ENGLISH LEARNING MANAGEMENT FOR ACCELERATION PROGRAM English Learning Management For Acceleration Program A Site Study At Sma Negeri 1 Purworejo.
ENGLISH LEARNING MANAGEMENT
FOR ACCELERATION PROGRAM
A SITE STUDY AT SMA NEGERI 1 PURWOREJO
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management
by
LYNDA RATNA DEWI
NIM Q 100 100 131
GRADUATE SCHOOL
EDUCATIONAL MANAGEMENT
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
ii
iii
iv
v
MOTTO
There are four types of humankind
The man who doesn’t know, and he doesn’t know that he doesn’t know, he is a
stupid man. Go away from him.
The man who doesn’t know and he knows that he doesn’t know, he is honest.
Teach him.
The man who knows and he doesn’t know that he knows, he is sleeping.
Wake him up.
The man who knows and he knows that he knows, he is a wish man.
Follow him.
Small minds discuss people,
average minds discuss events, and
great minds discuss ideas.
(Eleanor Roosevelt)
DEDICATION
This thesis is dedicated to:
my beloved husband,
my lovely sons, all my relatives, and
all of my dearest good friends.
vi
ACKNOWLEDGMENT
Alhamdulillahirrobil’alamin, Praise is always for God Almighty who gives
Mercy and guidance, so the thesis entitled English Learning Management for
Acceleration Program (A Site Study at SMA Negeri 1 Purworejo) can be finished
well. This thesis is one of academic requirements to get the degree of Educational
Management Master on Graduate School, Muhammadiyah University of Surakarta.
The writing process receives many inputs and suggestions from many parties
who cannot be mentioned one by one. Therefore, in this occasion, the writer would
like to thank to the following persons who have helped in this thesis:
1. Prof. Dr. Bambang Setiaji, Rector of Muhammadiyah University of Surakarta who
has given all facilities and infrastructure in finishing study at Muhammadiyah
University of Surakarta.
2. Prof. Dr. Kudzaifah Dimyati, M. Hum., Director of Graduate School, who has
given an opportunity to the writer to continue her education.
3. Prof. Dr. Harsono, MS., The Chairman of Management Educational Department
and the advisor who has given suggestion.
4. Prof. Dr. Sutama. M.Pd, the advisor who has given more time to guide, motivate
and suggest the writer to finish this thesis.
5. Dr. Phil. Dewi Candraningrum,S.Pd. M.Ed. the advisor who has given more time
to guide, motivate and suggest the writer to finish this thesis.
vii
6. The Principal, Vice Principals, teachers, and staffs of SMA Negeri 1 Purworejo
who had helped in this thesis process.
7. The Principal, Vice Principals, teachers, and staffs of SMP Negeri 3 Purworejo
who had helped in this thesis process.
8. My beloved husband and my lovely sons who had given motivation and support
the writer to finish this thesis.
The writer realizes that this research paper is far from being perfect, in order to
make it better, the writer accepts advices and criticisms. Finally, the writer wishes this
research paper would be useful for all readers.
Surakarta, February 2012
Writer,
Lynda Ratna Dewi
viii
ABSTRACT
LYNDA RATNA DEWI : English Learning Management for Acceleration Program
(A Site Study at SMA Negeri 1 Purworejo). Research Paper. Surakarta: Graduate
School, Education Management Study Program, Muhammadiyah University of
Surakarta. 2012.
The learning management of acceleration program should more superiority
than the regular learning management. To serve the gifted and talented student, it
needs the whole learning management service. In particular, this research aims to
describe the English learning management for acceleration program at SMA Negeri 1
Purworejo. It consists of characteristic of English learning planning, characteristic of
English learning processing and characteristic of English learning evaluating. Besides
that, this research also aims to describe the superiority of English learning
management for acceleration program.
This research uses a qualitative approach. The data source informants of this
research are English teacher of regular program, English teacher of acceleration
program, chairman of acceleration program, vice principle of curriculum, and
principle at SMA Negeri 1 Purworejo. The data collection techniques of this research
are document study, observation and interview. The data analysis technique that is
taken in this research, namely the data comparison of regular program and
acceleration program, the combination of comparison result data with interview result,
and the data interpretation.
