THE IMPLEMENTATION OF COMPETENCY – BASED … · 2017-02-28 · THE IMPLEMENTATION OF COMPETENCY – BASED CURRICULUM IN TEACHING ENGLISH IN SMK LEONARDO KLATEN A Thesis Presented

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

2007

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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DON’T GIVE UP (YOU ARE LOVED)

Don’t give up It’s just the weight of the world

When your hearts heavy I will lift it for you

Don’t give up Because you want to be heard

If silence keeps you I will break it for you

Everybody wants to be understood Well I can hear you

Everybody wants to be loved Don’t give up

Because you are loved

Don’t give up It’s just the hurt that you hide

When you’re lost inside I will be there to find you

Don’t give up Because you want to burn bright

If darkness blinds you I will shine to guide you

- Josh Groban -

I dedicate this thesis to:

Papa and Mama

My brother, Wendy


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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

‘Jette’, Piet, Ayie, Memex, Ukhe and all PBI 2001 students for the wonderful


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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


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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


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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


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

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

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

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

CHAPTER IV. DATA ANALYSIS AND DISCUSSION

A. The English Teachers’ Method in terms of CBC Implementation ... 23

1. Data Analysis …………………………………………………. 23

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

B. The Relevance between the Method Used by the Teachers and the

CBC Characteristics ………………………………………………. 30

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

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

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

English Lesson …………………………………………………….. 32

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

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

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ……………………………………………………….. 43

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

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


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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


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LIST OF TABLES

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

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


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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.


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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 diajukan. Solusi – solusi tersebut diperoleh dari saran para guru, pendapat penulis dan juga landasan teori.

Berdasarkan hasil yang diperoleh, penulis menyimpulkan bahwa terapan


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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.


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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

competence, creativity, independence, cooperation, and the students’ ability in


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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


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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

The objectives of this study are divided into two parts, which are general


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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.


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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)


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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:


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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.


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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.


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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

the language as means of communication. They suggest the meaningful learning


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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

means of communication. The usage of grammar is not considered important as


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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


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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:

1. Communicative principle, which means activities that involve real


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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

opinions.


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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.


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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

checklist and interviews, both theories underlie the same principles and help the


16

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.


17

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 Nunan (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


18

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.

2. two English teachers of the second grade of SMK Leonardo as the subjects


19

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

the teachers.


20

Furthermore, the writer would observe the class by involving inside

the class itself. The writer could do the observation by joining the class, sitting at

the back of the class and doing it without causing any distraction to the teaching –

learning process. In observing the class, the writer also had to prepare for the

checklist, which was used to collect the data from the observation. Moreover, this

instrument was used to answer the first and the second problem of the study.

2. Interview

The second instrument was the interview. According to Nunan (1994),

the interview had been widely used as a research tool and usually applied in

survey research. The interview, itself, was aimed to obtain information about

CBC, its implementation in English classes, the method used by the teachers in

order to implement CBC and also the relevance between the method used and the

CBC characteristics. This instrument was used to answer the first and the second

problem of the study.

3. Questionnaire

The third instrument was the questionnaire. The questionnaires would

be given to the students of the second grade of SMK Leonardo. They were

distributed in order to gain some data about the situations in the English class,

their behavior in the class, and also their responses toward the implementation of

CBC in English lesson. The questionnaires were set up in the form of closed

questions. These questionnaires were distributed and analyzed in order to answer

the third problem of the study.


21

E. Data Gathering

For the data gathering, the writer conducted observations, interviews and

the distribution of questionnaires. This research was conducted during the English

lesson in five classes of the second grade of SMK Leonardo Klaten. The

observations were aimed to know the teachers’ method in teaching English, the

existence of CBC characteristics and the relevance between the method used and

CBC characteristics, both in terms of CBC implementation. In addition, it was

also aimed to see the students and teachers’ activities in the class. Moreover, the

writer conducted interview to the English teachers in order to gain information

about CBC and also the teachers’ method to its implementation. Furthermore, the

questionnaires were distributed to five students of each class in order to find out

the students’ responses toward the implementation of CBC in English lesson.

Considering the schedule of English classes and also the available time of

the English teachers, the schedule of conducting the study would be chosen.

F. Data Analysis

The first step in analyzing the data was analyzing the observation checklist

in order to find out the existence of CBC characteristics in English classes. This

analysis was presented in the form of written paragraph.

The second step in the data analysis dealt with the interview result. The

result was recorded and analyzed by the writer. Then the analysis was presented in

the written form.

The third step of the data analysis was analyzing the questionnaire by


22

recording the result of the questionnaires. Then, the writer made a list of the

questionnaires’ result. The writer measured the results of the questionnaires by

making percentage of the whole opinion. Since the questionnaires were presented

in closed – form, so the writer used the assessment of the respondents’ opinion by

using 5 points of agreement, which were:

1 : if the respondent absolutely agrees with the statement.

2 : if the respondent agrees with the statement.

3 : if the respondent is doubtful with the statement.

4 : if the respondent disagrees with the statement.

5 : if the respondent absolutely disagrees with the statement.

The fourth step in analyzing data was coding the result of the

questionnaires into numerical data. Then the results of numerical data were

analyzed then concluded. Furthermore, the result of questionnaires analysis was

cross – checked with the result of observation and interviews. The purpose was to

make sure that the result of three instruments was true and trustworthy.

The next step in analyzing the data was concluding the method used to

teach English in CBC implementation, the relevance between the method used

and the CBC characteristics, and also the students’ responses toward it in English

lesson.


