The Implementation of Sbi (Revised)

THE IMPLEMENTATION OF SMP-SBI IN SMPN 1

KOTA MOJOKERTO: A CASE STUDY

INTRODUCTION

The Indonesia’s education has been facing a number of problems. One of them

is the low quality of the education. The study conducted by International Educational

Achievement Organization (IEA), for example, shows that the reading ability of the

Indonesian elementary school students is very low. Indonesia is in the 38th level out

of 39 countries. In SMP level, Indonesia is in number 39 out of 42 countries for the

students’ ability in mathematics and in number 40 for the students’ ability in natural

science (Syafarudin, 2002).

Another study also shows the low quality of the education in Indonesia. The

result of a survey conducted by Political and Economic Risk Consultant (PERC) in

2001 reveals that the quality of education in Indonesia is in the 12th position out of 12

Asian countries (The Jakarta Post, 19th of July 2001).

Besides the very low quality of the education, Indonesian people have low

competitiveness in the world. According to the data reported by The World

Economic Forum in 2000, Indonesia is in the 37th position out of 57 countries. It also

reports that Indonesia is only a follower in the technology among 53 countries in the

world (Syafarudin, 2002).

One of the causes of this is the low quality of the schools’ graduates in the

mastery of science and technology. It is due to their limited knowledge on the

English written learning sources. Besides, they cannot optimize the technology based

learning sources to support their learning process.

As one of the solutions to the problems, the government has imposed a policy

to improve the students’ quality in the mastery of science and technology by

establishing Sekolah Bertaraf Internasional (SBI) in SD, SMP, SMA, and SMK.

Therefore, SBI, among other programs, is established to improve the Indonesia’s

education quality in terms of the students’ mastery of English, math, natural science,

and ICT in order that they have competitiveness in the global world.

SMPN 1 Kota Mojokerto is the only SMP in Mojokerto that is appointed by the

government to open SMP-SBI program. This paper is written and presented to

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describe the implementation of SMP-SBI in SMPN 1 Kota Mojokerto. It is expected

that the paper will be useful for teachers, teacher students, and school administrators

who are interested in implementing SMP-SBI in their schools.

WHAT IS SMP-SBI?

SMP-SBI is a national junior high school that implements both the national

curriculum based on Standar Nasional Pendidikan (SNP) and the international

standardized curriculum. The international standardized curriculum is a curriculum

prepared by Direktorat Pembinaan SMP Direktorat Jenderal Manajemen Pendidikan

to meet with the international requirements. Therefore, the graduates will be able to

compete in the international world in the global era of science and technology

(Soejono, 2007).

The establishment of SBI is based on UU No. 20 year 2003 article 50 (3) about

the national education system. The article states that the central government and/or a

local government hold at least one unit of education at all levels to be improved as an

international standardized unit of education (UU Sisdiknas).

Hence, each Regent and Mayor have appointed (a) school/s in their regency or

town (city) as a pilot project to be improved as (an) international standardized

school/s since 2006. This year, there are already 100 international standardized junior

high schools all over Indonesia officially appointed by Dirjen Mandikdasmen

Direktorat Pengembangan SMP. In East Java alone, there are 24 SMP-SBI (Widiarto,

2007).

A school can be appointed an international standardized school (SBI) if it

complies with the requirements. First, it is considered the best school in town (city)

which has already implemented national standardized school (SSN) or has already

implemented a bilingual program. Second, a school is successful in implementing

SSN program. It is shown by the students’ achievement in a level of a town (city),

province, country, and international world. Besides, the students’ achievement in the

nationwide Test (UN) is considered important. To be selected, the students’ average

score of UN should be at least 8.0 for English, Math, and Bahasa Indonesia. The UN

passing percentage of the students is also taken into account. A school that has met

the requirements will be given SK by Direktorat Jenderal Manajemen Pendidikan

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Dasar Dan Menengah Departemen Pendidikan Indonesia. The appointed school,

however, will be accredited by Badan Akreditasi Sekolah Nasional (BASN) and

Badan Akreditasi Sekolah Internasional (BASI) later (Kompas, 26th of April 2007).

In SMP-SBI, English is used as the instructional language for the teaching and

learning of mathematics, natural science, and information and communication

technology. In addition, the process of teaching and learning is based on information

and communication technology (ICT). Accordingly, the students of SBI classroom

are expected to master the ICT so that they can optimally make use of internet as a

source of learning.

The graduates of SBI schools will have two advantages. First, they will hold

national and international diploma. Second, they can continue their study in

Indonesia or abroad.

THE IMPLEMENTATION OF SMP-SBI PROGRAM

IN SMPN 1 KOTA MOJOKERTO

DATA COLLECTION

To gather the data about the implementation of SBI program in SMPN 1 Kota

Mojokerto, a number of instruments, i.e. questionnaire, interview, and observation

were employed. Questionnaire was used to obtain the data concerning with the

school, teachers, and the students’ preparation. Interview was conducted with the

teacher responsible for the school curriculum to crosscheck the data obtained from

the questionnaire. Interview was also carried out with some SBI students’ parents to

find out their opinion about the program. Observation was done to observe the

teachers conducting the teaching and learning process in the classroom and the

facilities prepared by the school for the SBI class. The data obtained from the official

documents are employed to support the data obtained from questionnaire, interview,

and observation.

