A COMPARATIVE STUDY OF EVALUATION SYSTEM BETWEEN CURRICULUM 1994 AND COMPETENCE BASED CURRICULUM (CBC) OF ENGLISH IN SENIOR HIGH SCHOOL - Test Repository
A COMPARATIVE STUDY OF EVALUATION SYSTEM BETWEEN CURRICULUM 1994 AND COMPETENCE BASED CURRICULUM (CBC) OF ENGLISH
IN SENIOR HIGH SCHOOL THESIS Perpustakaan STAIN Salatiga i i n i i i i i i
06TD3009677.01 Submitted to the Board of Examiner in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department and of Education Faculty Fita Anelia Hidayah 113 01 045 English Department Of Education Faculty State Islamic Studies Institute (STAIN) Salatiga 2006 i
DEPARTEMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE SALATIGA
jC. Stadion 3 Phone (0298) 323706 SaCatiga 50721 ATTENTIVE COUNSELOR NOTES Salatiga, February 9, 2006
Case : Fita Anelia Hidayah’s Thesis Dear The Head of State Islamic Studies Institute of Salatiga Assalamu’alaikum Wr. Wb.
After reading and correcting Fita anelia hidayah’s thesis entitled “A COMPARATIVE STUDY OF EVALUATION SYSTEM BETWEEN CURRICULUM 1994 AND COMPETENCY BASED CURRICULUM (CBC) OF ENGLISH AT SENIOR HIGH SCHOOL”, we have decided and we would like to propose that if it can be accepted by the educational faculty, we hope it will be examined as soon as possible.
Wassalamu 'alaikum Wr. Wb.
Consultant Assistant Consultant
Dr. Rahma<tHariyadi, M.ffd Norwanter-Mrttaifl N I P .150254238 NIP. 150321407
DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
JC. S tadion 3 Phone (0298) 323706 Salatiga 50721
STATEMENT OF CERTIFICATION
A COMPARATIVE STUDY OF EVALUATION SYSTEM BETWEEN
CURRICULUM 1994 AND COMPETENCE BASED CURRICULUM (CBC)
OF ENGLISH IN SENIOR HIGH SCHOOL
FITA ANELIA HIDAYAH
NIM. 11301045
Has been brought to the board of examiners on February, 28th 2006 M / 29th Muharram 1427 H, and hereby considered to completely fulfill the requirement for the degree of Sarjana in English and Education Faculty.
Salatiga, February, 28th 2006 M Muharram, 29th 1427 H
Drs. Badwan, M.Ag N IP.150198743
1st examiner
3 V
DR. Muh. Saerozi, M.Ag NIP. 150247014 DR. I ahmat H. M.Pd N If.150254238
Board of examiners
Norwantp, 11 — NIP. 150321407
DEPARTEMEN AGAMA Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga Jl. Tentara Pelajar No. 02 Salatiga 50721 Telp (0298) 323705 DEKLARASI Assalamualaikum Wr. Wb Bismillahirrohmanirrohim
Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan, demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.
Apabila dikemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar peneliti yang dicantumkan, maka peneliti sanggup mempertanggungjawabkan kembali keaslian skripsi ini dihadapan sidang munaqosah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Wallahul Muwafiq ila aqwamittoriq Wassalamualaikum Wr. Wbi
Salatiga, 18 Februari 2006 Peneliti
FITA ANELIA HIDAYAH NIM: 113 01 045
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ACKNOWLEDGEMENT
All p raises be to Allah, The Almighty, The Lord of the world, whose blessing has made it possible for the writer to realize this graduating paper entitled “A Comparative Study o f Evaluation System between Curriculum 1994
and Competence Based Curriculum (CBC) o f English in Senior High School”.
There are many kinds of helps received appreciate from any persons.
