A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
M.Maria Alakok Tri Laksmi Nur W. Student Number: 021214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE PUBLIC ELEMENTARY SCHOOL ENGLISH TEACHERS' PERCEPTIONS ON THE USE OF
SCHOOL BASED CURRICULUM IN KOTAGEDE SUB DISTRICT YOGYAKARTA
FX
Oudaw
eda En S.Pd. M.Pd.Sponsor
Date
THE
PUBLIC ELEMENTARY SCHOOL ENGLISH TEACHERS' PERCEPTIONS ON THE USE OFSCHOOL BASED CURRICULUM IN KOTAGEDE SUB DISTRICT YOGYAKARTA
BY
M. MARIA ALAKOK TRI LAKSMI NUR W. Student Number: 02 12 14074
Chirperson
Secretary
Member
Member
Member : Drs. Concilianus Laos Mbato, M.A.
Yogyakarta, 14 July, 2009
Faculty of Teachers Training and Education
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people. except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 23 June, 2009
The Writer
PUBLIKASI KARYA ILNIIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma. Nama : M. Maria Alakok Tri Laksmi Nur Wulandari Nomor mahasiswa : 02 12 14074
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Dharma karya ilmiah saya yang berjudul:
The Public Elementary School English Teachers' Perceptions on the Use of School Based Curriculum in Kotagede Sub district Yogyakarta
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan rnempublikasikannya di internet atau media lain tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencatumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta Pada tanggal: 23 Juni 2009 Yang menyatakan
ABSTRACT
Tri Laksmi Nur W, M.M.A. The Public Elementary School English Teachers’
Perceptions on the Use of School Based Curriculum in Kotagede Sub District
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study investigates the public elementary school English teachers’ perception on the use of School Based Curriculum (SBC) in Kotagede Sub District Yogyakarta. There are two research problems to be answered: (1) How is SBC for English teaching in elementary school developed by the public elementary school English teacher in Kotagede Sub district Yogyakarta?(2) What are the perceptions of English teachers of public elementary school in Kotagede Sub district Yogyakarta toward the use of SBC in teaching English?
To answer those problems, there are some theories employed to help the researcher. First are the definition of SBC, the principle of SBC development, the principle of syllabus development and the role of English for elementary school students based on SBC. Second are the definition of perception and the factor influencing someone in having perception.
In order to answer those two problems, the researcher employed a survey research. To gather the empirical data by survey research, the researcher employed two instruments. The researcher distributed a questionnaire to the public elementary school English teacher in Kotagede Sub district Yogyakarta and conducted an interview with some of those teachers.
The research findings showed that in general the implementation of SBC development in teaching English for elementary school was already in accordance with the principles of SBC development stated by the government and the SBC development guideline made by Education National Standard Institution, although there were some principles which were not implemented by the teachers. For the teachers’ perception, most of the public elementary school English teachers in Kotagede Sub district have the positive perceptions on the use of SBC in teaching English for elementary school.
Through this study, the researcher proposed some suggestions. Those suggestions are proposed to the public elementary school English teachers in Kotagede Sub district, the government, and for other researchers. The public elementary school English teachers in Kotagede Sub district should always review the curriculum. The government should supervise the process of curriculum development.
ABSTRAK
Tri Laksmi Nur W, M.M.A. 2009. The Public Elementary School English
Teachers’ Perception on the Use of School Based Curriculum in Kotagede Sub
District Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penelitian ini mempunyai tujuan untuk mengetahui persepsi guru-guru bahasa Inggris yang mengajar di sekolah dasar negeri di wilayah ranting dinas atau kecamatan Kotagede Yogyakarta terhadap penggunaan Kurikulum Tingkat Satuan Pendidiakan (KTSP). Di dalam penelitian ini dirumuskan dua masalah yang meliputi: (1) Bagaimana Kurikulum Tingkat Satuan Pendidikan dalam kaitannya dengan pengajaran bahasa Inggris di tingkat SD dikembangkan oleh guru-guru bahasa Inggris yang mengajar di SD negeri di kecamatan Kotagede? (2) Bagaimana persepsi guru-guru terhadap penggunaan Kurikulum Tingkat Satuan pendidikan dalam pengajaran bahasa Inggris di tingkat SD?
Untuk menjawab pertanyaan tersebut, penulis menggunakan beberapa teori yang berhubungan. Teori yang pertama adalah tentang pengertian KTSP, prinsip-prinsip pengembangan KTSP, prinsip-prinsip pengembangan silabus dan posisi bahasa Inggris sebagai muatan lokal menurut KTSP. Teori yang kedua adalah arti persepsi dan beberapa factor yang mempengaruhi persepsi seseorang.
