The public elementary school english teachers` perceptions on the use of school based curriculum in Kotagede sub district Yogyakarta.

A Thesis

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

in English Language Education

By

M.Maria Alakok Tri Laksmi Nur W. Student Number: 021214074

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

THE PUBLIC ELEMENTARY SCHOOL ENGLISH TEACHERS' PERCEPTIONS ON THE USE OF

SCHOOL BASED CURRICULUM IN KOTAGEDE SUB DISTRICT YOGYAKARTA

FX

Ouda

w

eda En S.Pd. M.Pd. Sponsor

Date

THE

PUBLIC ELEMENTARY SCHOOL ENGLISH TEACHERS' PERCEPTIONS ON THE USE OF

SCHOOL BASED CURRICULUM IN KOTAGEDE SUB DISTRICT YOGYAKARTA

BY

M. MARIA ALAKOK TRI LAKSMI NUR W. Student Number: 02 12 14074

Chirperson Secretary Member Member

Member : Drs. Concilianus Laos Mbato, M.A.

Yogyakarta, 14 July, 2009

Faculty of Teachers Training and Education

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

Yogyakarta, 23 June, 2009 The Writer

MMA Tri Laksmi Nur Wulandari 021214074

PUBLIKASI KARYA ILNIIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma. Nama : M. Maria Alakok Tri Laksmi Nur Wulandari Nomor mahasiswa : 02 12 14074

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

The Public Elementary School English Teachers' Perceptions on the Use of School Based Curriculum in Kotagede Sub district Yogyakarta

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan rnempublikasikannya di internet atau media lain tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencatumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 23 Juni 2009 Yang menyatakan

ABSTRACT

Tri Laksmi Nur W, M.M.A. The Public Elementary School English Teachers’ Perceptions on the Use of School Based Curriculum in Kotagede Sub District Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study investigates the public elementary school English teachers’ perception on the use of School Based Curriculum (SBC) in Kotagede Sub District Yogyakarta. There are two research problems to be answered: (1) How is SBC for English teaching in elementary school developed by the public elementary school English teacher in Kotagede Sub district Yogyakarta?(2) What are the perceptions of English teachers of public elementary school in Kotagede Sub district Yogyakarta toward the use of SBC in teaching English?

To answer those problems, there are some theories employed to help the researcher. First are the definition of SBC, the principle of SBC development, the principle of syllabus development and the role of English for elementary school students based on SBC. Second are the definition of perception and the factor influencing someone in having perception.

In order to answer those two problems, the researcher employed a survey research. To gather the empirical data by survey research, the researcher employed two instruments. The researcher distributed a questionnaire to the public elementary school English teacher in Kotagede Sub district Yogyakarta and conducted an interview with some of those teachers.

The research findings showed that in general the implementation of SBC development in teaching English for elementary school was already in accordance with the principles of SBC development stated by the government and the SBC development guideline made by Education National Standard Institution, although there were some principles which were not implemented by the teachers. For the teachers’ perception, most of the public elementary school English teachers in Kotagede Sub district have the positive perceptions on the use of SBC in teaching English for elementary school.

Through this study, the researcher proposed some suggestions. Those suggestions are proposed to the public elementary school English teachers in Kotagede Sub district, the government, and for other researchers. The public elementary school English teachers in Kotagede Sub district should always review the curriculum. The government should supervise the process of curriculum development.

ABSTRAK

Tri Laksmi Nur W, M.M.A. 2009. The Public Elementary School English Teachers’ Perception on the Use of School Based Curriculum in Kotagede Sub District Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini mempunyai tujuan untuk mengetahui persepsi guru-guru bahasa Inggris yang mengajar di sekolah dasar negeri di wilayah ranting dinas atau kecamatan Kotagede Yogyakarta terhadap penggunaan Kurikulum Tingkat Satuan Pendidiakan (KTSP). Di dalam penelitian ini dirumuskan dua masalah yang meliputi: (1) Bagaimana Kurikulum Tingkat Satuan Pendidikan dalam kaitannya dengan pengajaran bahasa Inggris di tingkat SD dikembangkan oleh guru-guru bahasa Inggris yang mengajar di SD negeri di kecamatan Kotagede? (2) Bagaimana persepsi guru-guru terhadap penggunaan Kurikulum Tingkat Satuan pendidikan dalam pengajaran bahasa Inggris di tingkat SD?

Untuk menjawab pertanyaan tersebut, penulis menggunakan beberapa teori yang berhubungan. Teori yang pertama adalah tentang pengertian KTSP, prinsip-prinsip pengembangan KTSP, prinsip-prinsip pengembangan silabus dan posisi bahasa Inggris sebagai muatan lokal menurut KTSP. Teori yang kedua adalah arti persepsi dan beberapa factor yang mempengaruhi persepsi seseorang.

Metode yang digunakan untuk menjawab permasalahan dalam penelitian ini adalah metode survey. Metode survey dilakukan dengan cara membagikan kuesioner kepada guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede Yogyakarta dan melakukan interview dengan beberapa guru tersebut.

Hasil penelitian ini menunjukkan bahwa pelaksanaan pengembangan KTSP yang dilakukan oleh guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede sudah sesuai dengan ketetapan-ketetapan yang dibuat oleh pemerintah dan panduan pengembangan KTSP yang dibuat oleh Badan Nasional Standar Pendidikan (BSNP), meskipun dalam prakteknya masih ditemui beberapa pelanggaran dan ketidaksesuaian. Guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede mempunyai persepsi yang positif terhadap penggunaan KTSP dalam pengajaran bahasa Inggris di tingkat sekolah dasar.

Dalam penelitian ini penulis mengajukan beberapa saran. Saran-saran tersebut ditujukan untuk guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede, sekolah-sekolah, pemerintah, dan peneliti yang akan mengadakan penelitian lebih lanjut lagi. Guru bahasa Inggris harus selalu mengembangkan kurikulum secara berkesinambungan Pemerintah harus selalu melakukan pengawasan terhadap pengembangan kurikulum di sekolah-sekolah

ACKNOWLEDGEMENTS

Thank God for always blessing me and accompanying me so that I can finish this thesis in order to finish my study in Sanata Dharma University. After waiting for so long and facing so many problems, finally I could accomplish this thesis. I believe I would never finish it without getting support from many people who care and love me. Therefore, I would like to address my deep gratitude to these wonderful people.

I would like to thank my sponsor, FX. Ouda Teda Ena, S.Pd., M.Pd. who is always patient in helping me and guiding me to finish this thesis. I thank him for his advice and suggestion.

I thank all English teachers in Kotagede Sub district whom I could not mention one by one. I thank them for giving me their time to fill in the questionnaires and to give the information which I need.

I dedicate this thesis to my family especially my mother who always prays for me. I thank her for being patient to wait and support me. I am sorry that I spend too much time to finish my study.

I thank Chandra who had accompanied me. I also thank my friends in LBUSD (Mbak Silvi, Mbak Nana, Mbak Ita, Mas Sandy, Mei, Lia, Vero, Tante Di, Andri, Yere, Mbak Iyan, Galih, Tety, Mas John, my juniors in ILCIC, and my friends in CEIC) and my best friends Lizza and Tumi for always supporting me.

I thank the people whom I could not mention one by one.