23

CHAPTER IV

DATA ANALYSIS AND FINDINGS

This chapter presents detailed information about the results of the data

gathered in this study. The data were obtained from observations, interview with

the English teachers and 25 questionnaires distributed to the students of the

second grade of SMK Leonardo Klaten.

A. The English Teachers’ Method in terms of CBC Implementation.

In order to find out the teachers’ method, the writer conducted observation

and interview. The observation was done five times in five different classes.

Moreover, the interview was done with two English teachers. However, it helped

the writer to get some information about the method used by the teachers and

about the existence of CBC characteristics.

Below are the data analysis and findings about the condition of English

teaching learning activities as general overview of teaching learning activities in

this school.

a. Data Analysis

To answer the first problem of the study, the writer conducted an

observation and interview. The results are presented below:

There were several points of CBC characteristics in the observation

checklist. It was aimed to find out the existence of CBC implementation in the

class. From five classes where the writer conducted observations, the result of

CBC implementation was positive. It was shown from the checklist, which were:


24

1. The use of English was more frequent than the use of Indonesian.

The teacher often used English as the medium of instructions in the class.

Sometimes, she used Indonesian only if the students did not understand what the

teacher meant to say.

2. The teacher used supporting teaching aids.

In the class, the teacher only used reference – book from the school. She

did not use other additional materials which could develop the teaching materials.

As a matter of fact, the teacher could have been more creative by making

handouts related to the topics. For example, the reference – book discussed only

about reading comprehension and writing material. From this, the teacher could

have developed the material by giving other skills, such as speaking or listening.

3. The teacher gave probing questions about the topic given.

In order to attract students’ attention to the topic, the teacher always gave

probing questions about the topic that were going to be given. This could increase

the students’ interest to learn about the lesson. For example, when the topic was

about “Telephoning”, the teacher asked a question so that they could guess what

topic they would learn. The question was “Do you know how to contact your

long-distant friend?” Therefore, the students would know that the topic was about

“Telephoning”.

4. The teacher played the role as a facilitator and motivator.

In the class, the teacher played the role as a facilitator who only helped the

students when they were facing difficulties about English and the topic discussed.

Moreover, the teacher also played as a motivator, who motivated the students to

be brave to speak actively in class. The teacher gave more opportunities to the


25

students to express their opinions, their minds and also their feelings about the

lesson.

5. The teacher gave leading statements to the students when they were facing

some problems.

Since the teacher played the role as a facilitator, therefore she only helped

the students when they were facing difficulties. In this case, the teacher gave

leading statements when the students asked some problems. She did not directly

answer the problems. For example, a student asked about vocabulary items. The

teacher did not give the translation in Indonesian, but she gave several synonyms

of the word so that the student could guess the word meaning. For example, the

teacher asked the students to re-read the passage and then asked some of them to

re-tell the passage using their own words. Some of the students did not understand

the word “re-tell” and “re-read”. Then, the teacher explained that prefix “re-“ has

the same meaning with “again”. Therefore, “re-read” means to read again and “re-

tell” means to tell the story again.

6. The students played as the main actor in the class.

First, the students were ready to follow the lesson and they enjoyed it.

Second, they paid attention to the teacher’s instructions. Moreover, they were

giving responses to their teacher about the topic. In the class, the students

participated actively during the lesson. For example, when the students did not

know the teacher’s instruction, they would ask her.

7. The teacher had direct interaction with the students.

The direct interaction between teacher and the students was shown when

the teacher observed the class thoroughly. She approached the students and asked


26

about their difficulties. Furthermore, the teacher also had the interaction with the

students in some classes, such as in discussion or group work activities.

The result of CBC implementation was positive since several points of

CBC characteristics above appeared in the class. From CBC characteristics and

the teaching – learning activities that were applied, the teacher used the commonly

used method in CBC implementation, which is Communicative Language

Teaching Method.

In some classes, several CBC characteristics did not exist. For example,

the students looked bored and did not really enjoy the lesson, they did not feel

enthusiastic to follow the lesson and did not have the preparation for the lesson;

therefore, the English teaching – learning activities did not work well.

Furthermore, dealing with the classrooms activities, the teacher gave more

opportunities for the students to speak and express their ideas. They often asked

the students to make simple conversation, to re-tell the passage about the topic

then presented it in front of the class. These activities could motivate the students

to learn more to communicate in English.

Moreover, the writer conducted an interview about the implementation of

CBC. It was used in order to find out the method used by the teachers in

implementing it. It was done with two English teachers of SMK Leonardo. The

results of the interview were shown below:

1. The CBC implementation in English lesson

In the class, some of the students were still facing difficulties to

communicate in English. However, the teachers tried to use English by using daily


27

– used terms then applied the English daily terms with the topic. Sometimes, the

students were asked to tell their activities in school.

2. The method used in teaching English in terms of CBC implementation

In teaching English, the method used was that the teachers always

motivated the students to be active to communicate. The teachers led the English

activities by using short, simple questions and instructions. They discussed the

materials, asked their students to think and then give their opinion by using

English.

3. Methods or approaches that were used in CBC implementation

In CBC implementation, the teachers used Communicative Language

Teaching Method, which is to develop the students’ communicative competence

in English. In the class, teachers used English as the medium of instruction and

explanation. They considered their students had more important roles in teaching

– learning activities; therefore, they gave more opportunities to the students to

express their ideas. When the students were facing difficulties in understanding

the instruction, teachers often used simple explanation so that students would

understand. In addition, teachers used some approaches to motivate the students

using English actively, for example, they used gestures to negotiate meaning

and also probing and guiding to make their students able to follow the

lesson.