The writer cannot realize this thesis without the help of theirs. In this occasion, she would like to thank to:
1. Drs. Badwan, M. Ag., the Head of State Islamic Studies Institute.
2. Drs. Sa’adi, M.Ag., the Head of English Department of Education Faculty.
3. Mr Rahmad Hariyadi and Mr Norwanto, her thesis consultants and teachers who have guided the writer to finish this thesis. Both of them are always ready to give help in solving her problem concerning her graduating paper. Thanks for their patience and guidance.
4. All lecturers of State Islamic Studies Institute, Mr Ruwandi, Mr Hammam, Mrs Woro, Mr Ari.
5. My beloved family, Bapak H. Zuhri Ihsan - Ibu Siti Rukhayah and especially my beloved sisters and brothers, mbak ida, mas is, mas yanto, mbak alim, mas khoirul, mbak muji, mas adib, mbak angga, my beloved nephews, hilmi, hamzah, faiq, and adzka. V ll
6. My dear mas Hadi, you are the one who always stand beside me for all happiness and crying on the pass, I’ll never forget it, thanks for your patience and your pray.
7. My the best friends, Nellen sentholen, Sogud eret, Iskay-yah, Oka, Rieka.
8. Team of Gang Buntu, especially gendaut, bayix, wix-wix, yulay, nuyul, lastrie.
9. All friends of Mine of (Sahabat) PMII (Pergerakan Mahasiswa Islam Indonesia).
10. Team of KKN “Petung Suringgono” Gendut, Lia muzro, Dilla, Martien, Qoemar, Hamiem, Uluem, Atiek.
11. All students of TBI ’01, especially Lina, Tya’, Saroh, Heni.
12. Mas Andre and mbak Nurul thanks for your “comfort home”, my little sister Tasya and Sandy.
Finally, the writer realizes that this thesis is imperfect. The writer gladly accepts constructive critique and evaluation to make this thesis better.
Salatiga, February 18th 2006
Fita Anelia Hidayah
TABLE OF CONTENT
Title
G. The Outline of Thesis
9
CHAPTER II. THE CURRICULUM, TEACHING LEARNING METHOD AND EVALUATION SYSTEM
4. The relation among curriculum, Learning method and evaluation CHAPTER III. THE CURRICULUM 1994 AND COMPETENCY BASED 3 CURRICULUM (CURRICULUM 2004)
V i
1. Background .23
CHAPTER IV. THE COMPARATIVE OF EVALUATION SYSTEM BETWEEN CURRICULUM 1994 AND 2004
B. The Implication of Evaluation System toward Teaching Learning Method .................................................................... ........................... .............. 55
CHAPTER V. CLOSURE
CHAPTER I INTRODUCTION A. BACKGROUND OF THE PROBLEM Progress and education growth become the efficacy determinant of a nation,
some indications can be seen from the progress of west world like America and Europe that always become the example in education. It can be seen from various data, which always give the information about good education like Teaching Learning model, research result, great output products and others. It is to confess that Indonesia still admires the west education.
Indonesia as nation which is still identified as developing country search as how to strive to become the progress countries and get out of the left behind especially education. The great expectation, of course, has to support by whole awareness especially teacher and student. We can do and try to fill to strive and not only loaded by certain institutes or government, however, every person who wants the progress also doing the change with the strength and membership of each.1
The curriculum change cannot to avoid because the existence of view change in education and pressure from outside. However, that changes often meet the difficulty. It is because existence of opposing party, they are part of teacher, monitoring of education, eptry new subject on the basis that subject which have given the benefit, and it is importance. However, they are agree with entry of new subject was happen, addition of syllabus items, this matter will effect to become heavier
'Mastuhu, Menata Ulang Pemikiran Sistem Pendidikan Nasional dalam A bad21, Safiria Insania Press, Yogyakarta. 2003, page 1
1
!
burden of all students. Other difficulty is in determining assessment criteria in order to arrange the principles of curriculum assessment about what score which to be used.