Metode yang digunakan untuk menjawab permasalahan dalam penelitian ini adalah metode survey. Metode survey dilakukan dengan cara membagikan kuesioner kepada guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede Yogyakarta dan melakukan interview dengan beberapa guru tersebut.
Hasil penelitian ini menunjukkan bahwa pelaksanaan pengembangan KTSP yang dilakukan oleh guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede sudah sesuai dengan ketetapan-ketetapan yang dibuat oleh pemerintah dan panduan pengembangan KTSP yang dibuat oleh Badan Nasional Standar Pendidikan (BSNP), meskipun dalam prakteknya masih ditemui beberapa pelanggaran dan ketidaksesuaian. Guru-guru bahasa Inggris di SD negeri di wilayah kecamatan Kotagede mempunyai persepsi yang positif terhadap penggunaan KTSP dalam pengajaran bahasa Inggris di tingkat sekolah dasar.
Dalam penelitian ini penulis mengajukan beberapa saran. Saran-saran tersebut ditujukan untuk guru-guru bahasa Inggris yang mengajar di SD negeri di wilayah kecamatan Kotagede, sekolah-sekolah, pemerintah, dan peneliti yang akan mengadakan penelitian lebih lanjut lagi. Guru bahasa Inggris harus selalu mengembangkan kurikulum secara berkesinambungan Pemerintah harus selalu melakukan pengawasan terhadap pengembangan kurikulum di sekolah-sekolah
ACKNOWLEDGEMENTS
Thank God for always blessing me and accompanying me so that I can finish this thesis in order to finish my study in Sanata Dharma University. After waiting for so long and facing so many problems, finally I could accomplish this thesis. I believe I would never finish it without getting support from many people who care and love me. Therefore, I would like to address my deep gratitude to these wonderful people.
I would like to thank my sponsor, FX. Ouda Teda Ena, S.Pd., M.Pd. who is always patient in helping me and guiding me to finish this thesis. I thank him for his advice and suggestion.
I thank all English teachers in Kotagede Sub district whom I could not mention one by one. I thank them for giving me their time to fill in the questionnaires and to give the information which I need.
I dedicate this thesis to my family especially my mother who always prays for me. I thank her for being patient to wait and support me. I am sorry that I spend too much time to finish my study.
I thank Chandra who had accompanied me. I also thank my friends in LBUSD (Mbak Silvi, Mbak Nana, Mbak Ita, Mas Sandy, Mei, Lia, Vero, Tante Di, Andri, Yere, Mbak Iyan, Galih, Tety, Mas John, my juniors in ILCIC, and my friends in CEIC) and my best friends Lizza and Tumi for always supporting me.
I thank the people whom I could not mention one by one.
MMA Tri Laksmi Nur Wulandari
TABLE OF CONTENTS
Page
TITLE PAGE ………... i
APPROVAL PAGES ………... ii
STATEMENT OF WORK’S ORIGINALITY………. iv
ABSTRACT ………. vi
ABSTRAK ………... vii
AKNOWLEDGEMENTS ……… viii
TABLE OF CONTENTS ………. ix
LIST OF APPENDICES………... xii
LIST OF TABLES ………... xiii
CHAPTER I. INTRODUCTION A. Research Background ……….. 1
B. Problem Formulation ………... 4
C. Problem limitation ………... 4
D. Research objective ………... 5
E. Research Benefits ……… 5
F. Definition of Terms ……….. 6
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ………. 8
1. School Based Curriculum and Its Development Principles………. 8
a. The Definition of SBC, Its Components and Curriculum Development Principles……… 9
b. Syllabus Development………. 13
2. The Role of English for Elementary School Students Based on SBC………. 17
3. Perception………... 19
a. Definitions of Perception……… 19
b. The Factors Stimuli Influencing Perception………... 20
B. Theoretical Framework ……….. 24
CHAPTER III. RESEARCH METHODOLOGY A. Research Method………... 27
B. Research Participants………. 27
C. Research Instruments………. 28
D. Data Gathering Technique………. 30
E. Data Analysis Technique………... 30
F. Research Procedure……… 32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Process of SBC Development for English Teaching in Elementary School………... 33
1. Data Presentation and Analysis………. 33
a) Teachers’ Answers on the Curriculum Development…... 34
b) Teachers’ Answers on the Syllabus Development……… 37
2. The Discussion………... 41
B. Teachers’ Perceptions on the Use of SBC in Teaching English for Elementary School students………. 44
1. Data Presentation and Analysis………. 44
a) Interview Result………. 44
b) Questionnaire Result……….. 46
2. The Discussion………... 49
CHAPTER V. CONCLUSION AND SUGGESTIONS
A. Conclusions……… 53
B. Suggestions……… 54
1. For Public Elementary School English Teacher in Kotagede Sub district………. 54
2. For the Government……….. 55
3. For Other Researchers……… 56
REFERENCES………... 57
APPENDICES
Appendix A : The Questionnaires Result………... 60 Appendix B : The Interview Result………... 71 Appendix C : The Original Questionnaire Distributed in Bahasa
Indonesia……….. 78
Appendic D : The Example of Curriculum Used in Kotagede
Sub District ……….. 90
LIST OF TABLES
Table 4. 1 : The Result of the Respondents’ Answers on the
Curriculum Development……… 34 Table 4. 2 : The Result of the Respondents’ Answers on the
Syllabus Development ………. 38 Table 4. 3 : The Result of the Respondents’ Responses on the
Perception toward SBC ……….. 47
CHAPTER I INTRODUCTION
This study investigates the public elementary school English teachers’ perceptions on the use of School Based Curriculum (SBC). This chapter presents background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefit of the study, and definition of terms.
