THE IMPLEMENTATION OF COMPETENCY – BASED CURRICULUM IN TEACHING ENGLISH IN SMK LEONARDO KLATEN A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

THE IMPLEMENTATION OF COMPETENCY – BASED

CURRICULUM IN TEACHING ENGLISH

IN SMK LEONARDO KLATEN

  

A Thesis

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By:

Ratna Budi Setya Wening

  Student Number: 011214096

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  DON ’T GIVE UP ( YOU ARE LOVED)

  Don’t give up I t ’s j ust t he weight of t he wor ld

  When your hear t s heavy I will lif t it f or you

  Don’t give up Because you want t o be hear d

  I f silence keeps you I will br eak it f or you

  Ever ybody want s t o be under st ood Well I can hear you

  Ever ybody want s t o be loved Don’t give up

  Because you ar e loved Don’t give up

  I t ’s j ust t he hur t t hat you hide When you’r e lost inside

  I will be t her e t o f ind you Don’t give up

  Because you want t o bur n br ight I f dar kness blinds you

  I will shine t o guide you

• J osh Gr oban -

  I dedicate this thesis to: Pa pa a nd M a m a _,

  My brot her W e ndy

  

ACKNOWLEDGEMENTS

  First and foremost, I would like to convey my greatest gratitude to my dearest Jesus Christ for His love, His blessing and His divine intervention. I’m grateful for all that He gave in guiding me writing this thesis so that I had strength, especially in my hardest time.

  I would like to express my sincere gratitude and appreciation to my major sponsor, C. Tutyandari, S. Pd., M. Pd., who willingly spent her time reviewing my thesis, making practical suggestion for the revision and also encouraging me in working this thesis. My sincere gratitude and appreciation also go to my co – sponsor L. Sumarni, S. Pd., who helped me in providing necessary correction for further improvement.

  My special thanks go to all the lecturers of English Education Study

  

Program who had given me a lot of useful knowledge and skills. My special

  thanks also go to the staff of PBI secretariat who patiently gave their service during my study.

  My deepest gratitude goes to my beloved parents for their prayers; love and belief which made me feel supported. I also thank my lovely brother, Y.

  Wendy Ferdian B. P. for his love and enjoyable moment.

  I am particularly grateful to my special friends, Sunny, Ale, Ita, Henry,

  

Catur, who shared joy, laughter, love, affection and support with me, especially

during my study.

  My sweetest thanks go to my lovely friends, Herpin, Santi, Tya, Nophie friendship and moments. Thanks so much for filling my life with so many sweet memories.

  My special thank is addressed to Rudi ‘Nugie’ Nugroho for giving me love, trust, care, attention and support during my time especially in finishing my thesis.

  My gratitude also goes to Primagama Prambanan who have entrusted me to join them to be the English tentor. Thanks for always giving me time, support and trust, especially during my study.

  Last but not least, for those who have supported and loved me, I thank them all from the deepest bottom of my heart. God Bless… Ratna Budi Setya Wening

  

TABLE OF CONTENTS

Page

  TITLE PAGE ………………………………………………………………… i APPROVAL PAGE ……………………..………………………………........ ii PAGE OF BOARD OF EXAMINERS ………………………………………. iii STATEMENTS OF WORK’S ORIGINALITY ……………………………... iv PAGE OF DEDICATION ………………………………………………........ v ACKNOWLEDGEMENTS …………………………………………….......... vi TABLE OF CONTENTS …………………………………………………...... viii LIST OF TABLES …………………..……………………………………….. xii ABSTRACT ………………………………………………………………...... xiii

  

ABSTRAK …………...……………………………………………………....... xiv

  CHAPTER I. INTRODUCTION A. Background of Study ……………………………………………… 1 B. Problem Limitation ………………………………………………... 3 C. Problem Formulation ……………………………………………… 3 D. Research Objectives ……………………………………………….