MMA Tri Laksmi Nur Wulandari

TABLE OF CONTENTS

Page

TITLE PAGE ………... i

APPROVAL PAGES ………... ii

STATEMENT OF WORK’S ORIGINALITY………. iv

ABSTRACT ………. vi

ABSTRAK ………... vii

AKNOWLEDGEMENTS ……… viii

TABLE OF CONTENTS ………. ix

LIST OF APPENDICES………... xii

LIST OF TABLES ………... xiii

CHAPTER I. INTRODUCTION A. Research Background ……….. 1

B. Problem Formulation ………... 4

C. Problem limitation ………... 4

D. Research objective ………... 5

E. Research Benefits ……… 5

F. Definition of Terms ……….. 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ………. 8

1. School Based Curriculum and Its Development Principles………. 8

a. The Definition of SBC, Its Components and Curriculum Development Principles……… 9

b. Syllabus Development………. 13

2. The Role of English for Elementary School Students Based on SBC………. 17

3. Perception………... 19

a. Definitions of Perception……… 19

b. The Factors Stimuli Influencing Perception………... 20

B. Theoretical Framework ……….. 24

CHAPTER III. RESEARCH METHODOLOGY A. Research Method………... 27

B. Research Participants………. 27

C. Research Instruments………. 28

D. Data Gathering Technique………. 30

E. Data Analysis Technique………... 30

F. Research Procedure……… 32

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Process of SBC Development for English Teaching in Elementary School………... 33

1. Data Presentation and Analysis………. 33

a) Teachers’ Answers on the Curriculum Development…... 34

b) Teachers’ Answers on the Syllabus Development……… 37

2. The Discussion………... 41

B. Teachers’ Perceptions on the Use of SBC in Teaching English for Elementary School students………. 44

1. Data Presentation and Analysis………. 44

a) Interview Result………. 44

b) Questionnaire Result……….. 46

2. The Discussion………... 49

CHAPTER V. CONCLUSION AND SUGGESTIONS

A. Conclusions……… 53

B. Suggestions……… 54

1. For Public Elementary School English Teacher in Kotagede Sub district………. 54

2. For the Government……….. 55

3. For Other Researchers……… 56

REFERENCES………... 57

APPENDICES

Appendix A : The Questionnaires Result………... 60 Appendix B : The Interview Result………... 71 Appendix C : The Original Questionnaire Distributed in Bahasa

Indonesia……….. 78

Appendic D : The Example of Curriculum Used in Kotagede

Sub District ……….. 90

LIST OF TABLES

Table 4. 1 : The Result of the Respondents’ Answers on the

Curriculum Development……… 34 Table 4. 2 : The Result of the Respondents’ Answers on the

Syllabus Development ………. 38 Table 4. 3 : The Result of the Respondents’ Responses on the

Perception toward SBC ……….. 47

CHAPTER I INTRODUCTION

This study investigates the public elementary school English teachers’ perceptions on the use of School Based Curriculum (SBC). This chapter presents background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefit of the study, and definition of terms.

A. Research Background

Curriculum as a guideline of education implementation is always changing. The changes refer to the national education function. It can be seen from the changes of the Curriculum used in Indonesia. First, the government stated a curriculum, namely, 1984 curriculum. This curriculum was guided by Active Student Learning Way or in Indonesian language it is called Cara Belajar Siswa Aktif (CBSA). The government then modified this curriculum into 1994 Curriculum. This curriculum focused on the importance of students’ ability to receive the information and its development so that the students were not prepared to face the working world. Students were expected to have theoretical knowledge without concerning on the skill aspect. The effect was students did not have enough ability to apply their knowledge into the real world. Then, the government made Competence Based Curriculum (CBC). The difference between CBC and the 1994 curriculum was that 1994 curriculum focused on the knowledge transferred from the teacher to the student, while the CBC focused on

the students’ activities to build self-competence through active learning. CBC gave enough space for the students to search knowledge in their own way. But, then this curriculum did not bring any good changes. The changes seemed to be forced to follow the trend of international education development. There was not enough preparation for the teachers to apply this curriculum. For instance, the acceleration of the teachers to apply this curriculum still became the problem whereas the teachers wanted the students to build their own knowledge but they did not motivate the students. Based on the situation above, at the beginning of 2006, the government stated a new curriculum called “Kurikulum Tingkat Satuan Pendidikan (KTSP)”. KTSP is the completing of 2004 Competence Based Curriculum (CBC). KTSP means the operational curriculum, which is designed and done by each education unit. In English, then the researcher uses the term of School Based Curriculum (SBC) to call KTSP since these two curriculums have almost the same definition. The word “school-based” itself literally implies that all curricular decisions are made at the school level.

In English teaching-learning area, through the 1994 Indonesian Government Regulation, English was stated as one of local contents subject in elementary school. Local content subject is a curricular subject to develop the competence which is adjusted with the uniqueness and the potency of the region. Now, in the newest curriculum, English is still categorized as a local content subject.

SBC brings the implication in doing teaching-learning activities. It gives the opportunity for each school to design and develop the syllabus which is

appropriate with the characteristic and the need of the students. Based on the rule of syllabus development made by Research and Development Institution of Curriculum Center or in Indonesian language it is called Badan Penelitian dan Pengembangan Pusat Kurikulum (BPPPK), the teachers have the responsibility to be able to develop the syllabus based on the teaching competence since that the teachers know more about the students’ characteristic and also the condition of the school and the environment. The teachers then take a big role on the success of the English teaching learning.

Related to this new curriculum, some teachers in Jakarta have an opinion that SBC brings them the difficulty. It happens because (1) they have to change their teaching method they used before, (2) SBC does not explain about the material taught in detail so that they are demanded to design and create the teaching learning process that are going to be taught appropriate to the condition, characteristic and potency of the students and the region (Kompas, 11 September 2006). Teachers in other regions also have the same feeling.

Based on the situation above, the competence of the teachers to develop the curriculum is very important. The problem is whether the teachers are ready or not to facilitate this curriculum. Lack of information and incomplete preparation may cause many problems for the teachers in developing the curriculum.

However, the teachers might perceive the use of SBC in various ways. Teachers might find that SBC will help them to improve the students’ ability in English since that they develop the curriculum based on the condition of the

students and the environment. However, some of them might find any difficulties in developing the curriculum.

This study is then aimed to find out how to reveal and dig out the teachers’ perception on the use of SBC, and to investigate how the process of SBC development is.

B. Problem Formulation

From the problem limitation, the problems can be formulated as follows: 1. How is SBC for English teaching in elementary school developed by the public

elementary school English teacher in Kotagede Sub district Yogyakarta? 2. What are the perceptions of English teachers of public elementary schools in

Kotagede Sub district Yogyakarta toward the use of SBC in teaching English?

C. Problem Limitation

The use of SBC in teaching English for elementary school students may lead the teachers to have various perceptions since the teachers may have the different understanding, different background, and different experience in teaching. This study will be focused on two things, namely the process of SBC development for English teaching in elementary school and the teachers’ perceptions on the use of SBC in teaching English for elementary school.

This research will be done in public elementary school since teaching English for elementary school is still new, so the teachers may facing the problem in developing the newest curriculum, namely SBC.

D. Research Objectives

The objectives of this research are as follows:

1. To study the process of SBC development for English teaching in elementary school.

2. To observe the perceptions of English teachers of public elementary school in Kotagede Subdistrict Yogyakarta toward the use of SBC in teaching English.

E. Research Benefits

The findings of the research hopefully will be beneficial for the elementary school English teachers and the elementary school students. It is expected that the identification about the process of SBC development in English will make the teachers know how to develop SBC and to facilitate their teaching. Besides, through this study, the reader will know the perceptions of the public elementary school English teachers toward the use of SBC; whether they have positive perceptions or negative perceptions. Positive perceptions tend to lead the teachers to be successful on the English teaching process. The improvement of the teaching directly will influence the students’ achievement. If the teachers succeed to facilitate this curriculum, hopefully it is easier for the students to understand the subject.

Negative perception will also give negative effect for the students since teachers cannot facilitate the curriculum optimally. It is part of the government’s responsibility especially Research and Development Institution of Curriculum Center (BPPPK) to help the teachers to turn their negative perception into positive

one. Having positive perception on SBC will make the teachers apply this curriculum easier.

F. Definitions of Terms

Below are the terms which need to be defined in order to avoid misunderstanding. They are:

1. Perception

Perception is a conscious mental and cognitive process that enables people to interpret and understand their surrounding (Kreitner and Kinicki, 1992: 126). Perception, in this study, refers to public elementary school English teachers’ perceptions on SBC that is seen from the implementation of this curriculum. What is meant by teachers’ perceptions is how the teachers see and think about SBC; whether it is good or not, effective or ineffective.

2. School Based Curriculum (SBC)

School Based Curriculum which is called Kurikulum Tingkat Satuan Pendidikan (KTSP) in Indonesian means the operational curriculum, which is designed and done by each education unit. SBC for the basic education is developed by school and school committee based on the graduate competence standard, content standard and also the guideline of curriculum dvelpoment made by Education National Standard Institution or Badan Standar Nasional Pendidikan (BSNP).