A. Research Background
Curriculum as a guideline of education implementation is always changing. The changes refer to the national education function. It can be seen from the changes of the Curriculum used in Indonesia. First, the government stated a curriculum, namely, 1984 curriculum. This curriculum was guided by Active Student Learning Way or in Indonesian language it is called Cara Belajar
Siswa Aktif (CBSA). The government then modified this curriculum into 1994
the students’ activities to build self-competence through active learning. CBC gave enough space for the students to search knowledge in their own way. But, then this curriculum did not bring any good changes. The changes seemed to be forced to follow the trend of international education development. There was not enough preparation for the teachers to apply this curriculum. For instance, the acceleration of the teachers to apply this curriculum still became the problem whereas the teachers wanted the students to build their own knowledge but they did not motivate the students. Based on the situation above, at the beginning of 2006, the government stated a new curriculum called “Kurikulum Tingkat Satuan
Pendidikan (KTSP)”. KTSP is the completing of 2004 Competence Based
Curriculum (CBC). KTSP means the operational curriculum, which is designed and done by each education unit. In English, then the researcher uses the term of School Based Curriculum (SBC) to call KTSP since these two curriculums have almost the same definition. The word “school-based” itself literally implies that all curricular decisions are made at the school level.
In English teaching-learning area, through the 1994 Indonesian Government Regulation, English was stated as one of local contents subject in elementary school. Local content subject is a curricular subject to develop the competence which is adjusted with the uniqueness and the potency of the region. Now, in the newest curriculum, English is still categorized as a local content subject.
appropriate with the characteristic and the need of the students. Based on the rule of syllabus development made by Research and Development Institution of Curriculum Center or in Indonesian language it is called Badan Penelitian dan Pengembangan Pusat Kurikulum(BPPPK),the teachers have the responsibility to be able to develop the syllabus based on the teaching competence since that the teachers know more about the students’ characteristic and also the condition of the school and the environment. The teachers then take a big role on the success of the English teaching learning.
Related to this new curriculum, some teachers in Jakarta have an opinion that SBC brings them the difficulty. It happens because (1) they have to change their teaching method they used before, (2) SBC does not explain about the material taught in detail so that they are demanded to design and create the teaching learning process that are going to be taught appropriate to the condition, characteristic and potency of the students and the region (Kompas, 11 September 2006). Teachers in other regions also have the same feeling.
Based on the situation above, the competence of the teachers to develop the curriculum is very important. The problem is whether the teachers are ready or not to facilitate this curriculum. Lack of information and incomplete preparation may cause many problems for the teachers in developing the curriculum.
students and the environment. However, some of them might find any difficulties in developing the curriculum.
This study is then aimed to find out how to reveal and dig out the teachers’ perception on the use of SBC, and to investigate how the process of SBC development is.
B. Problem Formulation
From the problem limitation, the problems can be formulated as follows: 1. How is SBC for English teaching in elementary school developed by the public
elementary school English teacher in Kotagede Sub district Yogyakarta? 2. What are the perceptions of English teachers of public elementary schools in
Kotagede Sub district Yogyakarta toward the use of SBC in teaching English?
C. Problem Limitation
The use of SBC in teaching English for elementary school students may lead the teachers to have various perceptions since the teachers may have the different understanding, different background, and different experience in teaching. This study will be focused on two things, namely the process of SBC development for English teaching in elementary school and the teachers’ perceptions on the use of SBC in teaching English for elementary school.