4. The students’ responses about English lesson

The students’ responses were positive. They enjoyed the activities in the

class. The students followed the lesson enthusiastically. They wanted to be able to

speak English actively so that they started to be brave to express their ideas. In


28

every activity dealt with the communication process, the students would be active

to participate. In their opinion, they thought that by participating in using English

to communicate, they could be able to learn to communicate in English.

5. The teachers’ roles in teaching in the class in terms of CBC

implementation

In CBC implementation, the roles of teachers are to be facilitators and

motivators for the students. In class, teachers encouraged the students to be brave

to use English to communicate. Teachers did not blame them when the students

made some mistakes. However, teachers accepted their mistakes because they

needed to motivate their students. Giving appreciations, compliments and

sometimes, rewards did it; therefore, the students would be motivated rather than

felt depressed. Therefore, in CBC, teachers played first as a motivator, then

second as a facilitator because students needed to be motivated in order to make

them brave to use English communicatively.

The result of the interview showed that the teachers used CLT method and

also several strategies which were the using of gestures in order to negotiate

meaning and also probing and guiding questions.

b. Findings

From the result of the observation checklist, it was found that the CBC

implementation in the second grade of SMK Leonardo existed. It could be seen

from the teaching – learning activities in the class. Teachers were using English as

the medium of instructions and explanations; they played the roles as a motivator

and facilitator; they also had direct interaction with the students. Moreover, the

students were playing as the main actors in the class. They were given more


29

opportunities to speak up their minds and feelings; they gave responses to the

questions given by the teacher; moreover, they participate actively during the

lesson.

Furthermore, the teachers used CLT and gestures to negotiate meaning,

probing and also guiding questions. In addition, the teachers played their roles as

a motivator and facilitator so that the students would be brave and able to

communicate actively. Moreover, the students had positive responses to practice

in English communication. They followed the lesson enthusiastically and they

could participate actively during the lesson.

Based on CBC, the objectives of English lesson are to develop

communicative competence and to use English to communicate. The English

teachers needed not only to focus their teaching to the English materials but also

to concern their teaching to achieve those objectives. To increase the students’

abilities in using English to communicate, the teachers’ suitable method and

creativity were needed. Otherwise, the CBC implementation in teaching English

would not be achieved.

From the interviews and several observations conducted, it was found that

the teachers used Communicative Language Teaching method which dealt with

the communicative competence. The teachers gave their students the opportunity

to express and share their opinions and ideas of what they had in mind. In the

classroom, teachers played their part only as a motivator and facilitator. They

always motivated their students to be active in using English and facilitated them

with other source of materials.

As a result, the answer to the first problem is that teachers of English in


30

the second grade of SMK Leonardo used Communicative Language Teaching

method (CLT).

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

Characteristics.

To find out the relevance between the method used by the English teachers

and CBC characteristics, the writer used the observation checklist and interview.

The checklist and the interview were used in order to find out the method used by

the teachers and the existence of CBC characteristics. Moreover, to find out

whether the relevance of the method and the CBC characteristics, the writer used

the principles that underlie both theories.

a. Data Analysis

As seen from the interview result, the teachers used Communicative

Language Teaching method (CLT). The principles that underlie the CLT are as

follows:

1. Target language is a means to communicate

2. Activities are emphasized on the process of communication

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

language appropriately

4. Teachers’ responsibility is to establish situation to promote learning

5. Students are given opportunity to express their minds

6. Students are given opportunity to have interaction among students and

with the teacher

Moreover, the principles that underlie the CBC characteristics are follows:


31

1. The using of English in the classroom

2. The use of English was more frequent in the classroom activities

3. Teachers gave probing questions and leading statement to the students

4. Teachers played as motivator and facilitator

5. Teachers had direct interaction with the students

6. The students played as the main actor in the class

The aim of both CBC and CLT is to develop the students' communicative

competence. Other principles such as the situation of teaching – learning

activities, the teachers’ roles and also the students’ roles hold the important part in

obtaining the relevance between the CLT method and the CBC characteristics.

b. Findings

From the result of the interview and the observation checklist, it could be

seen that the teachers used CLT. In order to find out the relevance, the principles

underlying both theories became the important part. As seen from the principles,

both CLT and CBC had the same objectives and characteristics. The using of

target language in the class is used to establish the situations to promote learning

the language effectively. However, the teachers had the roles as motivator and

facilitator in both theories. In addition, the students also played as the main actor

in the class, by giving them more opportunities to express their ideas, minds and

also opinions.

As seen from both principles above, Communicative Language Teaching

method (CLT) used by the English teachers was relevant to be used in comparison

with the characteristics of CBC. Both indicators reflected the same underlying

theories and principles.


32

As a result, the answer of the second problem of the study is that the

method used by the English teachers; which was CLT, was relevant with the CBC

characteristics, as seen from the both underlying principles.

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

Lesson.

The target of this study was to find out the existence of CBC

implementation toward the English lesson in SMK Leonardo. In this case, the

students’ responses toward English lesson were important. In order to find out

students’ responses toward the implementation of CBC in English lesson, the

writer distributed questionnaires to 25 students of the second grade of SMK

Leonardo. In the questionnaire, the students’ responses were about the existence

of CBC characteristics in class.

Below are the results of the questionnaire analysis that were discussed per

item. The results of the questionnaire could be seen in Appendix C.

a. Data Analysis

In order to answer the second problem of the study, the writer distributed

twenty – five questionnaires to five students in five classes. The results are

presented below:

In table 4.1., there are some abbreviations. SA means that that the

respondents strongly agree with the statement. Moreover, A means that the

respondents agree with the statement. D refers to doubtful, while, DA means that

the respondents disagree with the statement.