3. Elementary School

The term of elementary school refers to unit form of basic education that runs a six-year education program (Indonesian Government Regulation No. 28, 1990). Whereas the regulation of Republic Indonesia 1990 states that those are not less than six years old have a right to join a basic education. While public elementary school refers to the elementary schools owned an organized by the government.

4. Teacher

According to Usman (1995:5), teacher is a position or profession which needs special skill as a teacher. A person who does not have skill to do the activity or job as a teacher cannot do this job. To be a teacher, people needs special requirements. Moreover, as a professional teacher, people have to master many things related to education and teaching. In SBC, teacher has the authority in developing the syllabus since the teacher more understand about the characteristic of the students.

CHAPTER 2 LITERATURE REVIEW

This chapter discusses theoretical description and theoretical framework. Theoretical description discusses some theories related to this study, while theoretical framework discusses major relevant theories which help to answer the research problem. The theoretical description is divided into three parts: (1) Definition of SBC, the principles of SBC development for Elementary School, and the syllabus development principles; (2) The role of English for elementary school based on SBC; (3) Definition of perception and factors influencing someone in having his or her perception The second part is theoretical framework.

A. Theoritical Description

This section is concerned with related theories, which are used to support the accomplishment of this study.

1. School Based Curriculum (SBC) and Its Development Principles

In order to investigate the process of SBC development, here the researcher employs the definition of SBC, SBC components and some principles of SBC development. In this section, the researcher also discusses the syllabus development and the principle of English learning in this curriculum as one of local content subject.

a. The Definition of SBC, Its Components and Curriculum Development Principles

Curriculum is a set of planning and arrangement about the purpose, the content, the instructional material and also the way which is used as the teaching learning activities guideline to achieve a certain education purpose. This specific purpose includes national education purpose and the conformity with the uniqueness, condition and regional potential, each education and learning participant. Based on those reasons, curriculum is designed by each education unit in order to adjust educational program to the regional need and potential.

The word “school-based” literally implies that all curricular decisions are made at the school level (Gopinathan and Deng, 2006:93) whereas in Indonesia, it is common called Kurikulum Tingkat satuan Pendidikan (KTSP). SBC then implies the meaning as the operational curriculum, which is designed and done by each education unit. SBC is developed based on the content standard and the competence standard. Therefore, this curriculum still concerns with the certain competences in the implementation. It means the learning process still have the competence as the basic and competence standard as the purpose as socialized in CBC 2004.

The development of SBC is entrusted to each education unit. This principle is implemented to empower the region and the school in planning, implementing, managing, and also evaluating the learning process appropriate with their condition and aspiration. As Skilbeck (1984) defined it, the development of SBC refers to the planning, designing, implementation and

evaluation of a program of students’ learning by the educational institution of which those students are members. The principle of SBC refers to “the unity of the policy and the variety of the implementation”. The unity of the policy means the schools use the same set of CBC document made by National Education Department. While the variety of the implementation means each school develop their own syllabus adjusted to their characteristic. By the existence of SBC Management, many people or institution will take a role and responsibility in implementing; they are school, the principle, the teacher, the city or regency education institution, the province education institution and National Education Department. By implementing SBC, the authority of each education unit to develop and manage the curriculum becomes bigger and bigger.

The components of SBC are the education purpose on the level of education unit, structure and curriculum content on the level of education unit, education calendar, and syllabus. The first component, the purpose of basic education level, is to put the basic intelligence, knowledge, personality, morality, and skill to live independent and to prepare for the next education level. For the second component, based on the structure and curriculum content on the basic education level, English belongs to local content subject. The fourth component, the syllabus, is developed as the extension of competence standard and basic performance. The definition of local content subject and the syllabus will be discussed letter.

The development of SBC refers to national education standard to guarantee the achievement of national education purpose. National education

standard consists of content standard, process, graduation competence, teaching staff, instruments, management, funding and evaluation. The two of those, content standard and graduation competence standard are the main references of each education in developing curriculum.

Based on Indonesian Regulation [IR] number 20 2003) about national education system and Indonesian Government Regulation [IGR] number 19 2005 about education national standard, SBC is developed under the supervision of education institution. SBC development should be based on the content standard and graduation standard, SBC development guideline made by Education National Standard Institution (Badan Standar Nasional Pendidikan /BSNP), and the consideration from the school committee. Based on the guideline of SBC development published by Education National Standard Institution, an institution that standardize, guarantee, and control the quality of education, SBC are developed based on some principles.

First, SBC has a center at the potency, development, need, and the importance of the students and their environment. Curriculum is developed based on the principle that students have the central position to develop their competence. To support the achievement, the students’ competences development is made based on the students’ potency, students’ need, and students’ importance and also the environment demand.

Second, SBC is various and integrated. Curriculum is developed by concerning with the various characteristics of the students, regional potency, education level, and appreciating the differences of the religion, culture, economic

social status, and gender. Besides, there should be the connection and the continuity among the substances in developing the syllabus.

The next principle is that SBC is perceptive toward the development of the science, technology and art. The curriculum content has to facilitate the students to follow and employ the development of the scientific knowledge, technology, and art.

The forth principles states that SBC is relevant to the life needs. Curriculum development should involve the stakeholders to create the relevance between the education and society needs in preparing the students to face the working world.

Fifth, SBC is comprehensive and completely. The substances of the curriculum should include the whole competence dimension, the scientific studies, and lesson subject which are planned and given continually among all education level.

Sixth, SBC is for long life education. Curriculum is directed to the process of students’ development, education, and empowerment which is continuously for their whole life.

The last principle emphasizes the balance between the national importance and regional importance. Curriculum development should notice the balance between regional and national importance.

As the product of each education unit, SBC is expected to show the uniqueness and the potency of each education unit. Therefore, before designing the documents needed, each education unit needs to analyze the potency or

strength, weakness, opportunity, and challenge that are faced now and in the future. This analysis result will be a reference in developing the vision, the mission, the strategy and the instructional programs that is relevant with the condition, potency, students’ need and regional need. Besides, the 10th National Education System Regulation 2003 stated that one of the strategies of national education development is the development and implementation of Competence Based Curriculum. The use of “competency” as the basic curriculum has the purpose to give the stress on the learning process so that each student can be conditioned to be able to reflect knowledge, skill and behavior in daily life completely.

Curriculum development is arranged in order to give the chance for the learning participants to: (a) learn to be faithful to God, (b) learn to understand and comprehend fully, (c) learn to do and act effectively, (d) learn to live together and to be useful for others, and (e) learn to build and find identity through learning process that is active, creative, effective and fun.

School authority in designing curriculum makes it possible for the school to adjust the students demand, school situation, and regional condition. Therefore, region and school have enough authority to design and decide the material, to arrange learning experience, to choose teaching method, and to evaluate the teaching learning successfulness.

b. Syllabus Development

Education National Standard Institution states some principles of syllabus development. They are scientific, relevant, systematic, consistent, sufficient,

actual and contextual, flexible, and comprehensive. Scientific means all material and activities have the correlation with knowledge and science. Relevant means the scope, the difficulty level, and the material order on the syllabus are appropriate with the development level of the students include physically, social, intellectual, emotional and spiritual development. Consistent deals with the relation among the components of syllabus. When the syllabus components are enough to support the basic competence accomplishment, it is called sufficient. Actual and contextual deal with the modern scientific and technology development happen in the real life. Flexible means all syllabus components should accommodate the variety of the students and teachers, and the changes happen in the school and society. Comprehensive means the syllabus components should include all competencies (cognitive, affective, and psychomotor).

The rule about the syllabus designer stated that, the syllabus development can be done by the teacher independently or in a group. If the teacher is able to recognize the characteristic of the students, the school, and the environment, he or she can develop it himself or herself. The principal can also make a group of subject teachers to develop the syllabus. For schools that are not able to develop the syllabus, they can join with other schools.

For the time allocation, The Education National Standard Institution stated that syllabus arrangement should notice the whole time allocation both per semesters as well as for one year.

There are seven steps of syllabus development according to The Education National Standard Institution.

1) Study the Performance Standard and Basic Competence.

The study of the performance standard and basic competence should notice the order based on the level of difficulties, the relation between the competence standard and basic competence in one subject, and the relation the competence standard and basic competence among all subjects.

2) Identify the Main Instructional Material

Identify the main instructional material to support the achievement of basic competence based on the principles of syllabus development.