Even in determining construction of curriculum there are many difficulties because there is different idea.
Autonomous gift of wide education at school represent the government carrying to indication, which appear in the society and also strike to make up of education quality in general. 1'his autonomous gift claims the more good curriculum approach at school so that it can accommodate all powered desire at one blow various society components effectively, utilize to support the existing system and progress at school. In framework of this is, CBC come up alternatively curriculum which on the market. The autonomy given to school to earn money and to manage the resource with its allocation according to requirement priority and also listen carefully to local society requirement. Participation of the society claims to be more comprehending of education, assisting, and also controls the education management. In this concept,
V t
school should be responsible and cooperate with parent, society, and also government.*
3 One of the important factor in curriculum development is evaluation, whether its program and also the competition of students ability. For better, all of evaluation types can be applied practically and able to measure the educational resulting especially English study based on curriculum which had been previously developed, and then be applied needs .evaluation. It is used to know the purpose that lias been specified. From the result of evaluation it is known what program can be continued or
:Oemar Hamalik, Evaluasi Kurikulum, PT. Remaja Rosdakarya, Bandung, 1993, page. I
3E.Mulyasa, Kurikulum Berbasis Kompetensi, Konsep Karakteristik dan Implementasi, PT.
Remaja Rosdakarya, Bandung, 2003, page. 82 ignored. As a whole, the evaluation shall be effort by all of each Education Institutes., it can be used to develop the students’ potency optimally on each educational type.. This matter can be related by what is told by John W. Gordner of in his book excellently that:
“In higher education as in everything else there is no excellent performance without high morale. No morale, no excellence! Excellence can be experienced at every level and in ever)' serious kind of education.”4
For the reaching of superiority of student competition requires to be hearten to learn. This matter represents the big and heavy duty for teacher and all developers and also curriculum executors.
Based on this concern, the writer would like to study these problems under title “ A COMPARATIVE STUDY OF EVALUATION SYSTEM BETWEEN CURRICULUM 1994 AND COMPETENCY BASED CURRICULUM (CBC) OF ENGLISH AT SENIOR HIGH SCHOOL ”.
31 B. THE PROBLEM OF THE STATEMENT
The main problems of this study are:
1. What are similarities of evaluation systems between curriculum 1994 and competency .based curriculum (CBC) of English at senior high school?
2. What are differences of evaluation systems between curriculum 1994 and competency based curriculum (CBC) of English at senior high school?
4 Kunto Rahardjo, Konvensi Nasional Pendidikan Indonesia II Kurikulum untuk Abad ke 21, P T Gramedia Widiasarana Indonesia, Jakarta, 1994, page. 27-29
3
3. Wh at are the implications of evaluation systems between curriculum 1994 and competency based curriculum (CBC) toward teacher teaching method?
4. What are the implications of evaluation systems between curriculum 1994 and competency based curriculum (CBC) toward the way of learning student?
C. OBJECTIVES OF THE PROBLEM
The objectives of this study are: ■
1. To find similarities of evaluation system between curriculum 1994 and competency based curriculum (CBC) of English at senior high school.
2. To find differences of evaluation system between curriculum 1994 and competency based curriculum (CBC) of English at senior high school.
3. To find implications of evaluation system between curriculum 1994 and competency based curriculum (CBC) of English at senior high school toward teacher teaching method and the way of learning student.
D. THE BENEFIT OF THE STUDY 1. This evaluation systems can be used to control curriculum change.
2. This study can be used to find advantages and disadvantages of curriculum 1994 with competency based curriculum (CBC).
4
E. LITERATURE REVIEW
In this thesis, the writer takes review of related literature from the other references as comparison.
The first review related to this research entitled “A COMPARATIVE BETWEEN ENGLISH TEXTBOOKS FOR THE FIRST YEARS JUNIOR HIGH SCHOOL AND 2004 ENGLISH CURRICULUM”5, which has been researched by Zunan Andi Wibowo, the student of State Islamic Studies Institute (STAIN) of Salatiga. In this thesis, he concluded “The language skills are insufficient compatible with the 2004 English curriculum”.