D. Research Objectives
The objectives of this research are as follows:
1. To study the process of SBC development for English teaching in elementary school.
2. To observe the perceptions of English teachers of public elementary school in Kotagede Subdistrict Yogyakarta toward the use of SBC in teaching English.
E. Research Benefits
The findings of the research hopefully will be beneficial for the elementary school English teachers and the elementary school students. It is expected that the identification about the process of SBC development in English will make the teachers know how to develop SBC and to facilitate their teaching. Besides, through this study, the reader will know the perceptions of the public elementary school English teachers toward the use of SBC; whether they have positive perceptions or negative perceptions. Positive perceptions tend to lead the teachers to be successful on the English teaching process. The improvement of the teaching directly will influence the students’ achievement. If the teachers succeed to facilitate this curriculum, hopefully it is easier for the students to understand the subject.
one. Having positive perception on SBC will make the teachers apply this curriculum easier.
F. Definitions of Terms
Below are the terms which need to be defined in order to avoid misunderstanding. They are:
1. Perception
Perception is a conscious mental and cognitive process that enables people to interpret and understand their surrounding (Kreitner and Kinicki, 1992: 126). Perception, in this study, refers to public elementary school English teachers’ perceptions on SBC that is seen from the implementation of this curriculum. What is meant by teachers’ perceptions is how the teachers see and think about SBC; whether it is good or not, effective or ineffective.
2. School Based Curriculum (SBC)
School Based Curriculum which is called Kurikulum Tingkat Satuan
Pendidikan (KTSP) in Indonesian means the operational curriculum, which is
3. Elementary School
The term of elementary school refers to unit form of basic education that runs a six-year education program (Indonesian Government Regulation No. 28, 1990). Whereas the regulation of Republic Indonesia 1990 states that those are not less than six years old have a right to join a basic education. While public elementary school refers to the elementary schools owned an organized by the government.
4. Teacher
CHAPTER 2 LITERATURE REVIEW
This chapter discusses theoretical description and theoretical framework. Theoretical description discusses some theories related to this study, while theoretical framework discusses major relevant theories which help to answer the research problem. The theoretical description is divided into three parts: (1) Definition of SBC, the principles of SBC development for Elementary School, and the syllabus development principles; (2) The role of English for elementary school based on SBC; (3) Definition of perception and factors influencing someone in having his or her perception The second part is theoretical framework.
A. Theoritical Description
This section is concerned with related theories, which are used to support the accomplishment of this study.
1. School Based Curriculum (SBC) and Its Development Principles
a. The Definition of SBC, Its Components and Curriculum Development Principles
Curriculum is a set of planning and arrangement about the purpose, the content, the instructional material and also the way which is used as the teaching learning activities guideline to achieve a certain education purpose. This specific purpose includes national education purpose and the conformity with the uniqueness, condition and regional potential, each education and learning participant. Based on those reasons, curriculum is designed by each education unit in order to adjust educational program to the regional need and potential.
The word “school-based” literally implies that all curricular decisions are made at the school level (Gopinathan and Deng, 2006:93) whereas in Indonesia, it is common called Kurikulum Tingkat satuan Pendidikan (KTSP). SBC then implies the meaning as the operational curriculum, which is designed and done by each education unit. SBC is developed based on the content standard and the competence standard. Therefore, this curriculum still concerns with the certain competences in the implementation. It means the learning process still have the competence as the basic and competence standard as the purpose as socialized in CBC 2004.
evaluation of a program of students’ learning by the educational institution of which those students are members. The principle of SBC refers to “the unity of the policy and the variety of the implementation”. The unity of the policy means the schools use the same set of CBC document made by National Education Department. While the variety of the implementation means each school develop their own syllabus adjusted to their characteristic. By the existence of SBC Management, many people or institution will take a role and responsibility in implementing; they are school, the principle, the teacher, the city or regency education institution, the province education institution and National Education Department. By implementing SBC, the authority of each education unit to develop and manage the curriculum becomes bigger and bigger.
The components of SBC are the education purpose on the level of education unit, structure and curriculum content on the level of education unit, education calendar, and syllabus. The first component, the purpose of basic education level, is to put the basic intelligence, knowledge, personality, morality, and skill to live independent and to prepare for the next education level. For the second component, based on the structure and curriculum content on the basic education level, English belongs to local content subject. The fourth component, the syllabus, is developed as the extension of competence standard and basic performance. The definition of local content subject and the syllabus will be discussed letter.
standard consists of content standard, process, graduation competence, teaching staff, instruments, management, funding and evaluation. The two of those, content standard and graduation competence standard are the main references of each education in developing curriculum.