3) Develop the Teaching Learning Activities

Teaching learning activities must give the learning experiences which involve the mental and physical processes through the interaction between the students, the students with the teachers, environment and the other learning sources in order to achieve the basic competence. That is why the use of variation method and the centralization on the students required.

4) Formulate the Indicators of Competence Achievement

Indicators are developed appropriate with the characteristic of the students, subject material, school, region potency. These are formulated into operational verbs that are possible to be measured and observed since indicators are used as the basic of the evaluation instruments.

5) Determine the Type of Evaluation

The evaluation is done based on the indicators in the form of test and non test, written and unwritten, performance observation, behavior measurement,

assignment, project, portfolio and self evaluation. The followings are some rules should be noticed in evaluation.

a) The evaluation is directed to measure the competence achievement.

b) The evaluation is done based on what are done by the students after experiencing something. It is not to determine someone position on his or her group.

c) The system should be continually and the result should be analyzed to investigate whether the students have had the basic competence and to know the students difficulties.

d) The evaluation result is analyzed to determine the follow-up.

e) The evaluation system should be appropriate with students learning experiences in teaching learning processes.

6) Determine the Time Allocation

Time allocation for each basic competence is based on the total effective weeks and time allocation of the subject per week by considering the total basic competence, the basic competence width, depth, difficulty level, and importance level.

7) Determine the Learning Sources

Learning sources are recommendation, object or material use for teaching learning activities such as printed and electronic media, informant, physical environment, nature, social, and culture. The determination of learning sources is based on the competence standard, basic competence, learning material, learning activities, and indicators of the competence achievement.

After being developed, based on the SBC arrangement mechanism stated by the Education National Standard Institution syllabus should be approved by the principal after getting the agreement from the school committee and education institution. Then, syllabus should be examined and developed continually by noticing the learning result evaluation, process evaluation, and instructional plan evaluation.

2. The Role of English for Elementary School Students Based on SBC

In SBC document, English in elementary school has the position as one of the local content subject. English learning is expected to help the students to recognize themselves, their culture, and other people culture, to help the students to be able to express their ideas and feelings, participate in the society, and to help the students to use their analytic and imaginative ability.

English is an instrument to communicate orally and written. Communication ability means the ability to understand and/ or produce spoken text and/ or written text which is formed into four language skill include listening, speaking, reading, and writing. Therefore, English as a subject is directed to develop those skills so that the students are able to communicate and write in English on a certain literacy level. Literacy level contains performative, functional, informative, and epistemic. The literacy level for elementary school is performative literacy level. The scope of English for elementary school involves oral communication ability on the school context which contains of the aspects of listening, speaking, reading, and writing. Writing and reading skill are directed to support oral communication learning.

Based on the SBC socialization CD, English learning for elementary school should be active, creative, effective, and joyful (joyful learning). Next, the use of multi method and multi media is recommended. Learning process can be done inside or outside the classroom and use the environment around to support the learning. Besides, the learning process should involve multi aspect such as logical, practice, and ethics.

Learning English for elementary school has the purposes so that the students have the certain abilities. First is to develop communication competence orally to accompany the action (language accompanying action) on the school context. Second purpose is to have the awareness about the meaning and the importance of English to improve the competitive ability in the global society.

Appropriate with the literacy level (performative literacy level) and the purpose of learning English for elementary school (language accompanying action), the use of TPR (Total Physical Response), cooperative learning, games, songs, and short stories as the learning strategies are well recommended (Christina Kristiyani, 2007). The basic consideration of the using of TPR method is that TPR appropriate with the characteristic of young learner which stated that children will learn better by speaking and acting (Musthafa, 2002:7). Why the use of cooperative learning important is because cooperative learning is appropriate with the characteristic of the learning in elementary school. That is active, creative, effective and joyful which is focused on the practice and working in a group. The use of songs, games, short stories will create joyful learning.

3. Perception

Since the study is aimed to know teachers’ perception on the implementation of School Based Curriculum, thus the writer presents the discussion of some definitions of perception according to some experts and factors which can influence someone in having his or her perception.

a. Definitions of Perception

There are some definitions of perception based on experts’ opinion. According to Kreitner and Kinicki (1992: 26), perception is a mental and cognitive process that enables us to interpret and understand our surroundings. It means that perception may exist as our responses to our surrounding. Leontiev (1981: 31) defines perception as the process in which the existence of the objects and phenomena is reflected in a person’s consciousness. The process happens with the help of the person’s sensory organs, namely: eyes, ears, tongue, nose, and skin. Leontiev’s statement means that a person may perceive objects, surroundings, and events or occurrence around him or her consciously by the help of sensory organs.

Haire (1956), cited by Leontiev (1981: 31) states that perception is a process in which the individual recognizes information, fits the information, and compares the information with the previous one which is stored in the person’s memory. Haire’s statement means that a person, after receiving the stimuli, will identify the stimuli. He or she then will recall his or her memory whether he or she has already received the same stimuli or not. If he or she has already received the stimuli before, he or she will recognize the stimuli. The stimuli may be in

form of information. The person then matches the information, and compares the information with the previous information. Gibson, Ivancevich, and Donnelly (1973: 216) state that perception is an activity which employs us in everyday of our lives. The perception is a set of factors which influence the motivational state of people in organization. The definition of perception stated by Gibson et. al means that perception influences a person’s motivation in his or her surroundings.

Another definition about perception comes from Forgus (1996: 1). Forgus defines perception as the process of information extraction. It means that perception is the process where the information is filtered or selected. Altman, Valenzi, and Hodgetts (1985: 85) add that perception is the way stimuli are selected and grouped by a person in such a way that the stimuli can be meaningfully interpreted. Furthermore, Altman et. al (1985) state that perception is how a person views reality. The way a person views the reality depends on how the information that is available organized.

After knowing some definitions of perception, in the following discussion the writer will discuss some factors that affect someone in having perception. b. The Factors Stimuli Influencing Perception

In organization theory, Gibson et. al (1985:61) provides a perceptual process in the form of diagram and there are six factors influencing someone’s perceptions.

1) Stereotype

Stereotype is a set of beliefs about the characteristic of people in a particular group that is generalized to all members of the groups (Gibson,

Ivancevich, and Donelly, 1985:64). It indicates that the judgment for someone is related to his/her ethnic group membership. For example, most of Javanese women speak slowly and politely so that a woman who is Javanese will stereotype as the most Javanese woman. While in fact, not all Javanese women speak slowly and politely. Most of the stereotypes are the wrong perception because it is formed not because of the fact that happens in our environment. It is supported by Gibson et. al (1985: 65) who says that stereotyping can result in implementing improper programs.

2) Selectivity

The second factor is selectivity. It is impossible for us to catch all the stimuli that exist in our environment. Only certain stimuli are taken and we process them in our brain. It is caused by our interest of those stimuli. We make a perception based on something that we want to choose. It is supported by Gibson et. al (1985: 66) who says that people tend to ignore information or cues that might make them feel discomfort. People will take the stimuli that they want but most of the stimuli that thy take are positive for them. For example, a teacher who has many students in his class will ignore student who is impolite to him. He will give poor mark for that student. People have various interest so they may select what is important and or what is relevant to fulfill their needs. This is why people perceive things differently. In SBC, people will give bad perception on it if those people do not select the stimuli (SBC) because they do not have any interest on it.

3) Self-concept

The way people see themselves in the form of self-concept will affect their perception toward something in our environment. The way their see and perceive themselves is an attempt to avoid conflict with incompatible ideas. It is supported by Mouly (1973: 92) who says that people perceive only those things that are consistent with their motives and goals and interpret their experiences to make them compatible with people present self-concept. For example, someone who always sees something optimistically will also see everything around him optimistically. It is because he/she perceive his /her environment similar to himself/herself, optimist. He/She perceive his/her surroundings compatible with his or her way in perceiving himself/herself, optimist. In his research, he suggest that (1) knowing oneself makes it easier to see others accurately, (2) one’s own characteristic affects the characteristic identified in others, and (3) person who accept themselves are more likely to see favorable aspects of other people, (Gibson et. al, 1985:67). It indicates that when one person successful in knowing his/her self-concept, the perception toward something can be seen accurately. A teacher who feels that he or she is an independent person may have a good perception toward SBC. An independent teacher will enjoy using SBC since that SBC give her/him much more freedom rather than the other curriculum. An independent person will more enjoy being in the environment which enables her/him to be independent.