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DATA PRESENTATION

Why is SMPN 1 Kota Mojokerto Appointed SMP-SBI?

SMPN 1 Kota Mojokerto first established in the era of Dutch colonialism is

the oldest school in Kota Mojokerto. Since its existence it has developed into the best

school in the town. In the academic year of 2007/2008, the school has 800 students,

54 teachers, and 16 administration staff. It has 21 classrooms with 7 classrooms for

each grade. It has 3 SBI classrooms, 2 seven grade classrooms consisting of 24

students each and 1 eight grade classroom consisting of 25 students. Each non SBI

classroom consists of 40 students.

The school has been appointed SMP-SBI because of its achievement in the

town, province, national and international level. In the town level, the students have

won several English contests such as the English Speech Contest and English Debate

held by Dinas P & K Kota Mojokerto and other institutions. In 2006, one of the

students was selected as “Gus Kota Mojokerto”.

In the province level, the school has often received an award in a number of

contests. In the English language, one of the students got the award of the best writer

in 2006. In addition, in 2005 and 2006, a group of students from the school

consisting of four students won the first prize in an English debate. In 2006 a group

of students won the competition of social and natural science. In 2007 the students

representing the school got a gold medal in the Natural Science Olympiad.

In the national level, the school is also considered a reputable junior high

school. In the last two years, the school has created a graduate with the best score in

the nationwide test (UN). In a different event, a group of students won the bronze

medal in the Natural Science Olympiad. Besides, in the sport competition a group of

students won a gold medal in Karate.

In the international level, two students were selected as the representatives of

the school for the student exchange program in 2006. They were sent to Singapore

for one week.

The Preparation of the Facilities

Before implementing the SBI program, the facilities needed for the SBI

classroom were prepared. For this purpose, a multimedia room and three SBI

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classrooms were built. The multimedia room is equipped with one LCD projector

and twenty-five computers that can be used to access internet. Meanwhile, each SBI

classroom is equipped with a set of computer, television, VCD player, and LCD

projector. Each classroom is also provided with a student locker to keep the students’

properties. To make the teaching and learning process comfortable, two sets of AC

are installed in each SBI classroom.

The Teachers’ Selection

A number of teachers who would be responsible for teaching Math, Natural

Science and ICT in the SBI classroom were selected by the school authority. Then

they were sent to Surabaya to join the national selection test of SBI teachers

conducted by Direktorat Pembinaan Sekolah Menengah Pertama Direktorat Jendral

Manajemen Pendidikan Dasar dan Menengah Departemen Pendidikan Nasional.

From this selection test, one teacher of each subject was appointed based on his

English and subject mastery. The English mastery was based on the score of the

TOEFL test and the mastery of the subject was measured based on the test result.

Next, the selected teachers were trained nationally in Yogyakarta with other teachers

from all over Indonesia for three weeks. In the training, they were trained how to

prepare the materials and the lesson plans. Besides, they were also trained how to

conduct the teaching and learning process and assessment.

One English teacher was also selected but only by the school authority. The

selection was based on the teacher’s English competence. It was shown by the result

of the TOEFL test. The minimum required TOEFL score is 500. However, the

highest selected teacher TOEFL score was 450.

The selected English teacher would also be responsible for the English

improvement of Math, Natural Science, and ICT teachers in the school because it is

hoped that all SBI classroom teachers get at least 500 of the TOEFL score. In that

case, he had to set up a plan for a regular training for them.

The Students Selection

The selection of SBI classroom students refers to the direction of Direktorat

Pengembangan SMP Dirjen Mandikdasmen Departemen Pendidikan Nasional. Two

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stages of the selection were employed. First, the students were selected based on

their score of Bahasa Indonesia, Natural Science, and Mathematics of grade 3 to

grade 6 of the elementary school. The students who got at least 7.00 at each subject

were selected in this stage. Second, the students who were selected in the first stage

had to join two kinds of test, i.e. paper and pencil test and English oral test. Seven

subjects were tested in the first kind, i.e. Bahasa Indonesia, Natural Science, General

Science, Mathematics, English, Computer, and IQ. Based on their score of the tests,

the best 48 students were selected to study in the SBI classrooms.

The Preparation of the Instructional Materials

Before the government supplies the required instructional materials that comply

with the SBI curriculum, the instructional materials used in the teaching and learning

process are taken from the workshop program conducted in Yogyakarta and from a

Singapore school. Besides, for further preparation the school has cooperated with a

publisher. The school has also cooperated with State University of Surabaya. In that

case, a group of lecturers of Mathematics and Natural Science Faculty has been

appointed consultants. Their duty is to give the teachers assistance to prepare and

develop the instructional materials and assessment.