  4 E. Benefits of the Study ……………………………………………… 4

  F. Definition of Terms ……………………………………………...... 5

  CHAPTER II. THEORETICAL REVIEW A. Theoretical Description …………………………………………… 6

  1. The 2004 Competency – Based Curriculum ………………...... 6

  a. The Characteristics of Competency – Based Curriculum ... 7

  b. The Nature of English Language Based on the Competency – Based Curriculum ………………………...

  7

  c. The Scope of English Lesson Based on the Competency – Based Curriculum ………………………………………… 8

  d. The Objectives of English Lesson for Vocational Schools Based on Competency – Based Curriculum ……………… 8

  e. The Role of Teachers in the Competency – Based Curriculum ………………………………………………..

  9

  f. The Role of Students in the Competency – Based Curriculum ………………………………………………..

  9

  2. Communicative Language Teaching …………………………. 10

  a. The Theory of CLT ………………………………………. 10 b. Communicative Competence ……………………………..

  11

  c. Theory of Language Based on CLT ……………………… 12

  d. Theory of Learning Based on CLT ………………………. 12

  e. The Principles of CLT ……………………………………

  13

  f. The Teachers’ Roles in CLT ……………………………... 14

  g. The Students’ Roles in CLT ……………………………… 14

  B. Theoretical Framework ……………………………………………

  15 CHAPTER III. METHODOLOGY A Method …………………………………………………………….

  17 B. Setting of the Research …………………………………………….

  18 C. Respondents and Subject of the Study …………………………….

  18 D. Research Instruments ……………………………………………… 19

  2. Findings ……………………………………………………….. 31

  

BIBLIOGRAPHY …………………………………………………………... 46

  43 B. Suggestions ………………………………………………………... 44

  2. Findings ……………………………………………………….. 41

  32

  32 1. Data Analysis ………………………………………………….

  C. The Students’ Responses toward the Implementation of CBC in English Lesson ……………………………………………………..

  30

  E. Data Gathering …………………………………………………….. 21

  30 1. Data Analysis ………………………………………………….

  B. The Relevance between the Method Used by the Teachers and the CBC Characteristics ……………………………………………….

  2. Findings ……………………………………………………….. 28

  23

  CHAPTER IV. DATA ANALYSIS AND DISCUSSION A. The English Teachers’ Method in terms of CBC Implementation ... 23 1. Data Analysis ………………………………………………….

  F. Data Analysis ……………………………………………………… 21

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ………………………………………………………..

  APPENDICES

  47 APPENDIX A: The Permission Letter ………………………………….. 48 APPENDIX B: The Observation Checklist ……………………………... 52 APPENDIX C: The Questionnaire Sheet ……………………………….. 63 APPENDIX D: The Questionnaires Result ……………………………... 65 APPENDIX E: The Interview Result …………………………………… 69

  LIST OF TABLES

  Table 1: Questionnaires Result Part 1 ……………………………………… 33 Table 2: Questionnaires Result Part 2 ……………………………………… 37

  

ABSTRACT

Setyawening, Ratna Budi. 2007. The Implementation of Competency – Based

Curriculum in Teaching English Subject in SMK Leonardo Klaten.

Yogyakarta: English Language Education Study Program, Department of

Language and Arts Education, Faculty of Teachers Training Education,

Sanata Dharma University.

  The implementation of CBC in English subject is aimed to develop the students’ competency especially in communication. The English learning in vocational school must deal with the language skills; therefore, the ability to communicate using English is necessary and needs to be enhanced. The English teachers, however, must know how to teach English to communicate within the scope of CBC implementation. They need to concern about their methods in teaching English. In order to find out whether the CBC was implemented or not in SMK Leonardo, there are three questions stated in this study. They are: 1.

  What is the method used by the English teachers in terms of CBC implementation?

2. Is the method used by the teachers, relevant with the CBC characteristics? 3.

  What are the students’ responses toward the implementation of CBC in English lesson?