4) Situation

The press of time will literary force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other manager or from superiors (Gibson, Ivancevich, and Donelly, 1985:67). People tend to work quickly when they do not have much time. Because of the limitation of the time, people pay less attention to the factor(s), which might affect the work outcomes. People become careless in doing their activities. They make decision about certain thing without further understanding or their perception toward the problem. People cannot implement SBC well because a certain situation which does not enable them to do that.

5) Need

There are always many considerations in choosing the clothes. People wear their clothes based on their needs and expectation. Their expectation can look beautiful or handsome. They have their own perceptions in choosing the clothes. Perception are significantly influenced by needs and desire (Gibson, Ivancevich, and Donelly, 1985:67). People will eat what they want to eat, see what they want to see, and do everything they want to do. The purpose of choosing the clothes is to get the comfortable one based on their needs and expectation. Both needs and interest influence people in forming perception. Teacher use SBC because it must. The government state SBC as the newest curriculum and the teacher should follow. The used of SBC is not based on the teacher need but because it is a must. It tends to cause bad perception toward the use of SBC.

6) Emotion

Emotion can influence someone in forming perception. Gibson et. al (1985:68) supports this through his statement that strong emotion often distorts perceptions. A girl considers her boyfriend is the perfect man. He gives her love, loyalty, and all his life. But one day his boyfriend has an affair with another girl. She gets angry with her boyfriend. Due to that tragedy, she considers her boyfriend is not a good man for her anymore. Finally, they break up. Teachers who do not have enough background information about SBC may find any difficulty in using SBC. This difficulty may cause emotional feeling. They may get annoyed and angry since that they feel fail to implement this curriculum. This emotional feeling tend to lead the teachers to have bad perception toward SBC.

Besides those six factors, Altman, Valenzi, and Hodgetts (1985: 89) add that familiarity with the situation and a person’s past experience also affect what he or she perceived. Teacher’s expectation of the good curriculum will create a frame in their mind about the characteristic of the good curriculum. Since that School Based Curriculum is new, the teachers do not have any experience with this. But, their past experience using some different curriculum may give them the background knowledge about the characteristic of the good curriculum.

B. Theoritical Framework

In this study, the researcher attempts to investigate the process of SBC development for English teaching in elementary school and to investigate the

elementary school English teachers’ perception in Kotagede sub district Yogyakarta on the use of SBC.

In order to answer the first problem, the writer applies the definition of SBC, SBC components, and the principle of SBC development stated by Education National Standard Institution (2006). Based on Indonesian regulation number 20 2003 (UU 20/2003) about national education system and Indonesian government regulation number 19 2005 (PP 19/2005) about education national standard, SBC is developed under the supervision of education institution. SBC development should be based on the content standard and graduation standard, SBC development guideline made by BSNP, and the consideration from the school committee. Using those references, then the researcher investigates how the teachers developed the curriculum. The researcher wants to know whether the teachers develop the curriculum based on those references. Those will help the researcher to know the process of SBC development by the teacher. Since syllabus is the realization of the curriculum, the researcher also applies the principles of syllabus development based on SBC. It is used to help the researcher to investigate whether the teachers have followed the rule of syllabus development or whether the syllabus developed by the teachers has already fulfilled the criteria of syllabus based on SBC. The researcher also employs the role of English learning as the local content subject. It will help the researcher to investigate whether the teachers develop the syllabus that is appropriate with the purpose of English learning for elementary school and whether the syllabus contains the scope of English for elementary school which involves oral communication ability

on the school context which contains of the aspects of listening, speaking, reading, and writing where writing and reading skill are directed to support oral communication learning. The researcher also wants to investigate the methods used by the teachers to facilitate the learning activities. The researcher wants to know whether the teachers have applied the methods that are appropriate with the characteristic of English learning for young learner.

In answering the second problem, the writer employs the definition of perception and the factors that affect person in perceiving the stimuli influence perception according to Gibson et.al (1985:61) and Altman et.al (1985: 89). The researcher needs to know the definitions of perception since it helps the writer to know how perception is formed. Factors influencing perception are also needed by the writer because those factors help the writer to find out the factors that can cause teacher to have certain perception. There are six factors, stereotype, selectivity, self-concept, situation, need, and emotion influencing someone in having perception toward something. The researcher then investigates whether those factors influence the teachers in having perception and what the teachers’ perceptions are caused by those factors. In order to find out the answer of this research question, the writer conducted the interview and distributed questionnaires. The result of the questionnaires will be coded, analyzed, interpreted, and written in paragraphs.

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher will present the method used to answer the three questions stated in Chapter 1.

A. Research Method

Research done by the researcher was a survey research. Survey research is a technique in research in which data are gathered by asking questions to a group of individuals (Ary, Jacobs, and Razavieh, 2002: 374). According to Tull and Albaum (1973:2), a survey research is a term that is susceptible to a variety of interpretations. Mostly, it connotes a project to get information from a sample of people by the use of questionnaire. Since it used questionnaire to get the data, the researcher defined this research as a survey research. The method used in this research was qualitative research. Therefore, the data would be presented on the form of description not in the term of numbers. In other word, the researcher would present the data in the form of verbal statement not in number.

B. Research Participants

The participants of this study were the English teachers who were teaching English in public elementary school. This study limited the participant only in the area of public elementary schools in Kotagede sub district Yogyakarta. It was done to focus the study that involves the English teachers in that area. It was also

because the researcher is an English teacher who teaches one public elementary school in that area. Based on that situation, it would be easier to conduct the research since the researcher was facing almost the same situation with other teachers in that area such as the condition of the student and the environment, and also the same curriculum standard and the government policy. There are fifteen public elementary schools. Since the researcher also teaches in one of the school in Kotagede sub district, the researcher does not involve herself and her school on this research. So, the research is conducted only in fourteen schools.

The participants were twelve teachers came from fourteen schools. It was based on the situation that there were two English teachers who taught in two schools. For those schools have more than one English teacher, the researcher chose one teacher randomly. It was done because English teacher who teach in the same school usually have almost the same experience.

C. Research Instruments

In gathering the data, the researcher used two instruments. Those are questionnaire and interview sheet.

1. Questionnaire

To answer the first and the second problem, the researcher used questionnaire. According to Ary, Jacobs, and Razavieh (1990: 418), a questionnaire was an instrument of the study to gather information through the respondents’ written responses to a list of questions.

In order to know the process of SBC development, the researcher conducted closed-ended questionnaires. Close-ended questions allow individual to pick the response that best represented his/her belief or opinion (Ary et. al, 418). In this questionnaire, the researcher provided 28 questions. Those questions investigated the process of SBC development in elementary school English field. The curriculum development and syllabus development were investigated in order to know how the process of SBC development is.

To answer the second question about the elementary school English teacher’s perception on the use of SBC, the researcher also employed closed-ended questionnaires. This questionnaire consisted of 19 questions. For the response, the student might choose a number between 1 until 4 in the Likert-scale like questionnaire to indicate their level of agreement. Number 1 is for strongly agree, 2 is for agree, 3 is for disagree, and 4 is for strongly disagree.

The researcher also employed open-ended question on the questionnaire to investigate about the characteristic of good curriculum and also to get some suggestion from the teacher to improve the implementation of SBC. Ary et. al (ibid 418) stated that open ended questions let a free response from the participants rather than limit the response to a choice from among stated alternatives.

2. Interview

The second instrument used in this study was interview. Fetterman in Fraenkel and Wallen (1993:385) stated that interview is the most important data collection technique a qualitative researcher possesses. Fetterman (1993) added

that the purpose of interviewing people is to find out what is on their mind, what they think or how they feel about something. The researcher conducted the interview for the teachers. This interview was aimed to know the elementary school English teachers’ perceptions and the cause of the perception on the implementation of SBC development.

D. Data Gathering Technique

This research was conducted on the second semester of 2008-2009 study years. On March 2 2009, the researcher distributed the questionnaires to SD Gedongkuning, SD Karangsari, SD Rejowinangun 1, SD Rejowinangun 2, SD Kotagede I, SD Kotagede IV, and SD Kotagede VI. On March 3 2009, the researcher distributed the questionnaires to SD Kotagede V, SD Kotagede VII, SD Pilahan, SD Baluwarti, and SD Karangmulyo and also conducted the interview with four English teachers came from four elementary schools.. The questionnaires were submitted on March 5 and 6. From the total twelve questionnaires distributed, nine questionnaires were returned.

