).

b. Students’ motivation

Participant B stated that this curriculum helped students to enrich their vocabularies. In addition, English knowledge and reading comprehension were also improved. Students’ vocabulary could improve well since the participant focused on teaching four English language skills. Therefore, participant B argued that students were poor in grammar mastery. Participant C said that this curriculum gave motivations for students to learn. However, this curriculum was useful for students who had high motivation and intellectual to learn, and it was useless for students who had lack of motivation in learning (Appendix 3).

According to participant D, students also felt some strengths from this curriculum, like they became active in the class discussion, and they were motivated to learn well inside the class or outside the class. In addition, participant C stated that students were more challenged to be the best in the class. By being challenged and motivated, participant D stated that students could know their competence in English language skill, then they could develop their competence.

c. Developing the learning materials

Participant A stated that the learning materials in the 2006 curriculum were more various. It was proven from the participant A who used learning materials from many sources (Appendix 1). According to participant C, the 2006 curriculum was still overlapping with CBC because the participant still needed contributions from CBC learning materials (Appendix 3), then compile them into a module.

For participant B, the teachers had freedom to develop the learning materials. Meanwhile for participants C, teachers had authority to develop the learning materials. Teachers’ freedom and authority had been adapted to the students’ needs because all participants stated that the learning materials must be chosen and developed based on students’ needs and school’s condition.

2. The Weaknesses on 2006 Curriculum Implementation

In implementing the 2006 curriculum, there were found some weaknesses which were classified as follows:

a. Teaching methodology

The 2006 curriculum was difficult to be applied to the students who had low enthusiasm in learning. According to participant B, this curriculum was inappropriate for students had lack of enthusiasm to learn. They tended to be passive participants in the class whereas the 2006 curriculum invites students to be active in the class. Therefore, teachers’ role as motivators to motivate students were needed (Appendix 3).

The weakness from participant A was students’ final result was not concentrated to the students’ result on four language skills. It happened since the participant should assess four language skills (Appendix 1). Participant D also stated that students’ result was not concentrate on students’ final result because this curriculum focused on assessing learning process than learning outcome (Puskur, 2002). For participant C, 2006 curriculum was useless for students who had lack motivation in learning. Although teachers had taught appropriately based on students’ needs, if there was no motivation from students, the learning process was not going well. As stated by Nunan (1996) that curriculum was collaboration between teachers and learners, hence teachers and students were mutual and they need each other. Then, if there was no good relationship between students and teachers, learning process was not going well and the learning objectives could not be achieved.

Participant E stated that the 2006 curriculum was difficult to be applied to the students who had low enthusiasm in learning English. In this case, teachers should be creative to invite students in learning English happily. Teachers could motivate students by running a game in the learning process (Appendix 5). The game itself should be related to the topic they were going to teach so it was not only a game for fun in the class but also for education.

b. Students’ motivation

Participant B and D said that students were poor in grammar mastery because they were not only taught grammar but also taught four English language skills. Therefore, students were good in vocabulary mastery and reading comprehension. This curriculum emphasized on four English language skills in which they have to teach every skill in English language, they are writing, reading, speaking, and listening. Therefore, the teachers did not only focus on teaching grammar but also the four English language skills. This curriculum also invited students to be active so that students were more challenged to be brave and better in learning.

3. The Problems on Implementing 2006 Curriculum

In implementing the 2006 curriculum, there were some problems faced by the participants. Problems might occur, even disturbed the process in implementing this curriculum. Some problems occurred when teachers implemented the 2006 curriculum were

a. Teaching methodology

Participant A said that in this curriculum, teachers should be more creative to convey the lesson because this curriculum demanded the taechers to develop the learning materials based on students’ need and the school’s condition. As participant A said before that learning materials were various, the participant solved this problem by using the learning materials from many sources. Participant C also made a module from many sources to attract students’ attention to English lesson (Appendix 3).

b. Assessment

Participant D stated that he was difficult to obtain students’ score (grade) from four language skills because the time allocation for English language was limited. To solve this problem, the participant combined two skills in every meeting then assessed the students in the learning process. It was similar to what the participant B and C said, participant E stated that students were difficult to follow the learning process. For this problem, the participants used power point as teaching media and ran games in the middle of the lesson.