33

Table 4.1. Questionnaire Result Part 1

Percentage (%)

No. The students’ responses toward English lesson in terms of CBC implementation

SA A D DA

1. In my opinion, English subject is fun and interesting. 44 % 44 % 8 % 4 % 2. In my opinion, English is an easy subject to learn. 8 % 56 % 12 % 24 % 3. I am always active to ask if I face some difficulties in

understanding the subject material. 4 % 28 % 56 % 12 %

4. I think I already have enough ability to communicate in English. 4 % 12 % 52 % 32 %

5. In my opinion, English conversation is compulsory to be taught in an English class. 44 % 56 % - -

Item 1. Menurut Saya, Bahasa Inggris merupakan mata pelajaran yang

menarik dan menyenangkan. (In my opinion, English subject is fun and

interesting).

The effectiveness of English lesson could be seen from the situation and

condition of the classroom. In Chapter 2, sociolinguistic competence refers to the

social context. In order to make the social situation and condition effective, the

students had to be attracted and enjoy to the lesson.

The respondents had positive responses since most of them thought that

English was a fun and interesting subject. It was proved by the result of the

questionnaires. From twenty – five respondents, there were eleven respondents or

44% who strongly agreed and for the respondents who agreed had the same

numbers and percentage. Meanwhile, there were two respondents or 8% who felt

doubtful with the statement above and one respondent or 4%, disagreed that

English lesson was fun and interesting.


34

This was a good thing for the students since they thought that English

lesson was fun and interesting. They would make themselves feel comfortable

when they followed the lesson, because they would not be bored with the lesson

and the activities given. As the component of communicative competence, the

social context influenced teaching – learning activities. When the students

enjoyed and felt interested in English lesson, they would be motivated to learn

English, especially in communication.

Item 2. Saya merasa Bahasa Inggris merupakan mata pelajaran yang mudah

untuk dipelajari. (In my opinion, English is an easy subject to learn).

As stated in chapter 2, achievement refers to be successful in

accomplishing something when the students eager to learn something. In this case,

it dealt with the English lesson.

In this study, the respondents showed that English was an easy subject to

be learned. It was proved by the data gathered from the questionnaires, that more

than half of the respondents agreed that English was an easy subject to be learned.

There were two respondents or 8% who strongly agreed with the statement. In

addition, fourteen respondents or 56% agreed. Moreover, there were three

respondents or 12% who felt doubtful and six respondents or 24% who disagreed

with the statement above.

The result showed that most of the students thought that English was easy

to be learned. It would lead to their achievement in learning English. This was a

good point for the students; however, they would find themselves interested and

also motivated to learn English.


35

Item 3. Saya selalu aktif bertanya apabila ada kesulitan dalam memahami

materi pelajaran. (I am always active to ask if I face some difficulties in

understanding the subject material).

As stated in chapter 2, the students’ roles in CBC are to be independent

and active to express their ideas, knowledge and opinion in the classroom. It also

happened when the students were facing difficulties in the subject, they were

expected to be aware of knowing their difficulties and tried to overcome those

difficulties by being active to ask about them.

The result of this study showed that most of the respondents were still not

sure if they considered themselves being active in the English classroom. There

were only one respondent or 4% who strongly agreed and seven respondents or

28% who agreed with the statement above. Meanwhile, there were fourteen

respondents or 56% who felt doubtful with the statement and three respondents or

12% who disagreed.

From the result, it could be seen that the students really needed to be

encouraged and motivated in order to make them felt brave to state their minds

and feelings, especially in using English to communicate. Therefore, they would

be able to overcome their difficulties.

Item 4. Saya merasa kemampuan Saya berkomunikasi dalam Bahasa Inggris

sudah cukup baik. (I think I already have enough ability to communicate in

English).

The students’ self – confidence, in this case, had a very important role in

realizing their own ability. Their awareness of their ability motivated them to


36

learn more about the English knowledge. Therefore, the teachers really had an

important role to motivate their students. If the students already felt that they had

the ability to communicate in English, they would make themselves felt easier to

learn more about English. Moreover, the teachers needed to concern more in

maintaining the students’ confidence in it.

The result of the questionnaires showed that most of the students still felt

doubtful about their ability to communicate in English. There was only one

respondent or 4% who strongly agreed that their ability in English communication

was well enough. Moreover, there were three respondents or 12% who agreed.

Meanwhile, there were thirteen respondents or 52% who felt doubtful with the

statement above and eight respondents or 32% who disagreed about their own

ability.

Item 5. Saya merasa English Conversation merupakan suatu hal yang wajib

diajarkan di kelas Bahasa Inggris. (In my opinion, English conversation is

compulsory to be taught in an English class).

Based on Depdiknas, as cited by Deskripsi Kurikulum SMK 2004, one of

the objectives of English lesson for vocational school is to use English to

communicate, for example listening, self – expressing, giving opinions and giving

information. Therefore, English conversation held the essential part in English

subject. The students needed to be able to use English to communicate actively.

The respondents of this study completely agreed that English conversation

is a compulsory to be taught in an English class. There were eleven respondents or

44% who strongly agreed and fourteen respondents or 54% who agreed with the


37

statement above.

It showed that they had a big interest in learning English conversation.

Therefore, the teacher of English had to be aware of its importance. The concept

of English is the ability to function in a face – to – face situations adequately and

to use English appropriately in a conversational context (Harley et al., 1990: 7).