E. Data Analysis Technique

In analyzing the data gathered, the first step done by the researcher was analyzing the questionnaires used to investigate the process of SBC development. The questionnaire results were recorded in form of tables. The table (see appendix 1) summarized the respondents’ answers on the questionnaire. There were two options of answers, yes and no. Then, the researcher counted the percentage of

each answer. The researcher put the raw data in the form of table and drew the percentage of each statement in bar graphs before analyzing it. Next, the total score of the answer from each questionnaire were counted. The total score were used by the researcher to know whether the teacher had developed SBC based on the government rule.

In order to answer the second question, the researcher transcribed the interview result. The transcript was (see appendix 2) then analyzed and summarized by the researcher. The summary would help the researcher to classify the teachers’ perception toward the use of SBC. The next step was analyzing the second questionnaire. Like the first one, the second questionnaire results were recorded in form of tables. This table performed the respondents’ response that showed their perceptions toward SBC. There were four choices of response to the statement on the questionnaire, strongly agree, agree, disagree, and strongly disagree. Then, the researcher counted the percentage of each response. The next step was the same as the analyzing process of the first questionnaire. The total score were used to classify the teachers’ perceptions toward SBC.

The last step was classifying the result of open-ended questions in the questionnaire. This analysis would help the researcher to know what are the English teachers’ perceptions toward the use of SBC improve the implementation of SBC development.

F. Research Procedure

Since this research is a survey research, the writer conducted a number of steps. According to Ary, Jacobs, and Razavieh (1990: 411), a survey research

involves a number of steps. There are planning, samplings, construction of the instrument, carrying out the survey, and processing the data.

As the planning, the researcher formulated the research questions into two questions, namely how the process of SBC development for English teaching in elementary school is and what the perceptions of elementary school English toward the use of SBC in teaching English are. The survey was conducted at public elementary school in Kotagede sub district with a total numbers of the English teachers are sixteen. The participants consisted of 12 teachers. The instruments used to answer the research questions were interview and questionnaire. The data results on the interview were subscribed. The data results on the questionnaire were presented on the form of the table and description.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the writer will present the data finding and analysis on SBC implementation and teachers’ perception on it. After analyzing the data, the writer will conduct the discussion in order to answer the research question. Part A will discuss about the implementation and part B will discuss about the perception.

A. The Process of SBC Development for English Teaching in Elementary School

The writer presents the data analysis of the implementation of SBC in teaching English for elementary school into two parts, data presentation and analysis, and the discussion on the result of analyzed data.

1. Data Presentation and Analysis

In order to answer the first question of the research, the writer distributed the questionnaires for the public elementary school English teachers in Kotagede sub district. The questionnaires consisted of close-ended questions with two options of answer, yes or no. The questionnaires were divided into two parts. They were the curriculum development and the syllabus development. Questions number 1-16 investigated the curriculum development. Questions number 17-30, focused on the syllabus development. The writer chose the public elementary school English teachers as the respondents. There were twelve English teachers

received the questionnaires but only nine who returned it. The answers given by the respondents represented the process of School Based Curriculum development for English teaching in elementary school.

a) The Teacher Answers on the Curriculum Development.

The questionnaire result would be presented on table 4.1. It showed the result of respondents’ answers to the questions on curriculum development. The questions on the questionnaire were summarized into ten topics. Topic number 1 to 5 on table 4.1 represented question number 1 to 5 on the questionnaire. Questions number 6, 7, 8, 9, 10, 13, and 14 on the questionnaire were summarized into topic number 6 on the table. Topic number 7 represented question number 11. The next topic represented question number 12. The ninth topic represented question number 15 and the last topic represented question number 16.

Table 4.1: The Result of the Respondents’ Answers on the Curriculum Development Percentage

No Topic

Yes No Not Answer

1. involvement on the curriculum

development

88,9% 11,11% 0%

2. involvement of other side (principal, other English teachers, school committee, etc) in developing the curriculum

55,56% 44,44% 0%

3. supervision from the education institution in developing the curriculum

33,33% 55,56% 11,11%

4. development of four components of SBC 100% 0% 0%

5. development of the curriculum based on education national standard about content standard and the performance standard

66,67% 22,22% 11,11%

6. development of the curriculum based on curriculum development principles stated by Education National Standard Institution

68,25% 26,98% 4,76%

7. involvement and use of regional sources in developing the curriculum

88,89% 11,11% 0%

continued from page 33

Percentage No Topic

Yes No Not Answer 8. development of the curriculum based on

the purpose, vision, and mission of the school

88,89% 11,11% 0%

9. development of the education calendar based on the content standard

66,67% 22,22% 11,11% 10. SBC document get the agreement to be

used by the education institution in your area

44,44% 55,56% 0%

Topic number one concerned with whether the respondents were actively involved on developing the curriculum. The result for this question indicated that 88,89% of the respondents answered yes. The 11,11% of the respondent answered no. There was no respondent did not answer the question. It showed that most of the respondents were actively involved on the curriculum development.

On the second topic, the respondents were asked whether they involved other side on the curriculum development. The result showed 55,56% of the respondents answered yes. There were 44,44% of the respondents who answered no. The result showed that most of the teachers involved other side in developing the curriculum.

Topic number three asked whether the teacher get the supervision from the education institution on the curriculum development. The result showed 33,3% of the respondents answered yes and 55,6% of the respondents answered no. The 11,1% of the respondents did not answer the question. The result indicated that the majority of the teachers did not get the supervision from the government in developing the curriculum.

The fourth topic concerned with whether the curriculum developed by the teacher consist of four components of SBC. The answers showed 100% of the

respondents answered yes. There was none teacher answered no or did not give the answer. This result indicated that the most of the teacher developed the curriculum that consists of four components of SBC.

The teachers’ answers for topic number five showed 22,2% of the respondents answered no. The 66,7% of the respondents answer yes. The 11,1% of the respondents did not give the answer. It showed that most of the teachers developed the curriculum based on education national standard about the content standard and the performance standard.

The sixth topic focused on the curriculum development principles. It concerned with whether the teachers followed the principles of curriculum development in developing the curriculum. For this question, there were 68,25% of the respondents answered yes and 26,98% of the respondents answered no. It meant that the majority of the teacher followed the curriculum development principles stated by Education National Standard Institution.

Topic number seven asked whether the respondents involved and used regional sources in developing the curriculum. The result showed 88,89% of the respondents answered yes. The 11,11% of the respondents answered no. It indicated that most of the teacher involved and used regional sources in developing the curriculum.

Topic number eight concerned with the conformity between curriculum and the vision, mission, and purpose of the school. The result showed 88,9% of the respondents answered yes. There was none teacher answered no. The rest of it, 11,1% of the respondents did not answer the question. It meant that most of the

teachers developed the curriculum based on the vision, mission, and purpose of the school.

The ninth topic focused on the education calendar on SBC. It investigated whether the teachers developed the education calendar based on the content standard. The result showed 66,7% of the respondents answered yes and 22,2% of the respondents answered no. The 11,1% of the respondents did not give the answer for this statement. It showed that most of the teachers developed the education calendar based on the content standard.

The tenth topic concerned with whether SBC document developed by the teachers got the agreement to be used by the education institution in their area. For this question, The 44,4% of the respondents answered yes and 55,6% of the respondents answered no. This result showed that most of the teachers used the curriculums that were developed by them without getting agreement from the educational institution in their area.

b) Teachers’ Answers on the Syllabus Development.

The next table, table 4.2, showed the result of the respondents’ answers on the syllabus development. In this table, the researcher summarized the questions from the questionnaire into 11 questions. Question number 11 on the table represented question number 17 on the questionnaire. Question number 12 represented the eighteenth and nineteenth question. The thirteenth question on the table represented question number 20. The next question represented question number 21. Question number 15 represented question number 22. Question number 16 represented question number 23 and question number 17 represented

question number 24. The eighteenth question on the table represented question number 25 on the table. The next question represented question number 26. Question number 20 represented question number 27. The last question on the table represented the last question on the questionnaire.