These problems was not only problems in implementing 2006 Curriculum but also problems in learning process. Students’ characteristics also influenced the learning process. Some students were difficult to follow the learning process. Three participants, namely participant B, C, and E stated that some students in their class tended to be lazy and passive to follow the learning process. As the solution, they taught students using games or made some group discussions.

All curriculum invited the teachers and the schools to be creative to implement this. However, it was depend on the schools and the teachers’ ability, like how to develop it and how to implement it based on the condition. A curriculum was only as guideline to achieve the learning objectives.

B. Discussion

For approximately five years, the 2006 curriculum has been implemented in every school in Indonesia. Therefore, the effects of using this curriculum can be seen clearly now. Mardi Yuana Senior High School is one of many schools in Indonesia which implemented the 2006 curriculum since the government asked all schools in Indonesia to change the previous curriculum to the 2006 curriculum.

1. The Strengths on 2006 Curriculum Implementation

Based on the findings, the researcher found that the 2006 curriculum had many strengths than weaknesses. Both teachers and students felt the strengths of 2006 curriculum implementation. By implementing the 2006 curriculum, one of the strengths found in this school was that students were helped to enrich their vocabulary and knowledge in English since students were active to involve in the learning process (this is like what participant B stated). The teachers expected the students not only to depend on teachers at school but also to be active to look for the new knowledge by themselves from other sources. Their activities to improve their knowledge could help them in opening their mind and improving their

knowledge about English language. For example, students could know how to write appropriately and enrich their vocabulary by reading an English book.

Students’ vocabulary items were improved since this curriculum emphasized on language skills. Students were demanded to be brave in speaking although the grammar was not good. This situation enabled students to know vocabulary as much as they could. After knowing the vocabulary they were going to use, then they started to use the language in a good grammar.

Reading could be one way to help students in enriching vocabulary items in which there were many new vocabularies provided in every passage. Teachers could ask students to write the new vocabulary for them and then memorized them. Then, teachers could give a small test in one meeting to know how good their students memorized the vocabulary itself. This method could help teachers in teaching vocabulary items and help students to enrich their vocabulary.

Other strengths were that the 2006 curriculum gave many motivations for students to develop their English language skills. As the example above, students were motivated to enrich their vocabularies since they had to speak English in English language lesson. In addition, students were more challenged to get high score in vocabulary mastery. Students who liked writing should improve their grammar and spelling in every word. Improving writing could be done by practising writing and/or by reading. Besides reading comprehension, reading helped students to recognize sentence structure, word spelling, minimum requirements, vocabulary items, etc.

The motivation itself was not only students’ responsibility but also teachers’ responsibility. Teachers should motivate students to be good in the lesson. Teachers should motivate students to develop the skill they like so that students could motivate themselves to be good, even better in the English lesson. In motivating students to improve and develop the knowledge, teachers’ role was to guide students on the right way; how to speak politely, how to write in a good grammar, how to develop the idea they had. By giving any good examples to the students, it was expected that students could imitate the good things from the teachers.

Five participants stated that in this curriculum, teachers were demanded to act as director as well as motivator and as facilitator. As Prasetyo said in Kompas

(April 24th, 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 facilitator was seen. One participant said that as a facilitator, teachers should guide students to develop their skill and talent in English language.

A participant stated that since teachers were acted as a director, teachers should be active to prepare anything. It meant that they had to develop everything they need before conveying it to the students, like developed materials and module. They needed to develop the material to make a good learning process so that students did not get bored in following the learning process, especially in a big class with a big amount of students.