This research has shown that English learning planning for acceleration
program at SMA Negeri 1Purworejo has characteristic of time allotment acceleration
and enrichment of wide and deep indicator. The time allotment acceleration that is in
syllabus and lesson plan of acceleration program seems clearly if two kinds of
learning planning are compared with learning planning or regular program. The
regular program planning of one semester has time allocation in six months,
meanwhile acceleration program planning of one semester has time four months.
The enrichment of learning planning for acceleration program appears in wide and
deep indicator. The indicator of learning planning for acceleration program is
diversified until language application level. The English learning processing of
acceleration program has characteristic of trained student to stand-alone. The trained
student of acceleration program seems clearly if it is compared the student activity of
regular program in learning processing.
In the elaboration, student of regular program still needs teacher guidance. The role of
teacher in regular program is enough dominant. Meanwhile, in the elaboration
activity, student of acceleration program had stood alone. The teacher of acceleration
program has role-play as facilitator in learning. The English learning evaluating of
acceleration program has characteristic of high claim. The evaluation claim of
acceleration program is until using language namely listening, speaking, reading, and
writing contextually.
Keywords: gifted, talented, acceleration, regular, application.
ix
TABLE OF CONTENT
TITLE …................................................................................................................. i
CONSULTANT NOTE .......................................................................................... ii
ADVISOR APPROVED............................................................................................iv
TESTIMONY ......................................................................................................... v
MOTTO .................................................................................................................. vi
ACKNOWLEDGEMENT...................................................................................... vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENT........................................................................................... x
LIST OF GLOSSARY …………………………………………………………… xii
CHAPTER I INTRODUCTION ........................................................................ 1
A. Background .................................................................................. 1
B. Research Focus............................................................................. 2
C. Research Objective....................................................................... 3
D. Research Benefit.......................................................................... 3
CHAPTER II THEORY ....................................................................................... 5
A. Acceleration Program .................................................................. 5
B. Management ............................................................................... 7
C. English Learning ......................................................................... 8
D. Previous Studies............................................................................. 12
E. Similarities and Differences …………………………………….. 15
CHAPTER III RESEARCH METHOD ............................................................. 19
A. Type and Design of Research ....................................................... 19
B. Research Location ........................................................................ 20
C. Attendance of Researcher.............................................................. 21
D. Data, Source of Data, and Informant ………………………….. 21
E. Technique of Data Collection ..................................................... 22
F. Technique of Data Analysis......................................................... 23
G. Data Validity ............................................................................... 24
x
CHAPTER IV DESCRIPTION AND FINDING ............................................ 25
A. Description of Data ..................................................................... 25
1. Characteristics of Learning Plan ............................................. 25
2. Characteristics of Learning Process......................................... 38
3. Characteristics of Learning Evaluation ................................... 47
B. Finding of The Research ............................................................. 51
1. Characteristics of Learning Plan ............................................. 51
2. Characteristics of Learning Process ........................................ 51
3. Characteristics of Learning Evaluation ................................... 52
CHAPTER V DISCUSSION AND PROPOSITION ...................................... 53
A. Discussion .................................................................................... 53
1. Learning Plan.......................................................................... 53
2. Learning Process..................................................................... 55
3. Learning Evaluation................................................................ 57
B. Proposition ................................................................................... 58
1. Learning Plan.......................................................................... 58
2. Learning Process..................................................................... 59
3. Learning Evaluation................................................................ 59
CHAPTER VI CLOSING...................................................................................
61
A. Conclusion................................................................................... 61
B. Implication .................................................................................... 62
C. Advice ........................................................................................... 62
BIBLIOGRAPHY ................................................................................................. 63
xi
LIST OF GLOSSARY
acceleration
: the learning acceleration process that is
done by the gifted and talented student
to achieve target of national curriculum by
maintaining quality of education so get
optimal result.
application
: the act of applying.
authentic assessment
: the process of collecting data that can give
description about the student learning
development.
character
: temperament, personality.
comprehension
: understanding.
confirmation
: the whilst activity of learning to unite data.