Based on Indonesian Regulation [IR] number 20 2003) about national education system and Indonesian Government Regulation [IGR] number 19 2005 about education national standard, SBC is developed under the supervision of education institution. SBC development should be based on the content standard and graduation standard, SBC development guideline made by Education National Standard Institution (Badan Standar Nasional Pendidikan /BSNP), and the consideration from the school committee. Based on the guideline of SBC development published by Education National Standard Institution, an institution that standardize, guarantee, and control the quality of education, SBC are developed based on some principles.
First, SBC has a center at the potency, development, need, and the importance of the students and their environment. Curriculum is developed based on the principle that students have the central position to develop their competence. To support the achievement, the students’ competences development is made based on the students’ potency, students’ need, and students’ importance and also the environment demand.
social status, and gender. Besides, there should be the connection and the continuity among the substances in developing the syllabus.
The next principle is that SBC is perceptive toward the development of the science, technology and art. The curriculum content has to facilitate the students to follow and employ the development of the scientific knowledge, technology, and art.
The forth principles states that SBC is relevant to the life needs. Curriculum development should involve the stakeholders to create the relevance between the education and society needs in preparing the students to face the working world.
Fifth, SBC is comprehensive and completely. The substances of the curriculum should include the whole competence dimension, the scientific studies, and lesson subject which are planned and given continually among all education level.
Sixth, SBC is for long life education. Curriculum is directed to the process of students’ development, education, and empowerment which is continuously for their whole life.
The last principle emphasizes the balance between the national importance and regional importance. Curriculum development should notice the balance between regional and national importance.
strength, weakness, opportunity, and challenge that are faced now and in the future. This analysis result will be a reference in developing the vision, the mission, the strategy and the instructional programs that is relevant with the condition, potency, students’ need and regional need. Besides, the 10th National Education System Regulation 2003 stated that one of the strategies of national education development is the development and implementation of Competence Based Curriculum. The use of “competency” as the basic curriculum has the purpose to give the stress on the learning process so that each student can be conditioned to be able to reflect knowledge, skill and behavior in daily life completely.
Curriculum development is arranged in order to give the chance for the learning participants to: (a) learn to be faithful to God, (b) learn to understand and comprehend fully, (c) learn to do and act effectively, (d) learn to live together and to be useful for others, and (e) learn to build and find identity through learning process that is active, creative, effective and fun.
School authority in designing curriculum makes it possible for the school to adjust the students demand, school situation, and regional condition. Therefore, region and school have enough authority to design and decide the material, to arrange learning experience, to choose teaching method, and to evaluate the teaching learning successfulness.
b. Syllabus Development
actual and contextual, flexible, and comprehensive. Scientific means all material and activities have the correlation with knowledge and science. Relevant means the scope, the difficulty level, and the material order on the syllabus are appropriate with the development level of the students include physically, social, intellectual, emotional and spiritual development. Consistent deals with the relation among the components of syllabus. When the syllabus components are enough to support the basic competence accomplishment, it is called sufficient. Actual and contextual deal with the modern scientific and technology development happen in the real life. Flexible means all syllabus components should accommodate the variety of the students and teachers, and the changes happen in the school and society. Comprehensive means the syllabus components should include all competencies (cognitive, affective, and psychomotor).
The rule about the syllabus designer stated that, the syllabus development can be done by the teacher independently or in a group. If the teacher is able to recognize the characteristic of the students, the school, and the environment, he or she can develop it himself or herself. The principal can also make a group of subject teachers to develop the syllabus. For schools that are not able to develop the syllabus, they can join with other schools.
For the time allocation, The Education National Standard Institution stated that syllabus arrangement should notice the whole time allocation both per semesters as well as for one year.
1) Study the Performance Standard and Basic Competence.
The study of the performance standard and basic competence should notice the order based on the level of difficulties, the relation between the competence standard and basic competence in one subject, and the relation the competence standard and basic competence among all subjects.
2) Identify the Main Instructional Material
Identify the main instructional material to support the achievement of basic competence based on the principles of syllabus development.
3) Develop the Teaching Learning Activities
Teaching learning activities must give the learning experiences which involve the mental and physical processes through the interaction between the students, the students with the teachers, environment and the other learning sources in order to achieve the basic competence. That is why the use of variation method and the centralization on the students required.
4) Formulate the Indicators of Competence Achievement
Indicators are developed appropriate with the characteristic of the students, subject material, school, region potency. These are formulated into operational verbs that are possible to be measured and observed since indicators are used as the basic of the evaluation instruments.