A director was also expected to act as a motivator so that a teacher could motivate students to be better in following the learning process. However, became a motivator was not easy. Teachers’ act in a class is sometimes influenced by their emotion before entering the class. Therefore, teachers should pay attention to their duty as a director, motivator, and facilitator for the students. They had to be able to control themselves before entering the class because emotion could determine how they would conduct the class, whether it is good or not.

The strengths which the teachers felt when teachers implemented this curriculum helped them in teaching, in conveying the learning materials to the students, and in knowing the students characteristic deeply. Implementing the 2006 curriculum was based on students’ needs. Consequently, teachers should be creative to improve and develop the materials. Since this curriculum invited teachers to be creative, the participants stated that they could prepare everything they need well and appropriately. Teachers should know what students’ needs and then they prepare the learning material based on students’ needs. In addition, the participant felt that the learning materials for the 2006 curriculum were more various. Therefore, they needed other sources to develop the material. For example, one participant made a module for students to help them learn English. The module itself was a compilation from many sources. It was made to help students understood that learning was not only focused on one source since there were many sources which were related to the topic they were going to learn.

Learning English was not only focused on grammar. As participant B stated that in this curriculum, learning English was focused on four English

language skills mastery. It meant that students were invited to be brave to use English as their foreign language in English language lesson. They should speak English although the grammar was not good. The main point was that students wanted to improve the use of English language with their friends, and then improved the language structure or language grammar.

Besides studied in the class, students could study outside the class. Students could be invited to analyze the school environment using English or students studied in the language laboratory. The new situation the students got was expected to avoid monotonous in learning so that they could explore the new knowledge they got. As the aphorism stated that children could learn well by their experiences, it was expected to help students in digging up their potentials in language skills mastery.

Students needed teachers as facilitators, directors, guides, and motivators. Inlow (1966) stated that “Curriculum is the planned composite effort of any school to guide students learning toward predetermined learning outcomes”, then teachers should facilitate, guide, direct, and motivate students to be good. As the meaning of teacher in Indonesia, guru = digugu dan ditiru, teachers should be model in every act they made, whether it was in the school or in their surroundings since they were imitated by their students.

The 2006 curriculum could be said as a new curriculum for the teachers who had taught for many years since they did not get good socialization from the government. For years, these teachers used 1994 curriculum as their guidance to teach and CBC for only two years. It was not complete for two years to

implement, they had to implement the 2006 curriculum. Although this curriculum was an improvement of CBC (Muslich, 2008), some teachers could not implement this well since there were problems which happened in implementing this curriculum. Teachers’ preparation determined whether the learning process was going well or not. For all participants, they had made a good preparation before teaching, like developing syllabus, lesson plan, and developing the learning materials. Even, they understood the students’ characteristics and students’ needs first before developing the learning materials.

Based on the findings the researcher gained, the 2006 Curriculum implementation could be done well if the teachers understand the curriculum well. Their willingness to improve the students’ quality also influenced the way they implemented this curriculum although they had to be creative in conveying the materials to the students. Although students were demanded to be active, it did not mean that teachers only gave the knowledge. They should be active in the learning process, especially in the preparation so that students could follow the lesson well and did not get bored in the learning process. In short, teachers’ preparation would determine the way they conduct the class. If teachers had a good preparation before teaching, they would conduct the class well, and if they did not had a good preparation, they might conduct the class in minimum way.

Basically, the preparation on the 2006 Curriculum implementation was the same as the previous curriculum. The difference was in the materials development. Participant E stated that materials in the 2006 curriculum had a brief range (clear learning material) so that teachers were not confused to choose which

one was going to give to the students, and then developed it into interested material for the students (Appendix 5). Meanwhile, materials in CBC had a wide range so that teachers should choose the proper material/part they were going to use.