  To conduct the study, the writer used several instruments; they were observation checklist, interview and questionnaires. The observation checklist and the interview were used in order to find out the English teachers’ method in terms of CBC implementation and whether it is relevant or not with the CBC characteristics. Moreover, they were also used to obtain some information about the existence of CBC characteristics in the class. The questionnaires were distributed in order to gain some data about the students’ responses toward the implementation of CBC especially in English lesson.

  By conducting the study, the writer could find some information about the problems of the study. First, the method that was used by the teachers was Communicative Language Teaching method. Second, the method used by the teachers was relevant with the CBC characteristics, which existed in teaching – learning activities in the classrooms. Third, the students’ responses toward the implementation of CBC in English lesson were positive. It meant that they started to enjoy the English lesson. They were brave and active to express their opinions, minds and feelings and they also had positive thought of having enough ability to use English to communicate. If there were some problems in conducting the study, some possible solutions were proposed. The proposed solutions were derived from the teachers’ suggestions, writer’s opinion and the result of library study.

  Based on the result, the writer concluded that the implementation of Competency – Based Curriculum in teaching English in SMK Leonardo had been achieved. It could be seen from the teachers’ method and its relevance with the CBC characteristics. Moreover, it could also be seen from the students’ responses toward the CBC implementation in English lesson.

  

ABSTRAK

Setyawening, Ratna Budi. 2007. The Implementation of Competency – Based

Curriculum in Teaching English Subject in SMK Leonardo Klaten.

Yogyakarta: English Language Education Study Program, Department of

Language and Arts Education, Faculty of Teachers Training Education,

Sanata Dharma University.

  Penerapan KBK dalam pelajaran Bahasa Inggris ditujukan untuk meningkatkan kemampuan para siswa terutama dalam berkomunikasi. Pembelajaran Bahasa Inggris di SMK harus menyangkut kemampuan berbahasa, sehingga kemampuan untuk berkomunikasi menggunakan Bahasa Inggris diperlukan dan perlu untuk ditingkatkan. Bagaimanapun juga, para guru Bahasa Inggris harus mengerti bagaimana mengajarkan Bahasa Inggris untuk berkomunikasi dalam lingkup penerapan KBK. Mereka perlu memperhatikan metode pengajaran Bahasa Inggris. Untuk mengetahui apakah KBK telah diaplikasikan atau belum di SMK Leonardo, terdapat dua permasalahan dalam penelitian ini, yaitu: 1.

  Apakah metode yang digunakan oleh guru Bahasa Inggris dalam penerapan KBK? 2. Apakah metode yang digunakan oleh guru sesuai dengan karakteristik – karakteristik dalam KBK?

3. Apa saja pendapat para siswa terhadap penerapan KBK dalam pelajaran

  Bahasa Inggris? Untuk melaksanakan penelitian ini, penulis menggunakan beberapa instrument, yaitu: checklist observasi, wawancara dan kuesioner. Checklist observasi dan wawancara digunakan untuk mengetahui metode guru Bahasa Inggris dalam penerapan KBK dan apakah sesuai atau tidak dengan karakteristik – karakteristik KBK. Kemudian, checklist obervasi dan interview juga digunakan untuk memperoleh beberapa informasi tentang keberadaan karakteristik KBK di dalam kelas. Kuesioner dibagikan untuk memperoleh beberapa data tentang respon – respon para siswa tentang penerapan KBK terutama dalam kelas Bahasa Inggris.