The Curriculum

The curriculum is called A Model of Kurikulum Sekolah Menengah Pertama

Bertaraf Internasional (SMP-SBI). It is prepared by Departemen Pendidikan

Nasional that was issued in May 2007. The model is developed to comply with the

internationally required curriculum. Therefore, there are a number of differences

between SBI program and other existing programs (Regular and Bilingual Program).

(See Table 1)

The differences can be seen from the modification of the competence standard

and basic competences of English, Mathematics, Natural Science, and ICT. Besides,

the weekly time allocation of English, Mathematics, and Natural Science are added.

Based on the 2006 Content Standard English, Math and Natural Science get 4 hours

but based on SMP-SBI Curriculum, English gets 6 hours and the latter subjects get 5

hours.

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The modification of competence standard and basic competences of English,

Mathematics, Natural Science, and ICT can be illustrated as follows.

English

The structure of SBI English curriculum is the English curriculum of Standar

Nasional Pendidikan (SNP) + X1, X2, X3, X4, and X5. X1 means that English is

used as a medium of instruction in the teaching of English, Math, Natural Science,

and ICT. X2 means that the teaching and learning of English should cover the topics

that have been discussed in Math, natural Science, and ICT. X3 means that the

teaching and learning of English is conducted by making use of ICT. X4 means that

the teaching and learning of English should include cross-cultural understanding and

X5 means that the teaching and learning of English should support the development

of the students’ multiple intelligence (Depdiknas, 2007)

Besides, some phrases are added to the competence standard of listening,

speaking, reading, and writing. The phrases are “…..bersifat interaktif dan

noninteraktif, dalam situasi formal dan informal …..dan/atau dalam konteks

akademik” (Depdiknas, 2007). It means that the students of SMP-SBI, in addition to

the 2006 Content Standard, are also required to be able to use English formally and

informally, interactively and non interactively in the academic contexts ( related to

Mathematics, Science and Technology).

The students should also learn five more text types and at least three functional

texts. The added text types are exposition, explanation, news items, poems, and

songs. The functional texts are advertisements, notices, and announcements.

Mathematics

New added materials are tessellation, estimation, and approximation, strategy

of solving problems, and ICT. The basic competences of tessellation are added to the

Geometry and measurement. They are (1) to use tessellation principle to get a good

design and (2) to identify the basic pattern of a tessellation (if any) from a design.

One basic competence of estimation and approximation is inserted into the

competence standard of number at grade VII semester 1. It is to determine estimation

of the result of complete integer and fraction operation to the determined nearest

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unit. Besides, another one basic competence is added to competence standard of

geometry at grade VII semester 2. It is to determine the size of an angle. In addition

to that, at grade IX semester 1, one basic competence is included to statistics and

opportunities. It is to make estimation of mean, median, data modus including

estimation with round numbers. (Depdiknas, 2007)

The strategy of solving mathematical problems is added to improve the

students’ ability in Mathematics. The competence standard of this is to be able to use

a number of strategies to solve a problem such as working with a simpler problem,

using a systematic list, drawing a picture/diagram/table, working backward,

guessing, and checking, changing point of view, and using appropriate notion. This

competence standard will be achieved if the students are able to (1) know a variety of

solving problem strategies, (2) use and work with a suitable strategy to solve a

problem, (3) solve a problem using more than one strategy, and (4) judge the

effectiveness and efficiency of a strategy. (Depdiknas, 2007)

The standard competence of ICT is attached to math. It is to be able to dig out

information from internet and present it to other people using an interesting

presentation. This competence will be achieved if the students are able to (1) collect

articles/ information available in the internet suitable with the determined themes, (2)

select the most relevant information with the assignment, (3) present the information

in the spoken or written form, or action that can make others interested in learning it.

(Depdiknas, 2007)

Natural Science

Some basic competences are added to Natural Science. The competences are

(1) to make graphics based on the data of measurement result, to analyze and

communicate them, (2) to describe the process of earthquake and tsunami, (3) to

write the electron configuration of simple atom, (4) to explain the arrangement of

periodic table based on electron configuration, (5) to describe ion and covalent

bond, and (6) to identify ion and covalent bond (Depdiknas, 2007).

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Information and Communication Technology

The ICT curriculum is directed to help students master Mathematics, Natural

Science, and global information and technology. Therefore, the competences that

should be achieved by the students are much more about the practices that can be

used to solve their problems in the global market. Such competences are to use

internet to get information, to design WEB, and to use software of graphic design to

present information. Besides, the students are to learn about technique system,

technology of construction, and technology of control. Two elective subjects of

applied technology are also available. They are technology of production and

technology of water purification (Depdiknas, 2007).

Table 1 The Differences and Similarities of SBI-Program, Bilingual Program and

Regular Program

No SBI PROGRAM BILINGUAL PROGRAM REGULAR PROGRAM

1

2

3

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Cur: SNP Plus (the plusses are international standardized curriculum determined by Depdiknas).

English is used as a medium of instruction of Math, Natural Science, and ICT.

The teaching and learning process is supported with the use of ICT facilities (VCD, TV, internet line, LCD projector) in an AC classroom.