5) Determine the Type of Evaluation
assignment, project, portfolio and self evaluation. The followings are some rules should be noticed in evaluation.
a) The evaluation is directed to measure the competence achievement.
b) The evaluation is done based on what are done by the students after experiencing something. It is not to determine someone position on his or her group.
c) The system should be continually and the result should be analyzed to investigate whether the students have had the basic competence and to know the students difficulties.
d) The evaluation result is analyzed to determine the follow-up.
e) The evaluation system should be appropriate with students learning experiences in teaching learning processes.
6) Determine the Time Allocation
Time allocation for each basic competence is based on the total effective weeks and time allocation of the subject per week by considering the total basic competence, the basic competence width, depth, difficulty level, and importance level.
7) Determine the Learning Sources
After being developed, based on the SBC arrangement mechanism stated by the Education National Standard Institution syllabus should be approved by the principal after getting the agreement from the school committee and education institution. Then, syllabus should be examined and developed continually by noticing the learning result evaluation, process evaluation, and instructional plan evaluation.
2. The Role of English for Elementary School Students Based on SBC
In SBC document, English in elementary school has the position as one of the local content subject. English learning is expected to help the students to recognize themselves, their culture, and other people culture, to help the students to be able to express their ideas and feelings, participate in the society, and to help the students to use their analytic and imaginative ability.
Based on the SBC socialization CD, English learning for elementary school should be active, creative, effective, and joyful (joyful learning). Next, the use of multi method and multi media is recommended. Learning process can be done inside or outside the classroom and use the environment around to support the learning. Besides, the learning process should involve multi aspect such as logical, practice, and ethics.
Learning English for elementary school has the purposes so that the students have the certain abilities. First is to develop communication competence orally to accompany the action (language accompanying action) on the school context. Second purpose is to have the awareness about the meaning and the importance of English to improve the competitive ability in the global society.
3. Perception
Since the study is aimed to know teachers’ perception on the implementation of School Based Curriculum, thus the writer presents the discussion of some definitions of perception according to some experts and factors which can influence someone in having his or her perception.
a. Definitions of Perception
There are some definitions of perception based on experts’ opinion. According to Kreitner and Kinicki (1992: 26), perception is a mental and cognitive process that enables us to interpret and understand our surroundings. It means that perception may exist as our responses to our surrounding. Leontiev (1981: 31) defines perception as the process in which the existence of the objects and phenomena is reflected in a person’s consciousness. The process happens with the help of the person’s sensory organs, namely: eyes, ears, tongue, nose, and skin. Leontiev’s statement means that a person may perceive objects, surroundings, and events or occurrence around him or her consciously by the help of sensory organs.
form of information. The person then matches the information, and compares the information with the previous information. Gibson, Ivancevich, and Donnelly (1973: 216) state that perception is an activity which employs us in everyday of our lives. The perception is a set of factors which influence the motivational state of people in organization. The definition of perception stated by Gibson et. al means that perception influences a person’s motivation in his or her surroundings.
Another definition about perception comes from Forgus (1996: 1). Forgus defines perception as the process of information extraction. It means that perception is the process where the information is filtered or selected. Altman, Valenzi, and Hodgetts (1985: 85) add that perception is the way stimuli are selected and grouped by a person in such a way that the stimuli can be meaningfully interpreted. Furthermore, Altman et. al (1985) state that perception is how a person views reality. The way a person views the reality depends on how the information that is available organized.
After knowing some definitions of perception, in the following discussion the writer will discuss some factors that affect someone in having perception. b. The Factors Stimuli Influencing Perception
In organization theory, Gibson et. al (1985:61) provides a perceptual process in the form of diagram and there are six factors influencing someone’s perceptions.
1) Stereotype
Ivancevich, and Donelly, 1985:64). It indicates that the judgment for someone is related to his/her ethnic group membership. For example, most of Javanese women speak slowly and politely so that a woman who is Javanese will stereotype as the most Javanese woman. While in fact, not all Javanese women speak slowly and politely. Most of the stereotypes are the wrong perception because it is formed not because of the fact that happens in our environment. It is supported by Gibson et. al (1985: 65) who says that stereotyping can result in implementing improper programs.
2) Selectivity
3) Self-concept
4) Situation
The press of time will literary force the manager to overlook some details, to rush certain activities and to ignore certain stimuli such as request from other manager or from superiors (Gibson, Ivancevich, and Donelly, 1985:67). People tend to work quickly when they do not have much time. Because of the limitation of the time, people pay less attention to the factor(s), which might affect the work outcomes. People become careless in doing their activities. They make decision about certain thing without further understanding or their perception toward the problem. People cannot implement SBC well because a certain situation which does not enable them to do that.