Table 4.2. Questionnaire Result Part 2

Percentage (%)

No. The students’ responses toward English lesson in terms of CBC implementation

SA A D DA

6. I am interested to learn English because it makes me able to communicate/ speak in English. 40 % 56 % 4 % -

7. In my opinion, every English Skill (Listening, Speaking, Reading, Writing) has to be taught to the students.

64 % 36 % - -

8. In every English lesson, the teachers use English to communicate more frequent in explaining the material. 4 % 64 % 12 % 20 %

9. In every English lesson, teachers always ask the students to be active in using English to communicate in the classroom.

32 % 56 % 8 % 4 %

10. The teachers are more active in playing the role as facilitator (helping the students) in every English lesson.

56% 40 % - 4 %

Item 6. Saya tertarik belajar Bahasa Inggris karena membuat Saya

mempunyai kemampuan berkomunikasi/ berbicara menggunakan Bahasa

Inggris. (I am interested to learn English because it makes me able to

communicate/ speak in English).

In this study, the respondents had a positive response that they learned

English because it could enable them to communicate in English. Based on


38

chapter 2, one of the objectives of English in CBC is to make the students have

the English competency especia lly in communication. The students’ interest in

learning English communication was a very good point for both teachers and

students. Therefore, this could make it easier for the teachers to motivate their

students.

From the questionnaires distributed, the result showed that the students

really had the interest to learn English to communicate. There were ten

respondents or 40% who strongly agreed and fourteen respondents or 56% who

agreed with the statement above. Meanwhile, there was only one respondent or

4% who felt doubtful the statement.

Item 7. Menurut Saya, setiap English Skill (Listening, Speaking, Reading,

Writing) wajib diajarkan bagi para siswa. (In my opinion, every English Skill

(Listening, Speaking, Reading, Writing) has to be taught to the students).

Based on chapter 2, the scope of English lesson includes Listening,

Speaking, Reading and Writing. Though the objective of English lesson is to

make the students having the competency to communicate, the four skills also

hold the same importance to be learned. This intended to make the students

understand the language functions of English.

From the questionnaires distributed, it was shown that all of the

respondents were agreed with the statement above. There were sixteen

respondents or 64% who strongly agreed and nine respondents or 36% who

agreed that all English skills had to be taught in English class. This was a good

point since all the respondents had the same interest in learning each English skill.


39

Item 8. Dalam setiap pelajaran Bahasa Inggris, guru lebih sering

berkomunikasi dalam Bahasa Inggris ketika menjelaskan materi. (In every

English lesson, the teachers use English to communicate more frequent in

explaining the material).

As stated in chapter 2, one of the objectives of English lesson for

vocational school is to use English to communicate, for example listening, self –

expressing, giving opinions and giving information. In this case, the teacher was

expected to be active using to communicate with the students.

The result from the questionnaires distributed showed that there were one

respondent or 4% who strongly agreed and sixteen respondents or 64% who

agreed with the statement that the teacher used English to communicate more

frequent in explaining the materials. Meanwhile, there were three respondents or

12% who felt doubtful and five respondents or 20% who disagreed with the

statement above. The students felt doubt and disagreed with the statement could

be caused by the condition of the classroom itself which could make the teacher

sometimes used bilingual language, not only English but also Indonesian. This

aimed to overcome the classroom condition if not all of the students could

understand English utterances completely.

Item 9. Dalam setiap pelajaran Bahasa Inggris, guru selalu mengajak para

siswa untuk lebih aktif menggunakan Bahasa Inggris dalam berkomunikasi di

kelas. (In every English lesson, teachers always ask the students to be active in

using English to communicate in the classroom).

As stated in chapter 2, one of the teacher roles is as a motivator. Meaning


40

that teacher had to be able to increase the students’ motivation to learn English,

especially to communicate. In an English class, the students were expected to be

brave to state their opinion; therefore, the teacher really needed to motivate them.

From the questionnaires distributed, there were eight respondents or 32%

who strongly agreed that in every English lesson, the teacher always asked them

to be active to communicate in English. Moreover, there were fourteen

respondents or 56% who agreed with the statement above. But there were still two

respondents or 8% who felt doubtful and one respondent or 4% who disagreed


Item 10. Guru lebih berperan aktif sebagai fasilitator (membantu murid)

dalam setiap pelajaran Bahasa Inggris. (The teachers are more active in

playing the role as facilitator (helping the students) in every English lesson).

In CBC, the teachers’ roles are as motivator, facilitator and mediator

(Mulyasa, 2000). As a facilitator, teacher of English facilitated the students with

possible sources to study. In this case, the teacher had to be aware of their roles in

an English class. Meanwhile, the students also had to understand their teachers’

roles in the classroom.

Based on the questionnaire result, it was seen from the students’ point of

view; in this case the respondents, that the teacher was active as a facilitator in

every English lesson. Most of the respondents agreed with the statement above.

There were fourteen respondents or 56% who strongly agreed and ten respondents

or 40% who agreed. Moreover, there was one respondent or 4% who disagreed



41

This was a good point since the students were aware that their teacher only

helped them and not played as the main source in the class. Therefore, the

students needed to be active and independent to look for the knowledge that they

needed in an English classroom.

b. Findings

Based on the questionnaires distributed, the CBC implementation was seen

from the students’ responses toward English lesson. From the questionnaires, the

students showed positive responses toward English lesson in CBC

implementation. It could be seen that they could be active in learning the lesson.

They were attracted and interested to learn English, especially in English

communication. They thought that English conversation was a compulsory subject

to be taught. Moreover, it could also be seen from their motivation to learn

English and also from their behavior of being active in English communication.

Moreover, the responses of the students toward English lesson were really

good, mostly because they really enjoyed the English classroom activities. Based

on the questionnaires distributed, the students showed their interest to learn

English especially in communication. It was proved from the statement that they

thought English conversation was a necessary thing to be taught in class.