Table 4.2: The Result of the Respondents’ Answers on the Syllabus Development Percentage

No Topic of Questions

Yes No Not Answer

11. Dou you develop English syllabus yourself? 11,11% 88,89% 0%

12. Do you develop English syllabus for more than one year?

44,44% 55,56% 0% 13. Do you follow the principles of syllabus

developing made by Education National Standard Institution?

77,78% 22,22% 0%

14. Do you follow the steps of syllabus development?

77,78% 22,22% 0% 15. Does the syllabus you develop consist of all

syllabus components?

66,67% 33,33% 0% 16. Do you use the performance standard and

basic competence of English for elementary school to develop the instructional material?

88,79% 11,11% 0%

17. Does the indicators in your syllabus can be measured and observed?

100% 0% 0% 18. Do you use the methods recommended on

SBC in having the teaching learning activities?

74,60% 23,81% 1,59%

19. Do you use the evaluation instrument recommended on SBC to evaluate the students’ study result?

72,22% 23,61% 4,17%

20. Do you use learning sources recommended on SBC to support teaching learning activities?

64,44% 33,33% 2,22% 21. Do you always evaluate the syllabus you

made per year?

77,78% 22,22% 0%

Table 4.2 shows the answers of the respondents on the syllabus development. Question number eleven investigated whether English teachers develop English syllabus themselves. The 88,9% of the respondents answered no and 11,1% of the respondents answered yes. It indicated that the most of the teachers did not develop English syllabus themselves.

On the twelfth question, the researcher asked whether the teachers designed the syllabus for more than one year. The result were as follow: 55,56% of the respondents answered yes and 44,44% of the respondents answered no. This result indicated that most of the teacher designed the syllabus for more than one year.

Question number thirteen concerned with whether the teacher developed the syllabus by following the principles of syllabus developing. The answers of this question showed 77,78% of the respondents followed the principles. The rest of it 22,22% of the respondents answered no. It meant that most of the teacher developed the syllabus based on the principles of syllabus development.

The respondents’ answers for question number fourteen showed 22,22% of the respondents answered yes and 77,78% of the respondents answered no. This result indicated that most of the teachers followed the steps of syllabus development stated by Education National Standard Institution.

The fifteenth questions investigated whether the syllabus developed by the teachers consisted of all syllabus components. For this question, 66,67% of the respondents answered yes and or 33,33% of the respondents answered no. It showed that most of the teachers developed the syllabus that consisted of all syllabus components.

On question number sixteen the researcher asked whether the teacher use the performance standard and basic competence of English for elementary school to develop the instructional material. For this question, 88,89% of the respondents answered yes and the rest of it answered no. The result indicated that most of the

teacher used the performance standard and basic competence of English for elementary school to develop the instructional material.

The seventeenth questions investigated about the indicators. It asked whether the indicators in teachers’ syllabus could be measured and observed. The answers for this question showed 100% of the respondents answered yes. It meant that all respondents developed the syllabus consisted of indicators that could be measured and observed.

The writer, on question number eighteen investigated some methods used in developing teaching learning activities. It investigated whether the respondents applied the methods recommended on SBC in conducting teaching learning activities. The result showed 74,60% of the respondents used these methods. There were 23,81 of the respondents answered no. The rest of it, 1,59% of the respondents did not answer this question. So, the majority of the teacher applied the methods recommended on SBC.

The nineteenth questions asked about the evaluation techniques. It concerned with whether the teacher used the evaluation techniques recommended on SBC. The result showed 72,22% of the respondents answered yes. The 23,61% of the respondents answered no. The rest of it or 4,17% of the respondents did not answer the question. It indicated that most of the teachers applied the evaluation techniques recommended on SBC.

The next question investigated the learning sources used by the teachers to support teaching learning activities. The result showed 64,44% of the respondents answered yes. The 33,33% of the respondents answered no. The 2,22% of the

respondents did not give the answer. It indicated that most of the teachers used the learning sources recommended on SBC to support teaching learning activities.

The last question concerned with whether the teacher evaluated the syllabus they made per year. The answers showed 77,78% of the respondents answered yes. The 22,22% of the respondents answered no. This result indicated that most of the teachers evaluated the syllabus they made per year.

2. The Discussion

Public elementary school English teachers in Kotagede sub district did not use the example of curriculum given by the government. They developed the curriculum themselves both in a group or individual. Based on the data presentation and analysis on the curriculum development and syllabus development above, it could be seen that in general the implementation of School Based Curriculum development for English teaching in elementary school already followed the government regulation. Indonesian Regulation (UU 20/2003) about national education system and Government Regulation (PP 19/2005) about education national standard stated that SBC development should be based on the content standard and graduation standard, SBC development guideline made by Education National Standard Institution, and the consideration from the school committee. The rule of curriculum development stated by Education National Standard Institution consisted of several important rules such as SBC components, SBC development principles, syllabus development principles and syllabus development steps. Although the teachers developed the curriculum themselves, the used the government rules as the basic guideline in developing curriculum.

Most of them developed the curriculum in a group consisted of several English teachers and some of them developed the curriculum themselves which both of them were based on the rule stated by the government.

Although in general the implementation of SBC development was good, there were some rules of SBC development not followed by the teachers. First, based on the literature review, the development of SBC should be under supervision of education institution. The data analysis indicated that most of the teacher were not supervised by education institution in developing the syllabus as showed on the result analysis for question number three. Moreover, as showed by the answer for question number ten, SBC document used by the teachers as the result of SBC development did not get the agreement to be used by the education institution in school area. As stated on the literature review, SBC document should be used after it was approved by the principal under the educational institution agreement. However, the result showed that most of the teachers did not follow this rule.

From the data presentation and analysis about the syllabus development, the result indicated that generally the implementation of syllabus development had been appropriate with the syllabus development guideline made by Education National Standard Institution. The guideline organized about the syllabus development principles, syllabus designer, time allocation, the syllabus development steps, and the syllabus components. Most of the teachers answered that they followed the syllabus development principles, those were scientific, relevant, systematic, consistent, sufficient, actual, contextual, flexible, and

comprehensive. As they stated that they did not develop syllabus alone, it might happen because they were not able to develop it themselves. So, in the researcher opinion, they worked with other English teacher in developing the syllabus. It indicated that they followed the rule about syllabus designer which said that if the teacher could not develop syllabus themselves, they should work together with other teacher. About the syllabus components, most of the teachers stated that their syllabus consisted of all those components. Next, generally they also followed the syllabus development steps as discussed in chapter two.

The data analysis result on the method used by the teachers showed that most of the teacher had already used some method recommended on SBC. There were TPR, group working, songs, games, and short stories. They also used the audio and video lingual media to create joyful learning. While for the learning skill, most of the teachers concerned with the skills development (listening, speaking, reading, and writing).

The syllabus development steps stated by Education National Standard Institution about evaluation techniques and learning sources recommended some evaluation techniques and some learning sources. The evaluations were in the form of test and non test, written and unwritten, performance observation, behavior measurement, assignment, project, portfolio and self evaluation. The data analysis result showed that in general the teachers had applied those evaluation techniques. But, for self evaluation, most of the teacher did not use this technique. Most of the teacher also applied some learning sources such as object,

printed and electronic media, informant, and physical environment to support the learning activities

The syllabus development guideline by Education National Standard Institution stated that syllabus should be evaluated and developed continually. Most of the teacher had evaluated the syllabus per year. But for the development, generally they stated that they develop syllabus for more than one year. It was contrary with the rule since that the development should be done continually.

B. Teachers’ Perceptions on the Use of SBC in Teaching English for Elementary School Students

The writer presents the data analysis of the teachers’ perception on the use of SBC in teaching English for elementary school into two parts, data presentation and analysis, and the discussion on the result of analyzed data. There were two instruments, interview and questionnaire, used in finding the data. The data result from those two instruments would be presented on the data presentation.