2. The Weaknesses on 2006 Curriculum Implementation

The weaknesses also appeared in implementing the 2006 curriculum. Participants C and E stated that the2006 curriculum was difficult to be applied to the students who had low enthusiasm in learning English. In this case, teachers should be creative to invite students in joining learning English happily. Teachers could motivate students by doing a game in the learning process. The game itself should be related to the topic they were going to teach so it was not only a game for fun in the class. However, if students did not have a willingness to learn, it was difficult too. Participant C stated that this curriculum was useless for students who had lack of motivation in learning. Although teachers had taught appropriately based on students’ needs, if there was no motivation from students, learning process was not going well. As stated by Nunan (1996) that curriculum was collaboration between teachers and learners, then teachers and students were mutual and they need each other. Then, if there was no good cooperation between students and teachers, learning process was not going well and the learning objectives could not be achieved.

Since this curriculum emphasized on language skills, students tended to be weak in language grammar and structure mastery (Participant B). in addition,

students were invited to develop the skill they want and to dig up the potential they like. Teachers’ role was to guide them on a good way. They could ask students to join in some English competitions, like debate contests, speech contests, and writing contests. Students were asked to speak up in the class and do not have to speak in good grammar. They were trained to be brave in speaking first, then trained to use good grammar in speaking.

In implementing this curriculum, participant A stated that the result for students was not concentrated to the students’ final result. Same as CBC, learning process and learning outcomes were emphasized on the 2006 curriculum implementation (Puskur, 2002). Thus, teachers should assess both learning process and learning outcomes. However, some teachers were still confused in assessing the students, especially for each language skill. And so, teachers only assesed on the learning outcomes without combined all grades the students got in learning.

3. The Problems in Implementing 2006 Curriculum

To solve the first problem that was teachers should be creative, participant A used learning materials from many sources. The participant looked for materials which were easy to understand by their students so that it helped them in achieved the learning objective. Besides, some teachers taught their students outside the class (Appendix 3). For example, the teachers asked students to describe the environment using English or practice to speak English with their friends in school. The teachers sometimes taught listening skill using tape recorder in the

class. It helped students to be accustomed to knowing the foreign dialect. This strategy helped teachers to invite students to be active in learning process.

Second problem the participants faced in implementing the 2006 curriculum was that students were difficult to follow the learning process. Although the teachers were creative in conveying the lesson, some students tended to be lazy in following the lesson. Some students tended to be passive in the learning process although teachers had encouraged them. They were lazy to follow the lesson. It might be caused by their mood or their dislike to the lesson. In solving this problem, teachers always invite them to join in the class discussion. If students did not change their habit (became passive), teachers could asked their name to speak, even force them to speak in the class.

In addition, lack of students’ understanding of the lesson also influenced the learning process. Students were invited to be active in learning so that teachers acted as facilitators, not became a central in the class. Therefore, students should be active in filling, improving, and exploring their knowledge they had learned. They could read other sources, watch education film, practice speaking with friends outside the school, listen to the music, practice writing by making a short story, or write a diary. However, students who had lack of motivation in studying were difficult to follow the lesson too. Some teachers usually give them homework based on the topic they had learned. This strategy was expected to motivate students in learning then they were accustomed to improving their knowledge by themselves without teachers’ force.

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’ needs/condition.

The 2006 curriculum was a curriculum which could be arranged and developed based on schools and students’ needs/condition. 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 24th, 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.

Teachers were acted as guides in which their role was to guide students in learning. Students should be active while teachers as guide/facilitator 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 24th, 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

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 and/or 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.

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.

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.

 

Based on the findings the researcher obtained, 2006 curriculum helped students to enrich their vocabulary items since teachers did not only focus on teaching grammar. Teachers should teach four language skills in balance although the provided material was more various. This curriculum also invited students to be active in following the learning process and to be active to get the target of four language skills.

By implementing 2006 curriculum, teachers also knew their real role, which was as facilitators, director, motivators and guides who had to guide students to find, dig, and develop their skill in English language, and had to motivate students to study well and explore their potential in English language. Meanwhile, students should be acted as active participants inside the class or outside the class.