The second review related to this research entitled” THE IMPLEMENTATION OF STUDENT CENTERED APPROACH IN THE ENGLISH TEACHING AND LEARNING PROCESS AT SMU 1 SALATIGA AS SUGGESTED IN THE COMPETENCY BASED CURRICULUM”6 which has been researched by I Made Mahardika, the student of Satya Wacana Christian University of Salatiga. In this thesis, he concluded “The competency based curriculum applied in the teaching and learning process at SMU Salatiga”.
The third review related to this research entitled “THE CONSISTENCY OF FIRST YEAR SMU ENGLISH TEXTBOOK WITH THE 1994 CURRICULUM : A CASE STUDY”7 which has been researched by Sari Asih, the student of State Islamic
5 Zunan Andi Wibowo, A Comparative between English Text Books for The First Year Junior
High School and 2004 English Curriculum , Unpublished thesis, Salatiga, 20046 1 Made mahardika, The Implementation o f student centered approach in the English teaching and learning process at SMU I Salatiga as Suggested in The Competence Based Curriculum, unpublished thesis, salatiga, 2004, p.36
7 Sari Asih , The Consistency o f the First Year SMU English Textbook with the 1994 English Curriculum: A case study, Unpublished thesis, Salatiga, 1999
5 Studies Institute (STAIN) of Salatiga. In this thesis, she concluded “She wants to know whether the textbooks are consistent with the 1994 English curriculum or not”.
The fourth review related to this research entitled “PERUBAHAN KURIKULUM
PENGAJARAN BAHASA INGGRIS DI SLTP DAN SLTA SERTA DAMPAKNYA
TERHADAP PENGAJARAN DI KELAS"*which has been researched by Idris HM. Noor,. In the thesis he concluded “Grammar approach of curriculum of English subject at junior high school and senior high school “.
The fifth review related to this research entitle “MODEL PELATIHAN GURU
DALAM MENERAPKAN KURIKULUM BAHASA INGGRIS
”8 9 which has been researched by Idris HM. Noor,. In this thesis, he concluded “Curriculum change of English subject to increase student ability in practice English language”.
Departemen Pendidikan Nasional, 2003, Kurikulum Bahasa Inggris, 2004. Jakarta : Depdikbud. This curriculum tells the main emphasis of teaching language skills standard competency of evaluation system of English subject.
Mulyasa. E. Dr. 2004, Implementasi Kurikulum 2004, Panduan Pembelajaran
KBK,
Bandung : Pt. Remaja Rosdakarya, this book explains about study guidance and evaluation system of CBC.
Mastuhu, Dr. Prof. 2003, Menata ulang Pemikiran Sistem Pendidikan Nasional dalam abad 21.
Yogyakarta : Safitria Insania Press. This Book explains about reason of curriculum change 21st century in CBC
8 Idris HM.Noor, Perubahan Kurikulum Pengajaran Bahasa Inggris Di SLTP dan SLTA serta Jurnal Dikbud no. 019, oktober 1994, p. 93-100 Dampaknya terhadap pelaksanaannya dikelas,
9 Idris HM. Noor, Model Pelatihan Guru Dalam Menerapkan Kurikulum Bahasa Inggris, Jurnal Dikbud No. 030 juli 2001, p. 312-324
Departemen Pendidikan dan Kebudayaan, 1999, Penyempurnaan/Penyesuaian
Kurikulum 1994 (suplemen GBPP),
Jakarta : depdikbud. This book explains about GBPP curriculum English subject at senior high school.
F. RESEARCH METHODOLOGY
1. The kind of Research This is a Library research10 1 1 . In this research the writer tries to analyze documents or books to know the meaning or significant conveyed in the
Vt
documents. The kinds of the documents that are books, magazines, newspaper, wibsites, and so on.