5) Need
6) Emotion
Emotion can influence someone in forming perception. Gibson et. al (1985:68) supports this through his statement that strong emotion often distorts perceptions. A girl considers her boyfriend is the perfect man. He gives her love, loyalty, and all his life. But one day his boyfriend has an affair with another girl. She gets angry with her boyfriend. Due to that tragedy, she considers her boyfriend is not a good man for her anymore. Finally, they break up. Teachers who do not have enough background information about SBC may find any difficulty in using SBC. This difficulty may cause emotional feeling. They may get annoyed and angry since that they feel fail to implement this curriculum. This emotional feeling tend to lead the teachers to have bad perception toward SBC.
Besides those six factors, Altman, Valenzi, and Hodgetts (1985: 89) add that familiarity with the situation and a person’s past experience also affect what he or she perceived. Teacher’s expectation of the good curriculum will create a frame in their mind about the characteristic of the good curriculum. Since that School Based Curriculum is new, the teachers do not have any experience with this. But, their past experience using some different curriculum may give them the background knowledge about the characteristic of the good curriculum.
B. Theoritical Framework
elementary school English teachers’ perception in Kotagede sub district Yogyakarta on the use of SBC.
on the school context which contains of the aspects of listening, speaking, reading, and writing where writing and reading skill are directed to support oral communication learning. The researcher also wants to investigate the methods used by the teachers to facilitate the learning activities. The researcher wants to know whether the teachers have applied the methods that are appropriate with the characteristic of English learning for young learner.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher will present the method used to answer the three questions stated in Chapter 1.
A. Research Method
Research done by the researcher was a survey research. Survey research is a technique in research in which data are gathered by asking questions to a group of individuals (Ary, Jacobs, and Razavieh, 2002: 374). According to Tull and Albaum (1973:2), a survey research is a term that is susceptible to a variety of interpretations. Mostly, it connotes a project to get information from a sample of people by the use of questionnaire. Since it used questionnaire to get the data, the researcher defined this research as a survey research. The method used in this research was qualitative research. Therefore, the data would be presented on the form of description not in the term of numbers. In other word, the researcher would present the data in the form of verbal statement not in number.
B. Research Participants
because the researcher is an English teacher who teaches one public elementary school in that area. Based on that situation, it would be easier to conduct the research since the researcher was facing almost the same situation with other teachers in that area such as the condition of the student and the environment, and also the same curriculum standard and the government policy. There are fifteen public elementary schools. Since the researcher also teaches in one of the school in Kotagede sub district, the researcher does not involve herself and her school on this research. So, the research is conducted only in fourteen schools.
The participants were twelve teachers came from fourteen schools. It was based on the situation that there were two English teachers who taught in two schools. For those schools have more than one English teacher, the researcher chose one teacher randomly. It was done because English teacher who teach in the same school usually have almost the same experience.
C. Research Instruments
In gathering the data, the researcher used two instruments. Those are questionnaire and interview sheet.
1. Questionnaire
In order to know the process of SBC development, the researcher conducted closed-ended questionnaires. Close-ended questions allow individual to pick the response that best represented his/her belief or opinion (Ary et. al, 418). In this questionnaire, the researcher provided 28 questions. Those questions investigated the process of SBC development in elementary school English field. The curriculum development and syllabus development were investigated in order to know how the process of SBC development is.
To answer the second question about the elementary school English teacher’s perception on the use of SBC, the researcher also employed closed-ended questionnaires. This questionnaire consisted of 19 questions. For the response, the student might choose a number between 1 until 4 in the Likert-scale like questionnaire to indicate their level of agreement. Number 1 is for strongly agree, 2 is for agree, 3 is for disagree, and 4 is for strongly disagree.
The researcher also employed open-ended question on the questionnaire to investigate about the characteristic of good curriculum and also to get some suggestion from the teacher to improve the implementation of SBC. Ary et. al (ibid 418) stated that open ended questions let a free response from the participants rather than limit the response to a choice from among stated alternatives.
2. Interview
that the purpose of interviewing people is to find out what is on their mind, what they think or how they feel about something. The researcher conducted the interview for the teachers. This interview was aimed to know the elementary school English teachers’ perceptions and the cause of the perception on the implementation of SBC development.
D. Data Gathering Technique
This research was conducted on the second semester of 2008-2009 study years. On March 2 2009, the researcher distributed the questionnaires to SD Gedongkuning, SD Karangsari, SD Rejowinangun 1, SD Rejowinangun 2, SD Kotagede I, SD Kotagede IV, and SD Kotagede VI. On March 3 2009, the researcher distributed the questionnaires to SD Kotagede V, SD Kotagede VII, SD Pilahan, SD Baluwarti, and SD Karangmulyo and also conducted the interview with four English teachers came from four elementary schools.. The questionnaires were submitted on March 5 and 6. From the total twelve questionnaires distributed, nine questionnaires were returned.