The teaching and learning materials are prepared by Depdiknas or can be taken from any other sources that

Cur: SNP (but can be added (by the school itself) with an international curriculum by adopting it from an International school such as Cambridge School, Schools of Singapore, or New Zealand’s Schools )

English is used as a medium of instruction of Math and Natural Science.

The teaching and learning process is supported with the use of ICT facilities (VCD, TV, internet line, LCD projector) in an AC classroom.

The materials of math and natural science are developed by the school teachers or adopted from

Cur: SNP (the 2006 Content Standard)

The medium of instruction is Bahasa Indonesia.

The facilities are not supposed to be as complete as those of SBI Program and Bilingual Program.

The teaching and learning materials are prepared by Depdiknas or can be taken from any sources that

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comply with the SBI curriculum.

its international school partner.

comply with SNP (the 2006 Content Standard).

Note: Most schools that implement a bilingual program have been appointed SBI schools. Later, all bilingual schools are to implement SBI curriculum.

The Financial Support

According to the teacher responsible for the school curriculum, the program

will be financed by three financial sources, i.e. the central government, the provincial

government, and the local government. The composition of the financial aids is 50%

from the central government, 30% from the province, and 20% from the local

government. The total financial support will be Rp. 800 millions per annum.

Since the school has not yet received the financial support from the

government, the program has been run with the support of the students’ parents.

Based on the result of the interview with five students’ parents, at the beginning of

the program each parent has to provide a financial support and every month they

have to pay the school fee. The amount of money they have to pay for the beginning

fee and monthly fee varies. It depends on the amount of money they have written on

the questionnaire. Two parents of five who were interviewed said that they paid Rp.

150.000 monthly. Two others said that they paid Rp. 200.000 and one parent said she

paid Rp. 250.000. For the beginning fee, one parent said she paid Rp. 1.000.000. One

other paid Rp. 1.500.000. Two parents paid Rp. 2.000.000 and one parent paid Rp.

3.000.000.

The parents said they felt happy because they were involved in making decision

on how much they had to pay. Therefore, they said that the school fee was still in

their reach. According to them, the monthly fee was still not much more than that of

a favorite private SMP in Kota Mojokerto. They could also pay the beginning fee in

three-time-installment within a year.

The Teachers’ Preparation

To teach in the SBI program a number of preparations should be done by the

teachers. Based on the answers of the questionnaire, the teachers should prepare the

instructional materials in English. Since the materials are not available, they said that

they had to be able to select the materials from any sources. Two of the sources are

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the materials from the workshop in Yogyakarta and from a school in Singapore.

Besides, they had to develop a syllabus but according to them the syllabus were still

written in Bahasa Indonesia. In addition to that, they prepared the lesson plans in

English. (See Appendix 17)

The Teaching Learning Process

SBI program in SMPN 1 Kota Mojokerto began in the academic year of

2006/2007 referring to the Mayor Decision Letter no. 344/667/436.5.6/2006. It was

stated that SMPN 1 Kota Mojokerto was appointed pionering school in Kota

Mojokerto to implement SBI program. As the SBI pioneering school, one SBI

classroom consisting of 25 students was opened.

The teaching learning process, however, was still based on the 2006 Content

Standard because the curriculum for the SBI classroom was not set up yet. However,

the teachers already made use of ICT facilities. The multimedia room equipped with

an LCD projector and internet line might be used.

In the teaching and learning process of Math, Natural Science, and ICT,

English was used as 25 % of the medium of instruction. Nevertheless, the

instructional materials of math, Natural Science, and ICT were still written in Bahasa

Indonesia but for the tasks and tests, some items were already written in English. To

answer the tasks and tests the students had to use English.

In the academic year of 2007/2008, however, the SBI students of 2006/2007

are taught based on Model Kurikulum SMP-SBI since it has been issued by

Direktorat Jenderal Manajemen Pendidikan Dasar Dan Menengah Direktorat

Pembinaan SMP. The use of English as a medium of instruction is increased until

50%.

The implementation of SBI program in the academic year of 2007/2008 refers

to the Decision letter issued by Direktorat Jenderal Manajemen Pendidikan Dasar

dan Menengah Departemen Pendidikan Indonesia no. 533/C3/DS/SSN-2007 dated

13 March 2007.

As the previous program, the school implements it by class project. It means

that the program is applied by opening SBI classrooms as a pilot project. In that

case, two SBI classrooms were opened. Each classroom consists of 24 students. It is

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in line with the direction of the Direktorat Pembinaan SMP stating that the number of

students in the SBI classroom is 20 to 30. SMPN 1 Kota Mojokerto took 24 students

since the multimedia room and the classrooms were designed for that number of

students.

The curriculum for the SBI program of 2007/2008 academic year is Model

Kurikulum SMP-SBI prepared by Direktorat Jenderal Manajemen Pendidikan Dasar

Dan Menengah Direktorat Pembinaan SMP in May 2007. The curriculum is

completed with the examples of lesson plans in English and in Bahasa Indonesia.