2. The Technique of Analysis and Approach To manage the data resulted from the books, the writer will use the qualitative analysis, while the approaches used are as follows: b. The Historical Method It is a method, which is used to know the development of a figure, both relates with the historical surrounding and the influences, the experience and the journey of his life".
10 Sutrisno Hadi, Methodologi Research Jilid /, Fakultas Psikologi UGM, Yogyakarta, 1981, Page
4
11 Anton Bekker and Ahmad Haris, Metode Penelitian Filsafat, Kanisisus, Yogyakarta, Page 61, see the thesis o f Amir Choirudin (113 97 )36) Page 4
7 c. The Description Method Descriptive means a notation to relate symptoms for carrying out a classification. Its result is general rule formula to predict the new phenomenon and if it possible to control it.12 In the world, this method is implemented to list, describe, and expose new curriculum by explaining the concept distinctively and at last to do the correlation or equivalence among new curriculum that arises a new planning to form the society.
d. The Inductive Method Based on the analysis of the books content, the writer will make some conclusions with the inductive method, that is analyzing all parts of the main conceptions, one by one, and from the relation of each other. So, it can be made synthetic understandings.
3. The Data Sources The writer divides the data sources in two parts:
a. Primary Data Source It is data source, which have direct relation to the research object. It is describing from Curriculum 1994 and 2004. below are many books of Curriculum 1994 and 2004 that the writer will use in this primary data source:
1. Departemen Pendidikan dan Kebudayaan, Penyempurnaan /
Penyesuaian Kurikulum 1994 (Suplemen GBPP),
Depdikbud, Jakarta, 1999.
12 Sumaryono, E. Hermeneutik, Sebuah Metode Filsafat, Kanisius : Yoyakarta, 1994, page. 24
8
2. Departemen Pendidikan Nasional, Pengembangan Silabus dan Sistem
Penilaian Berdasarkan Kurikulum Berbasis Kompetehsi,
4. Departemen Agama RI, Kurikulum 2004 Standar Kompetensi, Depag, Jakarta, 2004.
b. Secondary Data Source Secondary data source, which is regarding as a way to help in problem analyzing by strengthening the idea with standard Islamic reading books, magazine, internet (website), and other sources which are used to support it.
9
3
1994 and 2004 1
a. Documentation Documentation is the use of documentary evidence, a furnishing with authentic documents . Here the writer used all of source book of Curriculum
4. The Method of Collecting Data
KBK, PT. Remaja Rosdakarya, Bandung, 2004
Deppennas, Jakarta, 2003.
7. E. Mulyasa, Implementasi Kurikulum 2004 Panduan Pembelajaran
Depag, Jakarta, 2004.
6. Departemen Agama RI, Kerangka Dasar Dan Struktur kurikulum 2004,
Deppennas, Jakarta, 2003.
5. Departemen Pendidikan Nasional, Pedoman Khusus Pengembangan Silabus dan Penilaian,
PT. Remaja Rosdakarya, Bandung, 2003.
3. E. Mulyasa, Kurikulum Berbasis Kompetensi Konsep Karakteristik dan Implementasi,
13 Grolier Webster Dictionary, Grolier Incorporated, New York, !974, Page 294
b. Correspondence Correspondence is the act or fact corresponding, relation of similarity or analogy14. Here the writer will used other book, newspaper, magazine, and so on.
G. THE OUTLINE OF THESIS The writer divides this paper into five chapters.
Chapter I: Introduction, consists of Background of the Problem, Problem Statement, Objectives of the Study, The Benefit of the Study, The Literature Review, Research Literature Review, The Outline of Thesis. Chapter II: deals with frame of reference concerning. Here, the writer will discuss about three subjects. The first subject is about the curriculum, which contains the definition, the kinds of curriculum, curriculum development models, curriculum content. The second subject is about the teaching learning method, that contains the definition, the kinds of teaching learning method, the factors which gives influence of choosing method, relation between curriculum and learning method. The third subject about learning evaluation, which contains definition, learning evaluation forms, the criteria of choosing evaluation form. The relation among curriculum, learning method and evaluation model.