Meanwhile, the teachers of English did not give a special English conversation

class. However, the English teachers also had to focus on the English materials

that had to be accomplished in that period of academic year.

Therefore, the answer of the third problem of this study is that there were

some positive responses toward the implementation of CBC in English lesson.


42

The responses were that they could really follow and enjoy the lesson, they also

had self – confidence of their ability in English communication; therefore, they

were brave to express their ideas and feelings.

Some solutions were needed in order to apply CBC in teaching English.

The English teachers needed to develop the source of materials, not only from the

reference – book in the school but also from other text – book materials related.

Moreover, the teachers needed to develop their teaching method dealt with CBC

implementation. They needed to understand the objectives of CBC and how it

could be implemented in the school. Moreover, the teachers also had to concern

about the students’ needs and responses. In other words, the students needed to be

motivated to be active in learning English. In this case, both teachers and students

had to be aware of their roles in CBC implementation. If these proposed solutions

were done in the target school, it was expected that the CBC implementation

especially in teaching English could be achieved.


43

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents two sections. The first one is the conclusions of the

study. The second one is several suggestions, which are for the teachers, the

learners and for other researchers.

A. Conclusions

There were three questions stated in this study. They were: (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? and (3) what

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

The answer to the first question was that teachers of English in the second

grade of SMK Leonardo used Communicative Language Teaching Method

(CLT). It could be seen from the existence of CBC characteristics in teaching –

learning activities in the classrooms. CLT aims to enable students of using

English to communicate and to develop communicative competence.

The answer to the second question was that the method used by the

English teachers in teaching was relevant with the CBC characteristics. It could be

seen from the CBC characteristics and the principles of CLT which underlie the

same theories.

The answer to the third question was that there were some positive

responses toward the implementation of CBC in English lesson. The students’

responses were that they really enjoyed the English lesson, they could follow the


44

English lesson, they were active in class, and they also had positive thought about

having enough ability to communicate in English.

Based on the data results, the writer can conclude that the implementation

of Competency – Based Curriculum in teaching English lesson for the second

grade students of SMK Leonardo Klaten had been achieved. These could be seen

from the teachers’ method used to teach English, the existence of CBC

characteristics in the teaching – learning activities in the classrooms, the relevance

between the method used and the CBC characteristics and also the students’

responses toward the implementation of CBC in English lesson.

B. Suggestions

There are several suggestions presented by the writer. The first is for the

English teachers. The second is for the students of SMK Leonardo. The third is

for other researchers.

For English teachers, they need to improve their knowledge of teaching

methods based on CBC and their creativity in teaching English so that the

students will not get bored in following the lesson. They need to develop their

way of teaching. In this case, the teachers need to arrange more interesting

activities in English lesson so that the students would be more interested to learn

English.

For the students, they need to focus and concentrate on the English

teaching learning activities so that the class environment of learning would be

effective. They also need to improve their ability in using English to communicate

following the English lesson.


45

The last one is for the other researchers. The writer suggests further

research due to the fact that this thesis merely focuses on the English teaching

learning based on CBC. Although this thesis is still far from perfect, it can serve

as the basis for further research since there is new curriculum which has already

been developed.


47

BIBLIOGRAPHY

Depdiknas. 2004. Deskripsi Kurikulum SMK Bagian 1. Jakarta: Pusat Kurikulum

Balitbang.

Depdiknas. 2003. Ketentuan Umum Kurikulum Berbasis Kompetensi Pendidikan

Prasekolah, Dasar dan Menengah. Jakarta: Pusat Kurikulum Balitbang.

Depdiknas. 2003. Standar Kompetensi Bahasa Inggris SMA dan MA. Jakarta:

Pusat Kurikulum Balitbang.

Harley, B. 1990. The Development of Second Language Proficiency. Cambridge:

Cambridge University Press.

Larsen – Freeman, Diane. 2000. Techniques and Principles in Language

Teaching. Oxford: Oxford University Press.

Mulyasa, E. 2003. KBK: Konsep, Karakteristik, Implementasi dan Inovasi.

Bandung: PT. Remaja Regdakarya Offset.

Nunan, David. 1994. Research Methods in Language Learning. New York:

Cambridge University Press.

Punch, Keith F. 2001. Developing Effective Research Proposals. London: Sage

Publication.

Richards, J. C., and Theodore S. Rodgers. 2001. Approaches and Methods in

Language Teaching. Cambridge: Cambridge University Press.

Trimurtiningsih, Christiana Sarwosri. 2004. Designing A Set of Extracurricular

Instructional Materials for Teaching Speaking Based on the CBC to the 3rd

Grade Students of SMP Kanisius Kalasan. Yogyakarta: SDU.


APPENDIX A

The Permission Letter





APPENDIX B

The Observation Checklist


55

A. OBSERVATION 1

Date/ Time : Monday, 18th September 2006 / 07.00 – 08.30 wib

Class : 2 Elektro

Total number of students : 32 students

No. CBC CHARACTERISTICS Yes No

1. English is mostly used in the class for giving instruction and also for explaining the materials.

√

2. Teacher uses supporting teaching aids. √

3. Teacher gives probing questions about the topic that is going to be given.

√

4. Teacher plays as a facilitator who only helps students when they are facing a difficult problem.

√

5. Teacher motivates the students to speak English. √

6. Teacher gives students more opportunities to speak in English.

√

7. Teacher gives leading statement if the students ask a problem rather than answer the problem straightly.

√

8. Students are ready to follow the lesson. √

9. Students look enjoy with the classroom activities. √

10. Students pay attention to the teacher’s explanation. √

11. Students give responses to the teacher. √

12. Students look enthusiastic with the classroom condition. √

13. Students participate actively during the lesson. √

14. The teacher has direct interaction with the students by observing the class thoroughly.

√

15. There are interactions between teacher and students in the class (group work or discussion)

√

Explanation

The first observation was done in class 2E, on Monday, September 18th, 2006. When

the teacher came into the class, the students were all ready to follow the English lesson.