Hence, the teachers of Math, Natural Science, and ICT of the SBI classroom are

supposed to be able to write a lesson plan in both English and Bahasa Indonesia by

themselves.

The teaching and learning process of Math, Natural Science, and ICT is

conducted in both Bahasa Indonesia and English. As the medium of the instruction,

English is used about 50% in the process of teaching and learning. When explaining

a new concept, the teachers frequently use Bahasa Indonesia. It is also used when the

students do not understand what the teachers talk about. In this case, the teachers

often switch from English to Bahasa Indonesia or on the other way around. English,

however, is often used for a review in the opening and closing stage of the lesson and

the discussion of the tasks. English is also used to write the items of the tests or the

tasks. The proportion of the use of English in this case is 50%.

The minimun passing requirement of the SBI students is a little bit higher than

that of regular students. For SBI students it is 75, whereas for regular students it is 70

for each subject.

Obstacles

Based on the students’ answer on the questionnaire, the problem is their

difficulty to understand the concept when it is delivered in English. To cope with the

problem, some attempts were done, i.e. taking an English course, asking to the

teachers, taking a private lesson, and practicing speaking English outside the class.

According to the teachers, some peroblems are (1) the books for the students

are not available, (2) the English terms used in math and natural science are different

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from those of general English, (3) The students often misunderstand the concept

when it is delivered in English, and (4) they cannot speak English fluently.

To cope with the problem, a number of efforts have been done and will be

continued to do. First, a weekly meeting of the teaching team is held on Saturdays.

In this meeting, the teachers of math and natural science accompanied by the English

teacher prepare the lesson which will be taught in the next week. Second, the

discussion between the teaching team and the consultans from Unesa is held once in

two months. In the discussion the teachers usually share their problems which they

are facing. The duty of the consultants is to help them solve the problems both

related to the content and the language of instruction.Third, they photocopy the

materials for the students. Fourth, they take an English course. Fifth, they try to

communicate in English with SBI teachers outside the classroom.

DISCUSSION

The use of English as a medium of instruction in the teaching of Math, Natural

Science, and ICT makes both the teachers and students get more difficulties. In fact,

it is not a must to teach non-English subjects using English. If the government wants

to set up an international standardized school, the strength should be on the

curriculum. So that the focus is on the curriculum and the teachers quality. The

students English competence should be improved through English subject not

through math and natural science. If the teaching and learning of English is

conducted well and correctly, it is enough for the students to achieve their English

communicative competence.

Besides, developing students’ competences in certain subjects such as math and

natural science only does not suit with the complxity of human’s intelligences.

Gardner (1983) claims that all human beings have multiple intelligences. These

multiple intelligences can be nurtured and strengthened, or ignored and weakened.

He believes each individual has nine intelligences. They are:

(1) Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity

to the sounds, meanings, and rhythms of words.

(2) Mathematical-Logical Intelligence: Ability to think conceptually and

abstractly, and capacity to discern logical or numerical patterns.

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(3) Musical Intelligence: Ability to produce and appreciate rhythm, pitch and

timber.

(4) Visual-Spatial Intelligence: Capacity to think in images and pictures, to

visualize accurately and abstractly.

(5) Bodily-Kinesthetic Intelligence: ability to control one's body movements and

to handle objects skillfully.

(6) Interpersonal Intelligence: Capacity to detect and respond appropriately to the

moods, motivations, and desires of others.

(7) Intrapersonal Intelligence: Capacity to be self-aware and in tune with inner

feelings, values, beliefs and thinking processes.

(8) Naturalist Intelligence: ability to recognize and categorize plants, animals and

other objects in nature

(9) Existential Intelligence: Sensitivity and capacity to tackle deep questions

about human existence, such as the meaning of life, why do we die, and how did

we get here.

It is true that a student has certain strength on a certain subject. It is also

correct that s/he is talented in a certain field. However, the education should equip

the students with all skills in life. It means that the education should improve all

intelligences of the students. Many people, for example, are not successful in their

life despite his being good at math or physics just because they do not have adequate

interpersonal intelligence. This intelligence is important for people to be improved

for socialization in a community. Without having this, people cannot get along well

with others.

Therefore, the implementation of the SBI program should consider all aspects

of the students’ intelligences. The international standardized curriculum should not

kill one of their potencies. Indonesian people will not be able to compete with the

international people without having a good skill of negotiating. Therefore, the

mastery of natural science and technology is not everything but one of the things

which should be considered.

CLOSING REMARKS

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The establishment of SBI program in Indonesia is intended to improve the

quality of national education. With the the improvement of the education quality, the

graduates are expected to be able to compete with people all over the world in the

global market.

The implementation of the program, however, faces a number of problems, i.e.

teachers’ readiness, learning sources, infrastuctures, and facilities. Besides, it is

worried that the program will create people who are very much like a robot. They are

only good at certain subjects such as math and natural science without having other

skills such as socializing, negotiating, and understanding others. In fact, the success

of the students depends on many kinds of skills. Accordingly, the implementation of

the SBI program should include the development of the students’ multiple

intelligence.