Chapter III: deals with the curriculum 1994 and 2004. Here, the writer will discuss about two subjects. The first subject is curriculum 1994, which contains the background, philosophy, approach, and content. The second subject is curriculum 2004, which contains the background, philosophy, approach, and content.
71
14 Ibid, Page 228
Ch apter IV: the writer will analyze the comparative of evaluation system between curriculum 1994 and 2004. Here, the writer will discuss about two subjects. The first subject is evaluation system of curriculum 1994 and 2004, the second subject is implication of evaluation system toward teaching learning method.
Chapter V: deals with closure, which contains conclusion and suggestion. The last part is Bibliography and Appendix.
\ j n
BAB II THE CURRICULUM, TEACHING LEARNING METHOD AND EVALUATION SYSTEM A. CURRICULUM
1. Definition
Terminology (definition) for beginning educ ation is used in world sport at the Greece era. At beginning in the Greece language it comes from “currir” word that means runner and “curere" which means competition place. Curriculum is definition “distance” that must be though by runner. From explanation above, curriculum on the educational term is some of subject matters that should be done by student to get the graduation certificate. Based on this limitation basic, curriculum is seen as lesson planning.1
a. Curriculum is willing and motivation which is explained in the planning or educational program that should done by teacher at school. Curriculum would have meaning and function to change the student if it is done and transformed by teacher in the activity namely teaching learning process. In other word, teaching learning process is curriculum operation.
b. Curriculum is willing and planning, its application is teaching learning process.
On that process, there are two subjects that included, they are teacher and student 1
1 Nana Sudjana, Pembinaan dan Pengembangan Kurikulum di Sekolah, Sinar Baru Algensindo, Bandung, 2002, Page 4
10 is subject th at gives education to them. Both of its subjects are involved in the one process to master the educational target.'
2. The kinds of curriculum:
a. Separate Subject Curriculum The curriculum forms are very varieties. Curriculum subject is the most familiar form which is known and very large in its using. So, the curriculum subject means curriculum which arc contained some of subject matters that are taught separately
v
in general. Hence, it also called Separate subject Curriculum.2
3 The advantages of separate subject curriculum are as follows: a.l) Subject matters are presented logically and systematically a.2) The curriculum organization is simple and easily to be planned and done. a.3) This curriculum is easily to be evaluated. It is because having purpose to explain some knowledge which are easily to be evaluated by exam or test. a.4) This curriculum had been being used for centuries duration and it was to be tradition. a.5) This curriculum more make easily to the teacher. 4 The weakness of using the separate subject curriculum are as following: a.l) This curriculum is giving the subject matter separately one by one and does not relation of each other. a.2) This curriculum is not pay attention to the social problems which are faced by children in their daily life.
2 Ibid, Page 3
3 Nasution, Asas-Asas Kurikulum, Jemmars, Bandung, 1982, Page 137
3
a.3) This curriculum also gives the past human experience in logically and systematically formed. It is because something logic is not usually psychological as seen of children enthusiasm and development. a.4) This curriculum goal is very limited.
a. 5) This curriculum is weaken to development of thinking skill.5
b. Correlated Curriculum Correlation is done by several ways such as follows: b.l) There is relation between two subject matters incidentally. For example at the geography lesson could be explained about historical problem, animal science, and so on. b.2) There is happen being good relation if the previous problem is discussed in many subject matters, for example rice field is discussed in geography subject, flora science, hand made, drawing and singing.
b. 3) Many subject matters can be gathered by erased the each limitations, for example historical subject, economics, sociology, anthropology, geography are involved social science.6
c. Integrated Curriculum Integration comes from “integer” word that means unit. It also means gathering, coordination, harmony, comprehensive.