She greeted them and directly gave them some probing questions and statement about

the topic that was going to be given. Then, she distributed the materials and the topic


56

was about “Weekly Report”. Next, the teacher asked the students to read the reading

passage. Therefore, there was reading aloud activity. Then, the teacher asked the

students to work in pairs and discussed the passage so that they would able to retell the

passage in front of the class by using their own words. The activity was done

successfully, though there were some students who found it hard to learn English,

especially in speaking. Therefore, the teacher tried to motivate them to be brave to

speak in English.


57

B. OBSERVATION 2

Date/ Time : Tuesday, 19th September 2006 / 07.00 – 08.30 wib

Class : 2 Mesin A




√



√


√



√


√








√


√

Explanation

The second observation was done in class 2MA, on Tuesday, September 19th, 2006.

The topic of the lesson was about “Telephoning”. The activity started with the teacher

asked the students to practice the steps of making a telephone call. In this class, all of

the students seemed interested in the lesson; therefore, they really followed the lesson


58

and did what their teacher told them to do. Then, the teacher asked them to perform it

in front of the class. Though the students were very noisy, they paid attention to the

teacher’s explanation. They still had difficulties in understanding English; therefore,

the teacher made a direct interaction with them by observing the class thoroughly. With

this, the teacher would understand their difficulties.


59

C. OBSERVATION 3

Date/ Time : Wednesday, 27th September 2006 / 10.20 – 11.50 wib

Class : 2 Otomotif A




√



√


√



√


√








√


√

Explanation

The third observation was done on Wednesday, September 27th in class 2OA. The main

activity in this class on this day was checking the students’ homework. First of all, the

teacher checked the students’ work by asking some of them to read their assignment.

Second, she asked them to discuss their homework with their friends, and then to retell


60

their homework in front of the class. In this activity, the students were motivated to

speak in English, since the teacher gave them more opportunities to communicate in

English though they made several mistakes sometimes. In this class, the students have

more ability in English and they were brave to speak up their ideas.


61

D. OBSERVATION 4

Date/ Time : Saturday, 30th September 2006 / 08.10 – 09.20 wib

Class : 2 Mesin B




√



√


√



√


√








√


√

Explanation

The fourth observation was done on Saturday, September 30th in class 2MB. First of

all, the teacher explained the topic about “Telephoning”. Then, she asked several

students to come in front of the class in pairs to practice telephoning process. This

activity did not work well, since the students’ did not really know what to say. There


62

were no handouts distributed to the students, therefore the teacher wrote the dialogue

material on the whiteboard. The teacher tried to give an example to the students so they

were able to make the dialogue of their own. Then, the next activity was reading aloud.

In this activity, the teacher read the dialogue written followed by the students. Next,

the teacher asked them to have a discussion and to make a simple dialogue about

telephoning so that they would be able to perform it in front of the class. Due to the

limited time, the students were not able to finish their assignment.


63

E. OBSERVATION 5

Date/ Time : Saturday, 30th September 2006 / 09.40 – 10.50 wib

Class : 2 Otomotif B




√



√


√



√


√








√


√

Explanation

On the same day, the last observation was done in class 2OB. The activity was begun

with homework discussion. It was translating “The steps of making telephone call”.

There were some students who did not do the complete translation. Next activity was


64

questions and answers about the homework. Moreover, the teacher gave the students a

short passage and asked them to read it aloud with her. Then, she asked some students

to come in front of the class to answer several questions according to the passage.

Finally, the teacher asked all students to read and memorize it so that they could retell

it in front of the class by using their own words. Here, the teacher tried to motivate the

students to be active in class since not all of the activities worked well.


APPENDIX C

The Questionnaires Sheet


66

QUESTIONNAIRES SHEET

The questionnaire sheet

Berilah tanda tick (v) yang sesuai dengan pendapat Anda dengan ketentuan pilihan sbb:

1 : sangat setuju 4 : tidak setuju

2 : setuju 5 : sangat tidak setuju

3 : ragu-ragu

Nama/ Kelas : Tanggal:

Points of Agreement No.

The students’ responses toward English lesson in terms of CBC implementation. 1 2 3 4 5

1. Menurut saya, Bahasa Inggris merupakan mapel yang menarik dan menyenangkan. 1 2 3 4 5

2. Saya merasa Bahasa Inggris merupakan mata pelajaran yang mudah untuk dipelajari.

1 2 3 4 5

3. Saya selalu aktif bertanya apabila ada kesulitan dalam memahami materi pelajaran. 1 2 3 4 5

4. Saya merasa kemampuan saya berkomunikasi dalam Bahasa Inggris sudah cukup baik. 1 2 3 4 5

5. Saya merasa English Conversation merupakan suatu hal yang wajib diajarkan di kelas Bahasa Inggris.

1 2 3 4 5

6. Saya tertarik belajar Bahasa Inggris karena membuat saya mempunyai kemampuan berkomunikasi/ berbicara menggunakan Bahasa Inggris.