  Dengan melaksanakan penelitian ini, penulis dapat menemukan beberapa informasi tentang permasalahan dalam penelitian ini. Pertama – tama, metode yang digunakan oleh guru adalah metode Communicative Language Teaching. Kedua, metode yang digunakan oleh guru tersebut sesuai dengan karakteristik – karakteristik KBK, yang terdapat dalam proses kegiatan belajar mengajar di kelas. Ketiga, para siswa mempunyai respon yang positif terhadap penerapan KBK dalam kelas Bahasa Inggris. Hal ini berarti bahwa mereka mulai menyukai pelajaran Bahasa Inggris. Mereka aktif dan berani mengungkapkan pendapat, pikiran dan perasaan mereka dan mereka juga mempunyai pemikiran positif bahwa mereka mempunyai cukup kemampuan untuk menggunakan Bahasa Inggris untuk berkomunikasi. Apabila terdapat beberapa kendala yang dihadapi dalam melaksanakan penelitian, beberapa solusi diajuk an. Solusi – solusi tersebut diperoleh dari saran para guru, pendapat penulis dan juga landasan teori.

  Berdasarkan hasil yang diperoleh, penulis menyimpulkan bahwa terapan KBK dalam pengajaran Bahasa Inggris di SMK Leonardo telah tercapai. Hal ini dapat dilihat dari metode ysng digunakan oleh guru dan kesesuaiannya dengan karakteristik – karakteristik KBK. Selain itu, hal tersebut jugs dapat dilihat dari respon para siswa terhadap penerapan KBK dalam pelajaran Bahasa Inggris.

CHAPTER I INTRODUCTION The introductory section of this study discusses: (A) Background of the Study; (B) Problem Limitation; (C) Problem Formulation; (D) Research Objectives; (E) Benefits of the Study; and (F) Definition of Terms. A. Background of Study To increase the quality of Indonesian education, the Ministry of National Education develops the regeneration of curriculum that is Competency–Based Curriculum, known as CBC. CBC is a set of plans and arrangements about

  competency, which has been approved; and its achievements are adapted with the condition and capability of the areas involved, (K.U. Depdiknas, 2003: 4).

  However, only few schools have implemented the CBC, as said by Winarno in

  

Joglo , a daily paper in Klaten. In some areas, however, the CBC implementation

  has started to be carried out. In implementing this curriculum, each school has its own way to implement the CBC. Therefore, the success of CBC implementation is influenced by the way it is applied in schools.

  The learning process in CBC is directed to the competency approach, which can be seen from the students’ ability to acknowledge the communication stages, (K.U. Depdiknas, 2003: 8). Therefore, the learning process of CBC can be said as learning–centered. Furthermore, the learning process in CBC is based on the principles, which are centered on the students in order to develop and improve building their characters, (K.U. Depdiknas, 2003:20).

  In Klaten, the local government has encouraged the implementation of CBC. However, some schools still find difficulties in implementing it. But, in some vocational schools, CBC has been implemented. As we know, the vocational school is one kind of schools which prepares the students to have the ability in engineering, for example in mechanical, electrical and automotive engineering. In other words, the students are expected to be ready to face the working world after they graduate.

  English, in the educational context, serves to enable the learners to communicate in the framework of accessing information, in daily conversation, in building interpersonal relationships, and in enjoying the esthetical language of English. Moreover, English in vocational school has become the basic principles to be learned in order to face the working world. The students of vocational schools must be able to acquire the literacy functional stage. It means that the students are expected to use the language to fulfill the daily speech as the “survival” communication through the introduction of English skills (listening, speaking, reading, and writing), (Standard Competency Curriculum, 2003: 5).

  In teaching English subject, the English teacher must know about how English teaching is brought within the scope of the new implementation of CBC.

  It will show whether both the teacher and the learner have understood and succeeded in implementing the CBC in English.

  Meanwhile, the study is done in a vocational school in Klaten, which still uses CBC. It is one of the best vocational schools in Klaten, SMK Leonardo. It provides several skill programs, such as mechanical, electrical and automotive engineering. It has great reputation to produce technicians who are able to enter the industrial world and the companies, which need some particular skills to fulfill the demand of the industrial world in Indonesia.

  B. Problem Limitation

  The problem limitation is concerned with the difficulties of the study. First of all, it dealt with teaching method. The teaching method used by the teachers should be relevant with the CBC implementation. In this case, the writer should be careful in doing the observations; considering that the criteria of the method used by the teachers were not always relevant with the CBC characteristics.