Four weaknesses appeared in implementing 2006 curriculum also invited teachers to be creative and active inside or outside the class. Teachers should motivate students in order to get students’ attention to follow the lesson and develop students’ language skill. And also teachers should be creative to prepare well anything they need to teach, like learning materials and teaching strategy.

The problems occur in the implementation forced them to convey the lesson attractively so that students did not get bored on the lesson. The problems were classified into three aspects, they were teaching methodology, students’ characteristic, and assessment. Most participants also argued that students were difficult to follow the learning process, especially for them who had lack of motivation in learning. It was the time that teachers should motivate students to

 

study well for their future. Besides, final result in this curriculum was not concentrated to the students’ final result. Teachers should combine all grades from four language skills. Therefore, teachers should teach and assess four language skills. They could combine two skills when they taught so that all skills could be assessed in balance.

This curriculum is applicable to implement since this curriculum invited teachers to be active and creative in prepare anything they need so that teachers did not depend on only one source. Some participants combine materials from others sources (internet, newspaper, the previous curriculum) and compile those in a module.

Better or worse the implementation this curriculum did not only depend on teachers’ role but also on students’ role. The implementation could be considered as good if there was a good corelation between teachers and students. Besides, students motivation in learning also affected them to learn inside or outside the class. How good teachers taught students, if students could not appreciate teachers and did not have good motivation in learning, it could not be success.

The impacts of implementing 2006 curriculum were positive for both teachers and students. Therefore, the founded impacts were the strengths of implementing 2006 curriculum. Teachers should become active and creative to prepare and convey the reason. Besides, their roles as facilitators, directors, motivators, and guides helped them to understand deeply about students’ characteristic and students’ need. Teachers’ also could use the proper strategy to teach and could measure students’ competence in four language skills.

 

Students are also helped by this curriculum because this curriculum invites them to act as active participant inside or outside the class. By being active participant, besides motivated to be good in following the lesson, students become good in the class, like they are good in vocabulary mastery, they know their competence and can develop their skill, and they are challenged to follow the learning process.

B. Suggestions

Implementing 2006 curriculum had some implication for teachers and students. As mentioned the implication above, the researcher would like to give suggestions for teachers, students, and the next researches.

1. For the teachers

Because 2006 curriculum invites teachers to be creative and active, teachers are expected to be active and creative to prepare anything they need. Teachers could explore their knowledge they have to help them in preparing their needs in teaching. Teachers are suggested not to focus on one learning source so that they could combine and develop the learning materials for students. using electronic media is suggested to help them find out the different atmosphere in teaching.

 

2. For the students

Learning is not only inside the school, but also outside the school. Because students’ role is as active participants, the teacher is not only the learning source. Students can develop their knowledge by looking for other sources from other media, like internet, book, and newspapers which are dealing with the lesson. For students who are passive, students are suggested to increase their confidence. For example by practicing to speak English with their friends at school or practicing to speak by themselves.

3. For the next researchers

For other researchers who will conduct the research on similar topic, the writer hopes that this research will be useful. The other researcher can focus to discuss deeply on the implementation of 2006 curriculum.

60 APPENDIX 6

The Conclusion of Open-Ended Questionnaire on English Teachers’ Perception on 2006 Curriculum Implementation

No. Questions Participants’ Answers

1. What is your opinion about 2006 curriculum

A. 2006 curriculum is appropriate enough to conduct B. 2006 curriculum is better than CBC

C. 2006 curriculum is still overlapping with the previous curriculum

D. 2006 curriculum emphasizes on four language skills

E. 2006 curriculum is better than CBC and it is applicable to implement

2. How is the 2006 curriculum implementation in your school?

A. Good because the teachers have a freedom and big authority to develop the learning materials B. Good because the teachers can choose the

learning materials based on students’ need 3. How do you

develop and implement 2006 curriculum in teaching English?

Knowing students’ need first, then make syllabus and lesson plan, develop the learning materials, and convey the lesson based on the preparation the teachers make.