REFERENCES

Depdiknas. 2007. Kuriulum Bahasa Inggris Sekolah Menengah Pertama-Bertaraf Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen.

Depdiknas. 2007. Kurikulum Matematika Sekolah Menengah Pertama-Bertaraf

Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen. Depdiknas. 2007. Kurikulum Ilmu Pengetahuan Alam Sekolah Menengah Pertama-

Bertaraf Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen.

Depdiknas. 2007. Kurikulum TIK Sekolah Menengah Pertama-Bertaraf Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen. (accessed on 10 September 2007)

Gardner, Howard. 1983. Frames of Mind. http://www.infed.org/thinkers/gardner.htm(accessed on 01 October 2007).

Soejono. 2007. Merindukan Sekolah Bertaraf Internasional. http://groups.google.co.id/group/beasiswas/browse_thread/thread/fa2a1f3110d0ea22/828e2308f6064379?hl=id&lnk=st&q=sekolah+bertaraf+internasional&rnum=3#828e2308f6064379 (accessed on 10 September 2007).

Syafarudin, 2002. Manajemen Mutu Terpadu dalam Pendidikan. Jakarta: Grasindo.

Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: BP. Media Pustaka Mandiri.

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http://groups.google.co.id/group/beasiswas/browse_thread/thread/fa2a1f3110d0ea22/828e2308f6064379?hl=id&lnk=st&q=sekolah+bertaraf+internasional&rnum=3#828e2308f6064379



http://www.infed.org/thinkers/gardner.htm

Widiarto. 2007. Sekolah Internasional Bersiap Diri. http://www.pendidikan.net/mod.php?mod=publisher&op=viewarticle&cid=22&artid=606&PHPSESSID=561942... (accessed on 10 September 2007).

APPENDICES

Appendix 1

KUESIONER UNTUK SEKOLAH

(Diwakili oleh Bpk. Mulib, S.Pd, Guru Bidang Kurikulum SMPN 1 Kota Mojokerto)

Yang Terhormat,

Bapak Mulib, S.Pd

Guru Bidang Kurikulum

di SMP Negeri 1 Kota Mojokerto

Dengan hormat,

Saya mahasiswa Program Studi Bahasa Inggris Program Pasca Sarjana

Universitas Negeri Malang. Saya saat ini sedang menulis makalah tentang

implementasi SMP-SBI di SMP Negeri 1 Kota Mojokerto sebagai salah satu tugas

dari mata kuliah Issues on Language Instruction. Makalah ini akan dipresentasikan

dalam seminar kelas pada bulan September 2007.

Oleh karena itu, untuk memperoleh data yang saya perlukan, saya mohon

Bapak bersedia menjawab pertanyaan-pertanyaan pada kuesioner berikut.

Atas jasa baik dan kesediaan Bapak, saya ucapkan terimakasih.

Mojokerto, 20 Agustus 2007

Hormat Saya,

MOCHAMAD ZAENURI

16

http://www.pendidikan.net/mod.php?mod=publisher&op=viewarticle&cid=22&artid=606&PHPSESSID=561942



PERTANYAAN:

1. Sejak kapan SMP-SBI diimplementasikan di SMP Negeri 1 Kota Mojokerto?

2. Apa dasar pelaksanaan SMP-SBI secara umum?

3. Apa dasar pelaksanaan SMP-SBI di SMP Negeri 1 Kota Mojokerto?

4. Apa perbedaan Kurikulum SMP- NON SBI dan SMP-SBI?

5. Apa tujuan dari implementasi SMP-SBI?

6. Bagaimana persiapan yang dilakukan SMP Negeri 1 Kota Mojokerto dalam

melaksanakan SMP-SBI dalam hal…….

a. Persiapan Guru?

b. Persiapan Sarana-Prasarana?

c. Persiapan Buku?

d. Persiapan biaya?

e. Lainnya? (Bila ada mohon disebutkan)

7. Bagaimana pemilihan guru-guru yang mengajar di kelas SBI?

8. Ada berapa kelas SBI untuk tiap-tiap jenjang kelas?

9. Ada berapa siswa pada tiap kelas SBI?

10. Apabila jumlah siswa pada kelas SBI berbeda dengan jumlah siswa pada kelas

NON SBI, apa dasar dan tujuan dari jumlah yang bebeda tersebut?

11. Bagaimana pemilihan siswa yang masuk kelas SBI?

12. Berapa biaya yang harus ditanggung oleh setiap siswa kelas SBI?

13. Dalam hal sarana dan prasarana pembelajaran, apakah ada perbedaan antara

kelas SBI dan kelas NON SBI?

14. Bila jawaban no.12 YA, sejauh mana pebedaan tersebut?

15. Pada mata pelajaran apa bahasa Inggris digunakan sebagai bahasa pengantar?

16. Apa tujuan dari penggunaan bahasa Inggris sebagai bahasa pengantar pada mata

pelajaran tersebut?