  Second, it dealt with the implementation of CBC in the classrooms especially in English subject. In this case, the teachers’ knowledge about CBC implementation is important. Furthermore, the teachers’ creativity and capability in applying CBC are influential.

  C. Problem Formulation

  The problem in this study is formulated as follows: 1. What is the method used by the English teachers in terms of CBC implementation?

2. Is the method used by the teachers relevant with the CBC characteristics? 3.

  What are the students’ responses toward the implementation of CBC in English lesson?

D. Research Objectives

  and the specific ones. The objectives of the study are: 1.

  To describe the method used by the English teacher as an implementation of CBC in English classrooms.

  2. To find out whether the method used by the teachers is relevant or not with the CBC characteristics.

  3. To find out the students’ responses toward the implementation of CBC in English lesson.

  E. Benefits of the Study

  By doing the study, there are some advantages that can be seen. For the teachers, this study helps them to understand the appropriate method used in terms of CBC implementation. In addition, they can also apply a new method or develop available methods. However, the relevance of the method used with the characteristics of CBC also needs to be concerned. Moreover, for the students, this study will help them to understand the teachers’ method so that they can follow its implementation. In addition, for the next researchers, this study may help them to develop another research in relation with CBC implementation.

  F. Definition of Terms

  There are some terms used in this study that need to be described. Those are:

1. Implementation

  It means the process of applying and developing the Competency Based Curriculum that is focused on subject matters which is in English lesson.

  2. Competency–Based Curriculum (CBC) It is a set of plans and arrangements about competency, which has been approved, and the achievement of which are adapted with the condition and the capabilities of the areas involved. (K.U. Depdiknas, 2003: 4).

  3. Vocational School

  As a part of National Educational System, vocational school is a sub-part of High-School which mainly concerns in the development of students’ capability to be able to work in the certain fields, able to adapt in the work environment, to see the job opportunity, and to develop themselves in the future. (Deskripsi Kurikulum SMK, 2004)

CHAPTER II THEORETICAL REVIEW The theoretical review presents the discussion of related theories for the

  study. It is divided into two parts. The first part discusses some theories, which are: (1) The 2004 Competency Based Curriculum; and (2) Communicative Language Teaching. Then, the second part discusses the theoretical framework.

A. Theoretical Description

  This part discusses some of related theories as a base upon the CBC implementation on the English lesson for the second grade of SMK Leonardo Klaten. The theories are presented below 1.

   The 2004 Competency Based Curriculum

  The government has implemented the new Competency-Based Curriculum that is commonly known as 2004 Curriculum. This new curriculum has some characteristics different from the previous one. The general characteris tic of the Competency-Based Curriculum provides a wider space to learn for the students. In addition, it requires both the teachers and also the students to be more active and creative. The Competency-Based Curriculum for vocational schools has the same principles with the Competency-Based Curriculum for other senior high schools. The further explanation about 2004 Curriculum for vocational schools is as follows:

  7 a.

   The Characteristics of Competency Based Curriculum

  According to Depdiknas (2002), as stated by Mulyasa (2002:42), there are some characteristics of Competency Based Curriculum, they are:

  1. CBC is emphasized on students’ competency achievement.

  2. CBC is about learning outcomes orientation.

  3. CBC uses various approaches and methods in teaching-learning process.

  4. The source of study in CBC is not only the teacher but also other educative sources.

  5. Evaluations in CBC is emphasized on the process and learning outcomes in the efforts to master and achieve a competency.

b. The Nature of English Language Based on the Competency-Based Curriculum

  English is a means to communicate both in oral and written form. To communicate means to express and to understand the information, thought and feeling. Through language the learners are expected to develop science, technology and culture. The communicative competence in a heuristic meaning means discourse competence (Depdiknas 2003: 6). Moreover, discourse competence can be obtained if it is supported by other competence, such as linguistic competence, actional competence, socio-cultural competence and strategic competence.