4. What are your preparations in implementing 2006 curriculum in teaching English?

Make syllabus, make lesson plan, and develop the learning materials.

The Conclusion of Open-Ended Questionnaire on English Teachers’ Perception on 2006 Curriculum Implementation

No. Questions Participants’ Answers

5. What are the teachers and students’ role in implementing 2006 curriculum?

Teachers’ role: as facilitators, creative teachers and active to prepare anything, as guides, as motivators, and as directors.

Students’ role: as active participants in the class

6. What teaching method do you use in

implementing 2006 curriculum?

Lecturing, discussion, games, and giving tasks

7. What are the strengths and weaknesses of 2006 curriculum in teaching English?

Strengths

A. Learning materials in 2006 curriculum are more various

B. This curriculum helps students to enrich their vocabularies and English knowledge

C. 2006 curriculum gives many motivations to develop students’ language skills

D. Students become active and enthusiasm to learn E. This curriculum makes teachers become creative

and students become active Weaknesses

A. Students’ final result is not concentrated to the students’ grade for four language skills

B. Students’ are poor in grammar mastery

C. This curriculum is useless for students who have lack of motivation in learning

The Conclusion of Open-Ended Questionnaire on English Teachers’ Perception on 2006 Curriculum Implementation

No. Questions Participants’ Answers

8. What are the problems that you face in

implementing 2006 curriculum? And how do you solve it?

A. Problem: The teachers should be creative to convey the lesson

Solution: The teachers make module from many sources.

The teachers look for learning materials from other sources

B. Problem: Students are difficult to follow the learning process

Solution: The teachers teach using power point to attract students’ attention in learning

The teachers teach students using games or make some group discussion

C. Problem: The teachers cannot achieve students’ output from four language skills

Solution: The teachers teach four language skills by combining two skills in every meeting then asses students in the learning process.

9. What are the impacts of implementing 2006 curriculum for you as a teacher?

A. Teachers are acted as facilitator

B. Teachers become active and creative to prepare everything they need

C. Teachers understand deeply about students’ competence personally

D. Teachers can select carefully in measuring students’ competence in four language skills

The Conclusion of Open-Ended Questionnaire on English Teachers’ Perception on 2006 Curriculum Implementation

No. Questions Participants’ Answers

10. What are the impacts of implementing 2006 curriculum for your students?

A. Students are active in class discussion B. Students are good in vocabulary mastery and

reading comprehension but poor in grammar C. Students are more challenged to follow the

learning process. 11. In your opinion,

which is better, CBC or 2006 curriculum?

2006 curriculum is better than CBC because this curriculum demands teachers to be active. Besides, the learning materials in 2006 curriculum has a brief range on learning materials so that teachers could adapt well based on the students’ need and the schools’ condition

vii ABSTRACT

Endah Yuniarti, Melania. 2011. A Study on English Teachers’ Perception on The 2006 Curriculum Implementation at Mardi Yuana Senior High School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Education is known as one of the important things to develop human resources. This case invites government’s attention to improve the quality and quantity of education in Indonesia. One of the ways is by evaluating the national curriculum from time to time. This curriculum improvement is expected to make the education in Indonesia goes well. Nowadays, government asks every school to use 2006 Curriculum in which the school can arrange and develop the learning materials based on schools and students’ need. This research examines English teachers’ perception on 2006 curriculum implementation at Mardi Yuana Senior High School, especially on the strengths, the weaknesses, and the problems occurred in implementing 2006 curriculum.

This research is a qualitative research which is focused on survey research. To answer the problem, the researcher employed the open-ended questionnaires which were meant not to limit the participants’ answers to five English teachers in Mardi Yuana Senior High School.

Based on the findings, English teachers’ perception on 2006 curriculum implementation was positive. It was found that there were many strengths on 2006 curriculum implementation which also helped them in conveying the lesson. Besides the strengths of 2006 curriculum implementation, some weaknesses and problems were also seen when they implemented 2006 curriculum. However, the weaknesses and problems could become their fundamental things in improving their teaching.