contextual learning
: learning that has relation between learning
material and real world situation
discourse forming competence : the competence to use discourse forming
tool.
diversification
: many varieties or kinds.
elaboration
: the whilst activity of learning to develop
competencies.
entry behavior level
: temperament, personality, character.
epistemic
: the literacy level of people who is able to
express knowledge into target language.
exploration
: the whilst activity of learning to prepare
xii
and explore data.
functional
: the literacy level of people who is able to
use language to fill daily need every such
as reading newspapers, manual,
and instruction.
informational
: the literacy level of people who is able to
access knowledge and language skills.
instructional designer
: the designer of learning.
integrated English learning
: learning the four language skills namely
listening, speaking, reading, and writing.
knowledge
: science.
learning atmosphere
: pre-activity of learning.
linguistic competence
: the competence to use grammar,
vocabulary, phonetics, and structure.
literacy
: not blind in alphabet.
pedagogic competence
: the skill that is related to mastery student.
participate
: take part or became involved in an activity.
PDCI/BI
: the gifted and talented student.
performative
: the literacy level of people who is able to
listen, speak , read, and write with symbols.
personality competence
: the competence of temperament,
personality, and character.
portfolio
: the individual achievement note of student
that is collected into one collection.
professional competence
: the competence that is related to mastery
xiii
knowledge.
regular
: the learning process is conducted in school
in accordance with the rules usually a
program in school.
RPP
: Designing Lesson Plan
RPP
: the elaboration of syllabus which illustrates
the teaching and learning activities to
achieve the goals of the basic competency.
scale of task commitment
: the scale that has relation with task.
School Based Management
: Management model that provides greater
autonomy for school and encourage the
participation decision maker that engages
all of school citizens (teacher, student,
principal, staff, parents, and community) to
improve school quality based on national
education policy.
social competence
: the competence that is related to social
relationship.
socio cultural competence
: the competence to use expression and
language act that can be acceptable in
difference communication context.
stakeholder
: importance functionary.
strategic competence
: the competence to solve problem that arises
in communication process with various
ways.
xiv
syllabus
: a subject learning plan that includes
competency standard, basic competency
learning material, indicator, assessment,
time allotment, and learning source/
learning tool.
typical
: a particular form or pattern.
xv
FOR ACCELERATION PROGRAM
A SITE STUDY AT SMA NEGERI 1 PURWOREJO
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management
by
LYNDA RATNA DEWI
NIM Q 100 100 131
GRADUATE SCHOOL
EDUCATIONAL MANAGEMENT
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
ii
iii
iv
v
MOTTO
There are four types of humankind
The man who doesn’t know, and he doesn’t know that he doesn’t know, he is a
stupid man. Go away from him.
The man who doesn’t know and he knows that he doesn’t know, he is honest.
Teach him.
The man who knows and he doesn’t know that he knows, he is sleeping.
Wake him up.
The man who knows and he knows that he knows, he is a wish man.
Follow him.
Small minds discuss people,
average minds discuss events, and
great minds discuss ideas.
(Eleanor Roosevelt)
DEDICATION
This thesis is dedicated to:
my beloved husband,
my lovely sons, all my relatives, and
all of my dearest good friends.
vi
ACKNOWLEDGMENT
Alhamdulillahirrobil’alamin, Praise is always for God Almighty who gives
Mercy and guidance, so the thesis entitled English Learning Management for
Acceleration Program (A Site Study at SMA Negeri 1 Purworejo) can be finished
well. This thesis is one of academic requirements to get the degree of Educational
Management Master on Graduate School, Muhammadiyah University of Surakarta.
The writing process receives many inputs and suggestions from many parties
who cannot be mentioned one by one. Therefore, in this occasion, the writer would
like to thank to the following persons who have helped in this thesis:
1. Prof. Dr. Bambang Setiaji, Rector of Muhammadiyah University of Surakarta who
has given all facilities and infrastructure in finishing study at Muhammadiyah
University of Surakarta.
2. Prof. Dr. Kudzaifah Dimyati, M. Hum., Director of Graduate School, who has
given an opportunity to the writer to continue her education.
3. Prof. Dr. Harsono, MS., The Chairman of Management Educational Department
and the advisor who has given suggestion.