  8 c.

   The Scope of English Lesson Based on the Competency-Based Curriculum

  The scope of English lesson includes (Depdiknas 2003: 7): 1.

  Language skills, which are listening, speaking, reading and writing.

  2. Language competence, which consists of actional competence, linguistic competence, socio-cultural, strategic and discourse competence.

3. The development of positive behavior toward English as a means of communication.

d. The Objectives of English Lesson for Vocational School Based on the Competency-Based Curriculum

  Departemen Pendidikan Nasional as cited in Deskripsi Kurikulum SMK 2004

  states the objectives of English lesson as follows: 1.

  To develop the communicative competence in the particular language, both in oral and written form. The communicative competence consists of listening, speaking, reading and writing.

2. To use English to communicate, for example listening, self- expressing, giving opinions, and giving information.

  3. To develop the understanding about the inter-relationship between language and culture and also to broaden cultural knowledge. So the learners have the cross-cultural insight and able to involve themselves in the cultural diversity.

  In Competency-Based Curriculum especially for the Vocational School, leaning a language means learning how to communicate. As we know that students in the vocational school are prepared to face the working world so they must realize the need of English in their future world.

  e. The Role of Teachers in Competency-Based Curriculum

  Mulyasa (2002) in his book Kurikulum Berbasis Kompetensi, the teacher acts as motivator, facilitator, and mediator. As a motivator, the teacher needs to increase his students’ motivation to learn. As a facilitator, the teacher must facilitate his students to study with possible sources. Meanwhile, the teacher is not the main source and he gives rights to the students to decide and do something by themselves. Therefore, the students have the opportunity to develop their ideas either in class or outside the class.

  f. The Role of Students in the Competency-Based Curriculum

  In Competency Based Curriculum; based on Deskripsi Kurikulum

  

SMK 2004 , the students are considered subjects. They have to be independent, to

  be active to look for other sources of knowledge, since the teacher does not play as the main source. The students are expected to prepare themselves with the knowledge they are going to discuss. They are given a lot of opportunities to express their ideas, knowledge and opinion about the topics discussed in the classroom.

  Basically, CBC and CLT have the same principles. Both theories see activities to build the meaningful learning process.

2. Communicative Language Teaching

  Another theory related to the study is Communicative Language Teaching method known as CLT. As stated by Larsen – Freeman (2000), CLT aims to apply the theoretical perspective of the Communicative Approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication. Moreover, the further explanation about CLT is as follows:

a. The Theory of CLT

  Based on K.U. Depdiknas 2003, CBC has the principle that is to develop the students’ competencies to communicate with the language. Therefore, the method implemented is the one which deals with communicative competence. In this case, Communicative Language Teaching Method is chosen since its goal is to develop communicative competence. According to Larsen-Freeman (2000), the primary goal of language teaching is enabling the students to use the language to communicate. Communication involves using language functions as well as grammar structures. The language is used in a social context and should be appropriate to setting, topic, and participants. Moreover, students should be given an opportunity to negotiate meaning, for example, to try to make them understand. They should be able to express their opinions and share their ideas and feelings, for example, learn to communicate by communicating. In other words, Communicative Language Teaching is an approach, which is using English as a long as people understand what the speakers mean to say. Therefore, the goal of this language teaching is to develop communicative competence.

b. Communicative Competence

  The goal of language teaching, according to Hymes as stated by Richards and Rodgers (2001), is to develop communicative competence.

  Communicative competence itself means what speaker needs to know in order to be communicatively competent in a speech community. The speaking rules are the rules the speakers must know when they use the language.

  Canale and Swain (1980) as cited by Richards and Rodgers (2001) define four different components of communicative competence. They are grammatical competence, discourse competence, sociolinguistic competence and strategic competence.

  Grammatical competence is the aspect that refers to “knowledge of lexical items and of rules of morphology, syntax, sentence- grammar semantics and phonology”.