Implementation 2006 curriculum at Mardi Yuana Senior High School was good since teachers were given freedom to develop the learning materials based on the students’ need and the school’s condition. In addition, the teachers could recognize students’ competence deeply since this curriculum emphasized on four English language skills.

This research is expected to be useful for the next researcher who will deal with 2006 curriculum implementation deeper. And, it is expected to give valuable benefits for teachers who implement 2006 Curriculum in learning process. By knowing the strengths and weaknesses on implementing 2006 curriculum, it might influence them in the way how they implement this curriculum.

viii ABSTRAK

Endah Yuniarti, Melania. 2011. A Study on English Teachers’ Perception on The 2006 Curriculum Implementation at Mardi Yuana Senior High School. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Pendidikan adalah salah satu hal terpenting dalam mengembangkan dan meningkatkan sumber daya manusia. Hal ini menyita perhatian pemerintah untuk memperbaiki dan meningkatkan kualitas dan kuantitas pendidikan di Indonesia. Salah satu caranya adalah dengan seringnya mengevaluasi kurikulum nasional dari waktu ke waktu. Perubahan kurikulum ini diharapkan dapat membuat pendidikan di Indonesia menjadi lebih baik. Saat ini, pemerintah meminta setiap sekolah untuk menggunakan Kurikulum 2006 di mana sekolah dapat menyusun dan mengembangkan materi pelajaran berdasarkan kebutuhan sekolah dan kebutuhan siswa. Penelitian ini berisi tentang persepsi guru-guru Bahasa Inggris dalam pelaksanaan kurikulum 2006 di SMA Mardi Yuana, terutama yang bersangkutan dengan kelebihan dan kelemahan pelaksanaan kurikulum tersebut, dan masalah-masalah yang timbul dalam pelaksanaan Kurikulum 2006.

Penelitian ini merupakan penelitian deskriptif yang berfokus pada survey. Untuk menjawab rumusan masalah, peneliti menggunakan kuesioner terbuka yang bermaksud untuk tidak membatasi jawaban para guru. Kuesioner ini diberikan kepada lima orang guru Bahasa Inggris di SMA Mardi Yuana.

Hasil penelitian menunjukkan bahwa persepsi guru Bahasa Inggris tentang pelaksanaan Kurikulum 2006 adalah positif. Ditemukan juga bahwa ada banyak kelebihan dari pelaksanaan Kurikulum 2006 yang membantu para guru dalam menyampaikan materi pelajaran pada para siswa. Selain kelebihan-kelebihan dari penerapan Kurikulum 2006, beberapa kelemahan dan masalah pun muncul pada saat guru menerapkan Kurikulum 2006 ini. Namun, kelemahan dan masalah yang ada justru dijadikan sebagai acuan untuk memperbaiki cara mengajar mereka.

Pelaksanaan kurikulum 2006 di SMA Mardi Yuana sudah baik karena para guru diberikan kebebasan untuk mengembangkan materi pelajaran berdasarkan pada kebutuhan siswa dan keadaan sekolah. Kelebihan lainnya adalah guru dapat mengetahui kemampuan siswa secara mendalam karena Kurikulum 2006 menitikberatkan pelajaran pada empat kemampuan Bahasa Inggris.

Penelitian ini diharapkan dapat berguna bagi peneliti-peneliti selanjutnya yang akan berhubungan dengan pelaksanaan Kurikulum 2006 dengan lebih mendalam. Penelitian ini juga diharapkan untuk memberikan manfaat yang berharga bagi para guru yang menerapkan Kurikulum 2006 dalam proses pembelajran. Dengan mengetahui kelebihan dan kelemahan dalam melaksanaan Kurikulum 2006, hal ini diharapkan dapat mempengaruhi cara guru dalam menerapkan kurikulum ini dengan baik.