1 2 3 4 5

7. Menurut saya, setiap English Skill (Listening, Speaking, Reading, Writing) wajib diajarkan bagi para siswa.

1 2 3 4 5

8. Dalam setiap pelajaran Bahasa Inggris, guru lebih sering berkomunikasi dalam Bahasa Inggris ketika menjelaskan materi

1 2 3 4 5

9. Dalam setiap pelajaran Bahasa Inggris, guru selalu mengajak para siswa untuk lebih aktif menggunakan Bahasa Inggris dalam berkomunikasi di kelas.

1 2 3 4 5

10. Guru lebih berperan aktif sebagai fasilitator (membantu murid) dalam setiap pelajaran Bahasa Inggris.

1 2 3 4 5


APPENDIX D

The Questionnaires Result


The Questionnaire Results

The points of agreement are:

1 : Strongly Agree (SA) / sangat setuju 4 : Disagree (D) / tidak setuju

2 : Agree (A) / setuju 5 : Strongly Disagree (SD) / sangat tidak setuju

3 : Doubtful (D) / ragu-ragu

Nama/ Kelas : Tanggal:

1 2 3 4 5

NO

The students’ responses toward

English lesson in terms of CBC

implementation

Numbers of Respondents % Numbers of

Respondents % Numbers of Respondents % Numbers of

Respondents % Numbers of Respondents %

1. Menurut saya, Bahasa Inggris merupakan mapel yang menarik dan menyenangkan.

11 44 % 11 44 % 2 8 % 1 4 % - -

2. Saya merasa Bahasa Inggris merupakan mata pelajaran yang mudah untuk dipelajari.

2 8 % 14 56 % 3 12 % 6 24 % - -

3. Saya selalu aktif bertanya apabila ada kesulitan dalam memahami materi pelajaran.

1 4 % 7 28 % 14 56 % 3 12 % -

-

4. Saya merasa kemampuan saya

1 4 % 3 12 % 13 52 % 8 32 % - -

66 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

berkomunikasi dalam Bahasa Inggris sudah cukup baik.

5. Saya merasa English Conversation merupakan suatu hal yang wajib diajarkan di kelas Bahasa Inggris.

11 44 % 14 56 % - - - - - -

6. Saya tertarik belajar Bahasa Inggris karena membuat saya mempunyai kemampuan berkomunikasi/ berbicara menggunakan Bahasa Inggris.

10 40 % 14 56 % 1 4 % - - - -

7. Menurut saya, setiap English Skill (Listening, Speaking, Reading, Writing) wajib diajarkan bagi para siswa.

16 64 % 9 36 % - - - - - -

8. Dalam setiap pelajaran Bahasa Inggris, guru lebih sering berkomunikasi dalam Bahasa Inggris ketika menjelaskan materi

1 4 % 16 64 % 3 12 % 5 20 % - -

9. Dalam setiap pelajaran Bahasa Inggris, guru selalu mengajak para siswa untuk lebih aktif menggunakan Bahasa

8 32 % 14 56 % 2 8 % 1 4 % -

-


Inggris dalam berkomunikasi di kelas.

10. Guru lebih berperan aktif sebagai fasilitator (membantu murid) dalam setiap pelajaran Bahasa Inggris.

14 56% 10 40 % - - 1 4 % - -


APPENDIX E

The Interview Result


72

INTERVIEW

The interview questions

1. How is the implementation of CBC especially in English lesson?

2. What are the methods used in teaching English in terms of CBC implementation?

3. Are there any new methods or approaches being used in the implementation of the

new curriculum? And what are they?

4. What do you think about the students’ responses toward English lesson in the

implementation of CBC?

5. What is the teacher role in teaching in class, especially when the CBC system is

implemented and also with the new method that you have been conducted?

The interview answers

1. The CBC implementation in English lesson.

In the class, some of the students were still facing difficulties to communicate

in English. However, the teachers tried to use English by using terms that mostly used

in daily then applied it with the topic. Sometimes, the students were asked to tell their

activities in the school.

2. The methods used in teaching English in terms of CBC implementation.

In teaching English, the teachers always motivated the students to be active to

communicate. They talked and discussed about the materials, asked their students to

think and then give their opinion by using English.

3. Methods or approaches that were used in CBC implementation.

In CBC implementation, the teachers used Communicative Language Teaching

Method, which is to develop the students’ communicative competence in English. In

the class, teachers used English as the medium of instruction and explanation. They

considered their students more important in teaching – learning activities; therefore,

they gave more opportunities to the students to express their ideas. When the students

were facing difficulties in understanding the instruction, teachers often used simple

explanation so that students would understand. Moreover, teachers used some

approaches to motivate the students using English actively, for example, they used

gestures to negotiate meaning, probing and guiding to make the students able to follow

the lesson.


73

4. The students’ responses about English lesson.

The students’ responses were positive. They wanted to be able to speak English

actively; so that they started to be brave to express their ideas. In addition, they

enjoyed the English teaching – learning activities; therefore, they could follow the

lesson enthusiastically.

5. The teachers’ roles in teaching English in the class in terms of CBC

implementation.

In CBC implementation, the roles of teachers are to be facilitator and motivator

for the students. In class, teachers encouraged the students to be brave to speak

English. Teachers did not blame them when the students made some mistakes.

However, teachers accepted their mistakes because they needed to motivate their

students. It was done by giving appreciations, compliments and sometimes, rewards so

the students would be motivated rather than felt depressed. Therefore, in CBC, teachers

played first as a motivator, then second as a facilitator because students needed to be

motivated in order to make them brave to use English communicatively.


Documents

THE IMPLEMENTATION OF COMPETENCY – BASED … · 2017-02-28 · THE IMPLEMENTATION OF COMPETENCY – BASED CURRICULUM IN TEACHING ENGLISH IN SMK LEONARDO KLATEN A Thesis Presented