Integrated curriculum is done through the unit teaching. According to Caswell unit is a series o f related activities engaged in by children in the process o f
realizing o f dominating purpose which is compatible with the aims o f education
.7
' thid, Page 144
6 Ibid, Page 151
12 A unit h as meaning purpose for children that usually explained in the problem
' ' f form. o d. Developmental Activity Curriculum.
3. Curriculum development models
a. The fuhdamental of curriculum include: 1) Back ground that contains philosophy planning and educational department goal, population that to be target, rationalities of subject matter, the organization structure of subject matter. 2) Syllabus contains subject matter which is more detail that was jgiven as scope and its sequence.
3) Evaluation design involved revisions strategy or curriculum repairing about: a) Subject matter b) Matter organization and its instructional strategy.
b. The instructional fundamental for each subject matter is developed based on the syllabus.^ *
8
9
1 Ibid, Page 155
8 Iskandar Wiryokusumo, Usman Mulyadi, Dasar-Dasar Pengembangan Kurikulum, PT. Bina Aksara, Jakarta, 1988
9 Nasution, Kurikulum dan Pengajaran, Bina Aksara, Bandung, 1989, Page 8
13
4. Curriculum content
Curriculum cont ain is talk about the scientific knowledge and experience of learning that should be given to student to get the educational purpose. To determine the curriculum content both related to scientific knowledge or experience of learning are appropriate with educational level. The development which is happen on the society relates with demand and people or society need.10 * The criteria to choose curriculum content:
a. Curriculum content is should be appropriated and has meaning to the student development.11 b. Curriculum content must describe social reality, it means appropriated to the real life demand in society. ft'
c. Curriculum content could get the target comprehensively, it means contain the intellectual, moral and social aspect.
d. Curriculum content must contain scientific knowledge which has survival, it means does not chance by demand of daily life only.
e. Curriculum content is cleaver subject matter theory, principle, concept not only factual information.
f. Curriculum content must motivate the mastery of educational purpose.12 3 Subject matter is curriculum content. Generally, knowledge could be divided into three categories, they are:
10 Op.cn, Page 27 " Ibid, Page 30
12 Ibid, Page 31
B. TEACHING LEARNING METHOD
1. Definition
The word “ method” comes from Greeka language, Metha means through and
Hados means way or method. Method means way that must be through to master the
certain purpose. Logi comes from word “logos” which means ‘s c i e n c e Hence, methodology means science that talks about way or method that must be through to get the certain goal. Teaching definition comes from “teach”. So, teaching means process of subject matter presentation by person to other person with the goal in order to other people could receive, improve, and develop that subject. 14
From explanation above, it can be conclude that teaching learning method is science which talk about method that must be done to master the learning purpose.15
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2. The kinds of teaching learning method
a. Lecturing method The lecturing method is usually used in many situations. It is not only usually used but also it was getting the critical that it does not appropriate used in the teaching and educational world. It means not appropriated with learning principal which is student must be active. However, this method also has positive function if used in appropriated condition and situation. In other meaning, lecturing method is oral way presentation of subject matter that done by teacher to the student to master the learning purpose.16
14 Ulihbukit Karo Karo, Metodologi Pengajaran, CV. Saudara, Salatiga, 1974, Page 7
15 Ibid, Page 8
16 Ibid, Page 12 b. Imit ation and memorize method This method is teacher teaches to his student with speaking the sentence by sentence that should be imitated by their student. After student speaking that sentence correctly then they should memorize it. The advantage when using this method is get original from something for example cultural, religion 'and so on could be survived and also training the power of student analysis and giving the simple time and power.17
c. Dictate method Dictate method is way to present the subject matter by asking the student to copy what teacher says.