17

17. Untuk kesiapan penggunaan bahasa Inggris sebagai bahasa pengantar di kelas,

apa upaya yang dilakukan baik oleh guru mata pelajaran non bahasa Inggris

tersebut maupun sekolah?

18. Untuk mendukung pemakaian bahasa Inggris secara aktif oleh siswa kelas SBI

baik di dalam maupun di luar kelas, kegiatan atau program apa yang disiapkan

oleh sekolah?

19. Bagaimana pelaksanaan evaluasi belajar siswa kelas SBI dalam hal….

a. Waktu pelaksanaan?

b. Penyusunan soal?

c. Bentuk soal?

d. Bahasa yang digunakan dalam soal?

e. Lainnya? (Bila ada mohon disebutkan)

20. Apakah ada ujian akhir nasional tersendiri untuk kelas SBI?

21. Apakah prestasi/kemajuan belajar siswa kelas SBI lebih baik daripada siswa

kelas NON SBI?

22. Apa kendala pelaksanaan SMP-SBI di SMP Negeri 1 Kota Mojokerto

23. Bagaimana mengatasi kendala tersebut?

18

Appendix 2

LEMBAR WAWANCARA UNTUK SEKOLAH

(Diwakili oleh Bpk. Mulib, S.Pd, Guru Bidang Kurikulum SMPN 1 Kota Mojokerto)

1. Kapan SMPN 1 Kota Mojokerto berdiri?

2. Berapa kelas yang ada di sekolah ini?

3. Berapa jumlah siswa per kelas non SBI?

4. Berapa jumlah siswa seluruhnya?

5. Berapa jumlah guru dan pegawai?

6. Apa prestasi yang pernah diraih oleh sekolah ini mulai dari tingkat kota

sampai dengan tingkat internasional?

7. Mengapa SMPN 1 Kota ditunjuk sebagai sekolah rintisan SBI?

8. Seberapa banyak bahasa Inggris digunakan sebagai bahasa Pengantar mata

pelajaran IPA, Matematika dan ICT?

9. Apa tugas pendamping dari Universitas Negeri Surabaya?

10. Bagaimana perbandingan jumlah dana yang diperoleh dari Pemerintah pusat,

provinsi dan Kota?

11. Lembaga apa yang berwenang untuk mengadakan seleksi siswa SBI?

12. Apa kriteria yang dipakai sebagai dasar penerimaan siswa SBI?

13. Ada berapa guru yang mengajar kelas SBI?

14. Bagaimana mennentukan dan memilih guru-guru yang mengajar di kelas

SBI?

15. Untuk menjadi SMP-SBI, apa sekolah ini harus mendapatkan sertifikat

standar mutu internasional?

16. Ada berapa model SBI yang bisa dikembangkan?

19

17. Model yang mana yang dikembagkan di sekolah ini?

Appendix 3

KUESIONER UNTUK GURU BAHASA INGGRIS

Yang Terhormat,

Guru mata pelajaran Bahasa Inggris kelas SBI


Dengan hormat,

Saya, mahasiswa Program Studi Bahasa Inggris Program Pasca Sarjana

Universitas Negeri Malang, saat ini sedang menulis makalah tentang implementasi

SMP-SBI di SMP Negeri 1 Kota Mojokerto sebagai salah satu tugas dari mata kuliah

Issues on Language Instruction. Makalah ini akan dipresentasikan dalam seminar

pada 3 Oktober 2007.


Bapak/Ibu bersedia menjawab pertanyaan-pertanyaan pada kuesioner berikut dan

mengisi data pribadi yang tersedia. Namun bila diperlukan, saya akan merahasiakan

data pribadi tersebut.

Atas jasa baik dan kesediaan Bapak/Ibu, saya ucapkan terimakasih.

Mojokerto, 1 Oktober 2007

Hormat Saya,

MOCHAMAD ZAENURI

20

DATA PRIBADI

N a m a : __________________________________________

Alamat : __________________________________________

__________________________________________

No HP/Telp : __________________________________________

Status Kepegawaian : PNS/GTT/Lainnya sebutkan ___________________

Lama mengajar di sekolah ini : __________________________________________

Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang

disediakan.

1. Mengapa Anda ditunjuk mengajar di kelas SBI?

2. Apa ada seleksi khusus untuk guru kelas SBI? (Jika ada tolong jelaskan)

3. Apa kretiria guru bahasa Inggris kelas SBI?

4. Sebagai guru bahasa Inggris yang ditunjuk sebagai pendamping guru IPA,

Matematika, dan ICT, apa tugas dan wewenang Anda?

5. Persiapan apa yang Anda lakukan sehubungan dengan tugas Anda di atas?

6. Apa masalah yang Anda hadapi berhubungan dengan tugas Anda tersebut?

7. Bagimana Anda mengatasi masalah tersebut?

8. Apa perbedaan Mata pelajaran bahasa Inggris kelas SBI dan kelas reguler?

9. Apa saja yang Anda persiapkan untuk mengajar kelas SBI? (materi, silabus,

media, strategi atau teknik pembelajaran, dll)

10. Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas reguler?

11. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas reguler?