4. Prof. Dr. Sutama. M.Pd, the advisor who has given more time to guide, motivate
and suggest the writer to finish this thesis.
5. Dr. Phil. Dewi Candraningrum,S.Pd. M.Ed. the advisor who has given more time
to guide, motivate and suggest the writer to finish this thesis.
vii
6. The Principal, Vice Principals, teachers, and staffs of SMA Negeri 1 Purworejo
who had helped in this thesis process.
7. The Principal, Vice Principals, teachers, and staffs of SMP Negeri 3 Purworejo
who had helped in this thesis process.
8. My beloved husband and my lovely sons who had given motivation and support
the writer to finish this thesis.
The writer realizes that this research paper is far from being perfect, in order to
make it better, the writer accepts advices and criticisms. Finally, the writer wishes this
research paper would be useful for all readers.
Surakarta, February 2012
Writer,
Lynda Ratna Dewi
viii
ABSTRACT
LYNDA RATNA DEWI : English Learning Management for Acceleration Program
(A Site Study at SMA Negeri 1 Purworejo). Research Paper. Surakarta: Graduate
School, Education Management Study Program, Muhammadiyah University of
Surakarta. 2012.
The learning management of acceleration program should more superiority
than the regular learning management. To serve the gifted and talented student, it
needs the whole learning management service. In particular, this research aims to
describe the English learning management for acceleration program at SMA Negeri 1
Purworejo. It consists of characteristic of English learning planning, characteristic of
English learning processing and characteristic of English learning evaluating. Besides
that, this research also aims to describe the superiority of English learning
management for acceleration program.
This research uses a qualitative approach. The data source informants of this
research are English teacher of regular program, English teacher of acceleration
program, chairman of acceleration program, vice principle of curriculum, and
principle at SMA Negeri 1 Purworejo. The data collection techniques of this research
are document study, observation and interview. The data analysis technique that is
taken in this research, namely the data comparison of regular program and
acceleration program, the combination of comparison result data with interview result,
and the data interpretation.
This research has shown that English learning planning for acceleration
program at SMA Negeri 1Purworejo has characteristic of time allotment acceleration
and enrichment of wide and deep indicator. The time allotment acceleration that is in
syllabus and lesson plan of acceleration program seems clearly if two kinds of
learning planning are compared with learning planning or regular program. The
regular program planning of one semester has time allocation in six months,
meanwhile acceleration program planning of one semester has time four months.
The enrichment of learning planning for acceleration program appears in wide and
deep indicator. The indicator of learning planning for acceleration program is
diversified until language application level. The English learning processing of
acceleration program has characteristic of trained student to stand-alone. The trained
student of acceleration program seems clearly if it is compared the student activity of
regular program in learning processing.
In the elaboration, student of regular program still needs teacher guidance. The role of
teacher in regular program is enough dominant. Meanwhile, in the elaboration
activity, student of acceleration program had stood alone. The teacher of acceleration
program has role-play as facilitator in learning. The English learning evaluating of
acceleration program has characteristic of high claim. The evaluation claim of
acceleration program is until using language namely listening, speaking, reading, and
writing contextually.
Keywords: gifted, talented, acceleration, regular, application.