The functions of this method are: 1) . Easily to save the class rule
2) . Student gets the new of subject matter and also they could exercise to write fastly and appropriately.18 This method also has the weakness such as:
1) . Student is less active because they are only listening and copying what teacher says orally.
2) . This method implicates student tired.
a. Exercise method Exercise method is the better way to give certain habit, faster and perfectly doing in to do something.
17 Ibid, Page 16
18 Ibid, Page 20
17 b. Questioning and answering method This method is used if teacher wants to know the student acquisition and mastery toward the matter that has been presented.
c. Catechetical method This method is same with questioning and answering method. Its difference is being available usually in the lesson book.19 d. Discuss method
Discussion is scientific conversation that contains transferring of idea. This \ method is presentation way of subject matter whereas teacher duties the student to apply the scientific conversation to get the true.
e. Demonstration and experiment method This method is way to present the subject matter with describing process and its result to master the purpose.
f. Problem solving method
g. Group work method This method is way to present the subject matter whereas teacher asked student to do certain task to get teaching destination.20
3. The factors which gives influence of choosing method
a. The goal which is mastered The definition about this educational goal wholly is needed because that purpose will be a target and guiding to their action to apply its teacher function.21 I
19 Ibid, Page 21
20 Ibid, Page 60 b. Student Student will receive and study the subject matter which is presented by teacher must be attention in choosing the teaching method. It is because there is demand a knowledge and certain skill, for example discussion method, oral method, etc.
c. Subject matter Here, subject matter must appropriated with the student need then student can understood what the lesson that given by teacher.
d. Facilities Here, facilities are mean action tools, room, time, opportunity, place, practice tools, books, library, laboratory and so on.2
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e. Teacher Teacher must be understand the method such as its teaching, goodness and its weakness, the appropriate situation in which it is effective and skillful in use it.
Based on that statement, it could be concluded that teacher attitudes, knowledge and their competence are very determining in teaching method that will be used.
f. Situation . s
Situation is student condition which related to their weakness and motivation, atmosphere, teacher and class condition of each other.23 g. Participation Participation here means teacher follows actively about student activity.
h. Goodness and weakness of certain method
21 ibid, Page 92
22 Ibid, Page 94
23 Ibid, Pagp 95
19 There is nothing a perfectly method to master each goals in every, situation. Each method has goodness and weakness then teacher needs to know when and where that method is appropriate to used, i. Philosophy
Philosophy which is relates about life thinking and to be basic of behavior and action from individual is followed to determine in choosing teaching method.
4. Relation between curriculum and learning method \ a
Curriculum is to be reference in apply teaching method. Hence, teacher must more understand the curriculum in able to present it in experience form to give meaning to the student. At the basic, each formal curriculum which released by government could be realized only by teacher’s offer. On the other, teacher can try to appropriate the curriculum with psychology development of every student. So, teacher usually involved in every curriculum applying.
C. LEARNING EVALUATION
1. Definition
The word “evaluate” comes from British “evaluation”. In arabic language it means “al- Taqdir”, which in Indonesia language means assessment. The root of its word is value, in Arabic is “al-Qimah” in Indonesia means value. So in terminology, it means assessment in education term or assessment about the matter which has been related to educational activity.24 To fulfill the parent need to increase the result of study, the form of
24 Anas Sudijono. Pengantar Evaluasi Pendidikan, PT Raja Grafindo Persada, Jakarta, 1996, Page
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report of result study should involves all the matters and also the accurate description about the strengthen, weakness and theirs children ability to do the task more over toward their interest of subject matter.
While, terminologically, as to be explained by Edwin Wanted and Gerald W. Brown (1977): evaluation refer to the act or process to determine the value of something.25 2
6 To discuss about educational assessment is too large, so the talking about it will be eliminated toward assessment it self or evaluation that has been done at school.
Educational evaluation are:
a. The process / activity to determine education progress rather than the destination which is curtained.
b. The trying to get the information that can be feed back for educational come perfectionisms.