12. Berapa nilai ketuntasan siswa kelas SBI?

21

13. Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas SBI?

14. Apa yang Anda lakukan untuk mengatasi kendala tersebut?

15. Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme dan

ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

Appendix 4

KUESIONER UNTUK GURU MATEMATIKA

Yang Terhormat,

Guru mata pelajaran Matematika kelas SBI


Dengan hormat,












Hormat Saya,

MOCHAMAD ZAENURI

22

DATA PRIBADI

N a m a : __________________________________________

Alamat : __________________________________________

__________________________________________

No HP/Telp : __________________________________________




disediakan.

1. Mengapa Anda ditunjuk mengajar di kelas SBI?


3. Apa kretiria guru Matematika kelas SBI?

4. Apa yang membedakan mata pelajaran matematika untuk kelas SBI dengan kelas

reguler?


lesson plan (RPP), media, strategi atau teknik pembelajaran, dll)

6. Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas regular?

7. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas reguler?


9. Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas SBI?


11. Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme dan

ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

23

Appendix 5

KUESIONER UNTUK GURU IPA

Yang Terhormat,

Guru mata pelajaran IPA kelas SBI


Dengan hormat,












Hormat Saya,

MOCHAMAD ZAENURI

24

DATA PRIBADI

N a m a : __________________________________________

Alamat : __________________________________________

__________________________________________

No HP/Telp : __________________________________________




disediakan.

1. Mengapa Anda ditunjuk mengajar di kelas SBI


3. Apa kretiria guru IPA kelas SBI?

4. Apa yang membedakan mata pelajaran matematika untuk kelas SBI dengan

kelas reguler?



6. Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas

reguler?

7. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas regular?


9. Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas

SBI?


25

11. Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme

dan ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

Appendix 6

KUESIONER UNTUK GURU ICT

Yang Terhormat,

Guru mata pelajaran ICT kelas SBI


Dengan hormat,












Hormat Saya,

26

MOCHAMAD ZAENURI

DATA PRIBADI

N a m a : __________________________________________

Alamat : __________________________________________

__________________________________________

No HP/Telp : __________________________________________




disediakan.

1. Mengapa Anda ditunjuk mengajar di kelas SBI

2. Apa ada seleksi khusus untuk guru kelas SBI?

3. Apa kretiria guru ICT kelas SBI?

4. Apa yang membedakan mata pelajaran ICT untuk kelas SBI dengan kelas

regular?



6. Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas

regular?

7. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas regular?


9. Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas

SBI?

27




Appendix 7

KUESIONER UNTUK SISWA KELAS SBI

Petunjuk: 1. Jawablah pertanyaan-pertanyaan berikut dengan singkat dan jujur di

lembar yang disediakan.

2. Kamu tidak perlu menuliskan identitas kamu.

3. Tuliskan nomor telepon rumah kamu.

Nomor telepon rumah saya adalah ______________________________

1. Apakah kamu tahu yang dimaksud SMP-SBI? (Jika tahu tolong kamu jelaskan)

2. Darimana kamu tahu tentang kelas SBI?

3. Mengapa kamu masuk kelas SBI?

4. Siapa yang menyuruh kamu masuk kelas SBI? (Kamu sendiri atau orang tua?

5. Bagaimana kamu bisa masuk kelas SBI?

6. Apa kamu merasa senang belajar di kelas SBI? Mengapa?

7. Apa kamu merasa berbeda dengan siswa kelas reguler? Mengapa?

8. Selama belajar di kelas SBI, apa kamu merasa ada kesulitan? (Bila ada tolong

sebutkan)

9. Bagaimana kamu mengatasi kesulitan tersebut?

10. Setelah lulus dari SMP, kemana kamu akan melanjutkan studimu? Pilih salah

satu. a. SMA-SBI

b. SMA biasa

28

c. SMA luar negeri

d. Lainnya (sebutkan)

Appendix 8

KUESIONER UNTUK ORANG TUA SISWA KELAS SBI

Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat dan jujur.

1. Apakah anda tahu yang dimaksud SBI? (Jika Anda tahu tolong jelaskan)

2. Atas kemauan siapa anak Anda masuk kelas SBI? (Kemauan anak sendiri

atau orang tua)

3. Bagaimana perkembangan belajar anak Anda setelah masuk kelas SBI?

4. Apakah Anda menganggap bahwa biaya sekolah di kelas SBI mahal?

Mengapa?

5. Bagaimana sekolah menentukan biaya belajar anak Anda?

6. Apakah Anda dilibatkan dalam proses penetuan biaya sekolah anak Anda di

kelas SBI?



29

30

Appendix 9

31

Appendix 10

32

33

Appendix 11

CONTOH JAWABAN SISWA

34

35

36

Appendix 12

37

Appendix 13

38

Appendix 14

39

40

Appendix 15

41

42

43

44

Appendix 16

45

46

Appendix 17

CONTOH LESSON PLAN IPA

47

48

49

50

Appendix 18

CONTOH LESSON PLAN MATEMATIKA

51

Documents

The Implementation of Sbi (Revised)