ix
TABLE OF CONTENT
TITLE …................................................................................................................. i
CONSULTANT NOTE .......................................................................................... ii
ADVISOR APPROVED............................................................................................iv
TESTIMONY ......................................................................................................... v
MOTTO .................................................................................................................. vi
ACKNOWLEDGEMENT...................................................................................... vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENT........................................................................................... x
LIST OF GLOSSARY …………………………………………………………… xii
CHAPTER I INTRODUCTION ........................................................................ 1
A. Background .................................................................................. 1
B. Research Focus............................................................................. 2
C. Research Objective....................................................................... 3
D. Research Benefit.......................................................................... 3
CHAPTER II THEORY ....................................................................................... 5
A. Acceleration Program .................................................................. 5
B. Management ............................................................................... 7
C. English Learning ......................................................................... 8
D. Previous Studies............................................................................. 12
E. Similarities and Differences …………………………………….. 15
CHAPTER III RESEARCH METHOD ............................................................. 19
A. Type and Design of Research ....................................................... 19
B. Research Location ........................................................................ 20
C. Attendance of Researcher.............................................................. 21
D. Data, Source of Data, and Informant ………………………….. 21
E. Technique of Data Collection ..................................................... 22
F. Technique of Data Analysis......................................................... 23
G. Data Validity ............................................................................... 24
x
CHAPTER IV DESCRIPTION AND FINDING ............................................ 25
A. Description of Data ..................................................................... 25
1. Characteristics of Learning Plan ............................................. 25
2. Characteristics of Learning Process......................................... 38
3. Characteristics of Learning Evaluation ................................... 47
B. Finding of The Research ............................................................. 51
1. Characteristics of Learning Plan ............................................. 51
2. Characteristics of Learning Process ........................................ 51
3. Characteristics of Learning Evaluation ................................... 52
CHAPTER V DISCUSSION AND PROPOSITION ...................................... 53
A. Discussion .................................................................................... 53
1. Learning Plan.......................................................................... 53
2. Learning Process..................................................................... 55
3. Learning Evaluation................................................................ 57
B. Proposition ................................................................................... 58
1. Learning Plan.......................................................................... 58
2. Learning Process..................................................................... 59
3. Learning Evaluation................................................................ 59
CHAPTER VI CLOSING...................................................................................
61
A. Conclusion................................................................................... 61
B. Implication .................................................................................... 62
C. Advice ........................................................................................... 62
BIBLIOGRAPHY ................................................................................................. 63
xi
LIST OF GLOSSARY
acceleration
: the learning acceleration process that is
done by the gifted and talented student
to achieve target of national curriculum by
maintaining quality of education so get
optimal result.
application
: the act of applying.
authentic assessment
: the process of collecting data that can give
description about the student learning
development.
character
: temperament, personality.
comprehension
: understanding.
confirmation
: the whilst activity of learning to unite data.
contextual learning
: learning that has relation between learning
material and real world situation
discourse forming competence : the competence to use discourse forming
tool.
diversification
: many varieties or kinds.
elaboration
: the whilst activity of learning to develop
competencies.
entry behavior level
: temperament, personality, character.
epistemic
: the literacy level of people who is able to
express knowledge into target language.
exploration
: the whilst activity of learning to prepare
xii
and explore data.
functional
: the literacy level of people who is able to
use language to fill daily need every such
as reading newspapers, manual,
and instruction.
informational
: the literacy level of people who is able to
access knowledge and language skills.
instructional designer
: the designer of learning.
integrated English learning
: learning the four language skills namely
listening, speaking, reading, and writing.
knowledge
: science.
learning atmosphere
: pre-activity of learning.
linguistic competence
: the competence to use grammar,
vocabulary, phonetics, and structure.
literacy
: not blind in alphabet.
pedagogic competence
: the skill that is related to mastery student.
participate
: take part or became involved in an activity.
PDCI/BI
: the gifted and talented student.
performative
: the literacy level of people who is able to
listen, speak , read, and write with symbols.
personality competence
: the competence of temperament,
personality, and character.
portfolio
: the individual achievement note of student
that is collected into one collection.
professional competence
: the competence that is related to mastery
xiii
knowledge.
regular
: the learning process is conducted in school
in accordance with the rules usually a
program in school.
RPP
: Designing Lesson Plan
RPP
: the elaboration of syllabus which illustrates
the teaching and learning activities to
achieve the goals of the basic competency.
scale of task commitment
: the scale that has relation with task.
School Based Management
: Management model that provides greater
autonomy for school and encourage the
participation decision maker that engages
all of school citizens (teacher, student,
principal, staff, parents, and community) to
improve school quality based on national
education policy.
social competence
: the competence that is related to social
relationship.
socio cultural competence
: the competence to use expression and
language act that can be acceptable in
difference communication context.
stakeholder
: importance functionary.
strategic competence
: the competence to solve problem that arises
in communication process with various
ways.
xiv
syllabus
: a subject learning plan that includes
competency standard, basic competency
learning material, indicator, assessment,
time allotment, and learning source/
learning tool.
typical
: a particular form or pattern.
xv