  It is the competence that refers to the ability the speaker possesses to produce grammatically correct sentence in a language. Discourse competence refers to the ability to connect sentences in stretches in discourse and to form a meaningful whole out of a series of utterances. Sociolinguistic competence refers to an understanding of the social context in which the communication takes place, including role relationships, the information shared by the participants, and the communicative purpose for their interaction. Moreover, strategic competence underlying speaking ability to make repairs, to cope with imperfect knowledge in order to sustain communication through paraphrase, circumlocution, repetition and hesitation. The communicators must be able to initiate, terminate, maintain, repair and redirect communication.

c. Theory of Language Based on CLT

  According to Richards & Rodgers (2001), there are some of the characteristics of the communicative view of language as follows:

  1. Language is a system for the expression of meaning.

  2. The primary function of language is to allow interaction and communication.

  3. The structure of language reflects its functional and communicative uses.

  4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

d. Theory of Learning Based on CLT

  In CLT, the activities used are of which involve real communication to promote learning. Moreover, the language learning comes through the use of the language communicatively rather than through practicing the language skills. Richards & Rodgers (2001) offers 4 elements which underlie the learning theory. They are: communication to promote learning.

  2. Task principle, which means activities in which the language is used for carrying out meaningful tasks to promote learning.

  (Johnson, 1982).

  3. Meaningfulness principle, which means language that is meaningful to the learner, supports the learning process.

  In other words, in theory of learning, activities that are used in the classrooms involve real communication, carry out the meaningful tasks and use the language which is meaningful to the learner to promote learning.

e. The Principles of CLT

  According to Larsen – Freeman (2000), there are several principles underlie the theory of CLT, which are:

  1. The target language is a means for classrooms communication.

  2. Activities are emphasized on the process of communication and focused on the real language use.

  3. The important part of communicative competence is learning to use language appropriately.

  4. Teachers have the responsibility to establish situations likely to promote communication.

  5. Students are given opportunities to express their ideas and

  6. Students are given opportunities to negotiate meaning by having communicative interaction among the students and also with the teachers.

  f. The Teachers’ Roles in CLT

  Larsen – Freeman (2000) as cited in her book wrote that teacher plays as a facilitator, who establishes the situations to promote communication. He is also expected to facilitate the communication process in the classrooms. Moreover, teacher plays his role as an adviser, who answers the students’ questions and monitoring their performance. In addition, teacher sometimes plays as co – communicator, who engages in communication activities with the students.

  g. The Students’ Roles in CLT

  According to Larsen – Freeman (2000), the students’ role in CLT is as the main actor of teaching – learning process. They play as negotiators, who have to be independent and active in the process of learning. Moreover, since they play as the main actors, they have to be able to prepare themselves in acknowledging the materials in the target language. In addition, they are given a lot of opportunities to express their ideas and opinions in order to acquire the target language.

B. Theoretical Framework

  This section draws a framework, which focuses on the 2004 Competency Based Curriculum and Communicative Language Teaching.

  Nowadays, CBC is an important factor in a teaching learning process since it is the new curriculum that has to be implemented in each school in order to develop students’ English capabilities especially in communication. The theory of CBC is important for teachers in vocational schools because they need to develop themselves and their students to be more active and creative.

  There are three research questions in this study. The first research question concerns with the method used by the English teachers in terms of CBC implementation. In order to find out the answer of this problem, some theories are employed to help the writer to conduct some observations and interviews with the teachers of English subject. The first theory is the theory of 2004 Competency Based Curriculum. It covers the theory of 2004 CBC especially in English subject and its characteristics. The second is Communicative Language Teaching method.

  It is employed in order to help the writer to determine the method that is suitable in implementing CBC. Both theories help the writer to determine several points while doing the observations and interviews. The result of the observation and interviews, then, is written in paragraphs, then analyzed and interpreted.