1. Data Presentation and Analysis

To answer the second question, the researcher employed two instruments. They were interview and questionnaire. The researcher chose four teachers who have been teaching English for at least 5 years as the interviewees based on the assumption that they have experienced some different curriculums. For the questionnaires, the respondents were the same as the respondents who answered the first questionnaires about the process of SBC development. The questions

given on the interview and questionnaire investigated the teachers’ perception toward the use of SBC.

a) Interview Result

For the interview, the researcher employed four main questions. First, the researcher investigated the respondents’ opinion toward the definition of perception. Question number two investigated the respondents’ perception toward SBC itself. Third, the respondents were asked about the reason why they used SBC. The fourth questions asked whether SBC, if it was compared to the previous curriculums, can meet the respondents’ expectation toward the good curriculum like they mentioned on the open-ended question. The following were the summary of the interview result and the analysis of it.

The first interviewee, who has been teaching English for 5 years, said that perception was something related to the way people thought about something according to their own opinion. Then, her perception toward SBC stated that SBC was the curriculum which gives much freedom for the implementation according to the need of the students, teachers, and the region that was expected to achieve the maximum result. She remarked that SBC was the good curriculum since this curriculum was not centralized like the previous curriculum. It considered the students as an individual that is unique and different who also needed different treatment. Although she considered SBC to be good, she said that she used this curriculum because it was a must. She needed more preparation to conduct this curriculum.

RENCANA PELAKSANAAN PEMBELAJARAN BAHASA INGGRIS

SEMESTER 1

HARI/TANGGAL RABU,7 NOVEMBER 2007

Jam Ke Kls Kompetensi Dasar Indikator Materi Pokok

Kegiatan Pembelajaran Metode Mengajar

Penilaian Sumber Alat 4-5 5 1.

Bercakap-cakap untuk menyertai tindakan secara berterima 2. Bercakap-cakap untuk meminta/me mberi informasi secara berterima yang melibatkan tindak tutur: bertanya hobi, menceritakan hobinya 4. Mampu menyeb utkan berbagai jenis pakaian harian dan pakaian untuk acara khusus Clothes and Coctumes

a. Membaca dan

memahami kosakata tentang pakaian

b.Menjodohkan gambar-gambar pakaian dengan kata-kata dalam Bahasa Inggris

c. Membuat kalimat dengan menyebutkan pakaian yang dipakai saat itu

d.Maju ke depan kelas dengan menjelaskan pakaian apa yang dipakai saat itu dalam bahasa Inggris Membaca Menulis Tes Lisan Tes Tertulis Start with English Grow Up with English

119

RENCANA PELAKSANAAN PEMBELAJARAN BAHASA INGGRIS

SEMESTER 1

HARI/TANGGAL RABU,14 NOVEMBER 2006

Jam Ke Kls Kompetensi Dasar Indikator Materi Pokok Kegiatan Pembelajaran Metode Mengajar Penilaian Sumber Alat 4-5 5 Bercakap-cakap

untuk meminta/me mberi informasi secara berterima yang melibatkan tindak tutur: bertanya hobi, menceritaka n hobinya Mampu bertanya jawab mengenai pakaian harian dan pakaian untuk acara khusus mampu menyebutkan letak-letak pakaian dengan preposisi yang tepat Clothes and Coctumes Mengingat kembali materi sebelumnya Mempelajari preposisi-preposisi seperti in, on, under, behind, etc

Membuat kalimat dengan preposisi yang tepat berdasarkan gambar Membuat percakapan singkat dengan teman sebangku dengan menggunakan preposisi yang sudah dipelajari Mengulas materi “Toys and Games” dan “Clothes and Costumes Menjelaskan Berbicara Tes lisan Tes tertulis Start with English Grow Up with English

RENCANA PELAKSANAAN PEMBELAJARAN BAHASA INGGRIS

SEMESTER 1

HARI/TANGGAL RABU,21 NOVEMBER 2007 Jam

Ke

Kls Kompetensi Dasar

Indikator Materi Pokok

Kegiatan Pembelajaran

Metode Mengajar

Penilaian Sumber Alat

4-5 5 Toys and

Games dan Clothes and Costumes

Ulangan materi Toys and Games dan Clothes and Costumes

Tes tertulis

ABSTRACT

Tri Laksmi Nur W, M.M.A. The Public Elementary School English Teachers’

Perceptions on the Use of School Based Curriculum in Kotagede Sub District

Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

This study investigates the public elementary school English teachers’ perception on the use of School Based Curriculum (SBC) in Kotagede Sub District Yogyakarta. There are two research problems to be answered: (1) How is SBC for English teaching in elementary school developed by the public elementary school English teacher in Kotagede Sub district Yogyakarta?(2) What are the perceptions of English teachers of public elementary school in Kotagede Sub district Yogyakarta toward the use of SBC in teaching English?

To answer those problems, there are some theories employed to help the researcher. First are the definition of SBC, the principle of SBC development, the principle of syllabus development and the role of English for elementary school students based on SBC. Second are the definition of perception and the factor influencing someone in having perception.

In order to answer those two problems, the researcher employed a survey research. To gather the empirical data by survey research, the researcher employed two instruments. The researcher distributed a questionnaire to the public elementary school English teacher in Kotagede Sub district Yogyakarta and conducted an interview with some of those teachers.

The research findings showed that in general the implementation of SBC development in teaching English for elementary school was already in accordance with the principles of SBC development stated by the government and the SBC development guideline made by Education National Standard Institution, although there were some principles which were not implemented by the teachers. For the teachers’ perception, most of the public elementary school English teachers in Kotagede Sub district have the positive perceptions on the use of SBC in teaching English for elementary school.

Through this study, the researcher proposed some suggestions. Those suggestions are proposed to the public elementary school English teachers in Kotagede Sub district, the government, and for other researchers. The public elementary school English teachers in Kotagede Sub district should always review the curriculum. The government should supervise the process of curriculum development.

ABSTRAK

Tri Laksmi Nur W, M.M.A. 2009. The Public Elementary School English

Teachers’ Perception on the Use of School Based Curriculum in Kotagede Sub

District Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini mempunyai tujuan untuk mengetahui persepsi guru-guru bahasa Inggris yang mengajar di sekolah dasar negeri di wilayah ranting dinas atau kecamatan Kotagede Yogyakarta terhadap penggunaan Kurikulum Tingkat Satuan Pendidiakan (KTSP). Di dalam penelitian ini dirumuskan dua masalah yang meliputi: (1) Bagaimana Kurikulum Tingkat Satuan Pendidikan dalam kaitannya dengan pengajaran bahasa Inggris di tingkat SD dikembangkan oleh guru-guru bahasa Inggris yang mengajar di SD negeri di kecamatan Kotagede? (2) Bagaimana persepsi guru-guru terhadap penggunaan Kurikulum Tingkat Satuan pendidikan dalam pengajaran bahasa Inggris di tingkat SD?

Untuk menjawab pertanyaan tersebut, penulis menggunakan beberapa teori yang berhubungan. Teori yang pertama adalah tentang pengertian KTSP, prinsip-prinsip pengembangan KTSP, prinsip-prinsip pengembangan silabus dan posisi bahasa Inggris sebagai muatan lokal menurut KTSP. Teori yang kedua adalah arti persepsi dan beberapa factor yang mempengaruhi persepsi seseorang.

Metode yang digunakan untuk menjawab permasalahan dalam penelitian ini adalah metode survey. Metode survey dilakukan dengan cara membagikan kuesioner kepada guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede Yogyakarta dan melakukan interview dengan beberapa guru tersebut.

Hasil penelitian ini menunjukkan bahwa pelaksanaan pengembangan KTSP yang dilakukan oleh guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede sudah sesuai dengan ketetapan-ketetapan yang dibuat oleh pemerintah dan panduan pengembangan KTSP yang dibuat oleh Badan Nasional Standar Pendidikan (BSNP), meskipun dalam prakteknya masih ditemui beberapa pelanggaran dan ketidaksesuaian. Guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede mempunyai persepsi yang positif terhadap penggunaan KTSP dalam pengajaran bahasa Inggris di tingkat sekolah dasar.

Dalam penelitian ini penulis mengajukan beberapa saran. Saran-saran tersebut ditujukan untuk guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede, sekolah-sekolah, pemerintah, dan peneliti yang akan mengadakan penelitian lebih lanjut lagi. Guru bahasa Inggris harus selalu mengembangkan kurikulum secara berkesinambungan Pemerintah harus selalu melakukan pengawasan terhadap pengembangan kurikulum di sekolah-sekolah