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Perjuangan Skripsi

on April 16, 2012

Atin Kurniawati. K2208026. THE IMPLEMENTATION OF KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) IN ENGLISH TEACHING (A Descriptive Study in SMA Negeri 1 Sragen in the Academic Year of 2011/2012). Thesis. Surakarta. Teacher Training and Education Faculty. Sebelas Maret University, March 2012.

The aims of this research are (1) to describe the KTSP development of English teaching in SMA Negeri 1 Sragen in the academic year of 2011/2012 involving the role of the school in developing the curriculum, factors taken into consideration in the curriculum development, and the development of the syllabus and the lesson plans and (2) to describe the implementation of KTSP in English teaching involving the class management by the teachers and the teaching-learning activities.
The method used in this research is descriptive qualitative method. The research was conducted from October to November 2011 at SMA Negeri 1 Sragen which is located on Jalan Perintis Kemerdekaan 16 Sragen. The sources of the data are events, informants and documents. The data are collected through interview, observation, document analysis and trustworthiness. The data are analyzed through interactive model analysis including collecting the data, reducing the data, displaying the data, and drawing conclusion.
Based on the research findings and discussion of the research problems, it can be concluded that (1) the role of the school in the curriculum development was taken by the principal, the KTSP team, the teachers, and the school committee. The curriculum was conducted by considering the school facility, the students’ characteristics, the demand of society, and the contextual learning. The development of the syllabus and the lesson plans started from by context analysis. Then, it was followed by analyzing the competency standards and basic competencies into indicators. The indicators were used to determine the learning materials, the learning activities, the assessment, and also the learning aid and sources. Then, the syllabus and the lesson plans were sent to the school principal to be reviewed and legalized. However, the students as the subject of the learning process were not involved as the curriculum developers. Besides, the curriculum development had not considered the aspect of live long education and regional and national needs yet. Also, there were some mistakes in developing the syllabus and lesson plans as it was found in the indicator formulation that did not use operational words and the learning materials that did not clearly explained. (2) In the teaching-learning process, the teachers have managed the class well. They built democratic and comfortable situation in the class. They also facilitated the students’ different characteristics by using some methods, techniques, and materials. As learning facilitators, they gave many chances for the students to learn and express their knowledge and competency. The teaching-learning activities conducted by the teachers consisted of three phases: pre-activity, main activity, and closing. The focus of the teaching-learning process was building the students’ competency in using the language. However, the teachers did not explain the objectives of the teaching-learning process. The teaching techniques used by the teachers were mainly discussion, role play, and performance, while there are other techniques that can be used in English classroom such as debate, jigsaw, and games that can optimize the students’ competency.
Based on the result of the research, it is suggested that the implementation of KTSP in SMA Negeri 1 Sragen, especially for English teaching should be improved by involving the students in the curriculum development and improving the teachers’ competency in developing the curriculum and conducting communicative teaching-learning process. The next researchers will conduct more comprehensive research in this field to provide as much as information about curriculum development and English teaching-learning process.


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