  The second research question is about the relevance between the method used by the teachers and the CBC characteristics. In order to find out the answer of this question, the writer also use both theories, in particular the CBC characteristics and the principles of CLT. By conducting the observations writer to determine whether the method is relevant or not with the CBC characteristics.

  The third question concerns about students’ responses toward the implementation of CBC in English lesson. In researching students’ responses, there are several important points. First, it is about CBC characteristics. It is used to help the writer to find out the students’ responses toward the implementation of CBC in the English lesson. In this case, it can be seen from the existence of CBC characteristics inside the classroom. In order to find out this problem, the writer employed a questionnaire. The result of the questionnaire, then, is coded, analyzed, interpreted and written in paragraphs.

  The methodologies used to find out the answers to the two problems would be discussed further in the next chapter.

CHAPTER III METHODOLOGY This chapter in this research discusses: (A) Method; (B) Setting of the Study; (C) Subject and Respondents; (D) Instruments of the Study; (E) Data Gathering; (F) Data Analysis; (G) Procedures of the Study. A. Method This study is a survey. According to Nuna n (1994), “A survey is widely

  used for collecting data in most areas of social inquiry, from politics to social, from education to linguistics.” The survey itself, in this study, had a wide coverage. The survey was related to the school’s situation related to the using of CBC, in which the study was done and the data were collected. It was done in a specific time; therefore, the survey would result in reliable things.

  In this study, it dealt with the qualitative descriptive method, which meant that the writer presented the data not in numerical but in explanation and description. According to Punch (2001), “As a qualitative example, the research has been seen as a survey, focusing on interpretations, meanings and the cultural significance of some behavior.”

  The aim of this study was to find out the implementation of Competency- Based Curriculum, for the second grade of SMK Leonardo Klaten. In particular, the study was done to find out the teachers’ method in teaching English and its relevance with the CBC characteristics and also the students’ responses toward English lesson, both were in relation to CBC implementation.

  B. Setting of the Research

  The study was conducted at SMK Leonardo Klaten, which was located on Jl. DR. Wahidin Sudirohusodo No.30 Klaten. The writer chose this school because SMK Leonardo still used CBC as the curriculum implemented and it is one of the best vocational schools in Klaten. It has produced some young and skilled students to become technicians based on the field they have studied. Due to this, the writer felt that the students’ ability in English needed to be developed. The study was conducted in September 2006.

  C. Respondents and Subjects of the Study

  There were some subjects and respondents of the study. They were: 1. five classes of the second grade of SMK Leonardo Klaten, which consisted of two classes of machine engineering (2MA and 2MB), one class of electrical engineering (2E) and two classes of automotive engineering (2OA and 2OB). Due to some limitations, there were only five students from each class. It aimed to find out the answer to the third research problem, which dealt with the students’ responses toward the implementation of CBC in English lesson. However, the writer chose the second grade students because they were considered to have enough knowledge in English. of the study. In this case, the writer conducted observations and interviews in order to find out the answer of the first and the second problems; namely, the teachers’ method used to teach English and whether it is relevant with CBC characteristics or not, both in terms of CBC implementation.

D. Research Instruments

  The instruments of the study were as follows:

  1. Observation Checklist The first instrument was observation. It was presented in the form of checklist. Observation was important in this study because it could be said as one of the means to know about the teachers’ behavior and also the situation of teaching – learning activities that were being done. From the observation, the writer would find some descriptions about the situation that happened in the class.

  The observation was done in order to find out the teachers’ method in teaching English and also to obtain some information about the existence of CBC characteristics inside the English classroom. The observation sheet consisted of several sentences concerning some characteristics in teaching learning process, such as the using of English communicatively in the classroom, the existence of teaching aids, the students’ active participation in class, the existence of teachers’ motivation, and also the interaction between teachers and students. In addition to this, the characteristics involved the students – oriented – learning process, the teachers’ encouragement toward the students to be active, probing questions about the topic, questions about students’ difficulties and also the method that is used by