E. Data Analysis Technique
each answer. The researcher put the raw data in the form of table and drew the percentage of each statement in bar graphs before analyzing it. Next, the total score of the answer from each questionnaire were counted. The total score were used by the researcher to know whether the teacher had developed SBC based on the government rule.
In order to answer the second question, the researcher transcribed the interview result. The transcript was (see appendix 2) then analyzed and summarized by the researcher. The summary would help the researcher to classify the teachers’ perception toward the use of SBC. The next step was analyzing the second questionnaire. Like the first one, the second questionnaire results were recorded in form of tables. This table performed the respondents’ response that showed their perceptions toward SBC. There were four choices of response to the statement on the questionnaire, strongly agree, agree, disagree, and strongly disagree. Then, the researcher counted the percentage of each response. The next step was the same as the analyzing process of the first questionnaire. The total score were used to classify the teachers’ perceptions toward SBC.
The last step was classifying the result of open-ended questions in the questionnaire. This analysis would help the researcher to know what are the English teachers’ perceptions toward the use of SBC improve the implementation of SBC development.
F. Research Procedure
involves a number of steps. There are planning, samplings, construction of the instrument, carrying out the survey, and processing the data.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the writer will present the data finding and analysis on SBC implementation and teachers’ perception on it. After analyzing the data, the writer will conduct the discussion in order to answer the research question. Part A will discuss about the implementation and part B will discuss about the perception.
A. The Process of SBC Development for English Teaching in Elementary School
The writer presents the data analysis of the implementation of SBC in teaching English for elementary school into two parts, data presentation and analysis, and the discussion on the result of analyzed data.
1. Data Presentation and Analysis
received the questionnaires but only nine who returned it. The answers given by the respondents represented the process of School Based Curriculum development for English teaching in elementary school.
a) The Teacher Answers on the Curriculum Development.
The questionnaire result would be presented on table 4.1. It showed the result of respondents’ answers to the questions on curriculum development. The questions on the questionnaire were summarized into ten topics. Topic number 1 to 5 on table 4.1 represented question number 1 to 5 on the questionnaire. Questions number 6, 7, 8, 9, 10, 13, and 14 on the questionnaire were summarized into topic number 6 on the table. Topic number 7 represented question number 11. The next topic represented question number 12. The ninth topic represented question number 15 and the last topic represented question number 16.
Table 4.1: The Result of the Respondents’ Answers on the Curriculum Development Percentage
No Topic
Yes No Not Answer
1. involvement on the curriculum development
88,9% 11,11% 0% 2. involvement of other side (principal, other
English teachers, school committee, etc) in developing the curriculum
55,56% 44,44% 0% 3. supervision from the education institution
in developing the curriculum
33,33% 55,56% 11,11% 4. development of four components of SBC 100% 0% 0% 5. development of the curriculum based on
education national standard about content standard and the performance standard
66,67% 22,22% 11,11% 6. development of the curriculum based on
curriculum development principles stated by Education National Standard Institution
68,25% 26,98% 4,76% 7. involvement and use of regional sources
in developing the curriculum
continued from page 33
Percentage No Topic
Yes No Not Answer
8. development of the curriculum based on the purpose, vision, and mission of the school
88,89% 11,11% 0% 9. development of the education calendar
based on the content standard
66,67% 22,22% 11,11% 10. SBC document get the agreement to be
used by the education institution in your area
44,44% 55,56% 0%
Topic number one concerned with whether the respondents were actively involved on developing the curriculum. The result for this question indicated that 88,89% of the respondents answered yes. The 11,11% of the respondent answered no. There was no respondent did not answer the question. It showed that most of the respondents were actively involved on the curriculum development.
On the second topic, the respondents were asked whether they involved other side on the curriculum development. The result showed 55,56% of the respondents answered yes. There were 44,44% of the respondents who answered no. The result showed that most of the teachers involved other side in developing the curriculum.
Topic number three asked whether the teacher get the supervision from the education institution on the curriculum development. The result showed 33,3% of the respondents answered yes and 55,6% of the respondents answered no. The 11,1% of the respondents did not answer the question. The result indicated that the majority of the teachers did not get the supervision from the government in developing the curriculum.
respondents answered yes. There was none teacher answered no or did not give the answer. This result indicated that the most of the teacher developed the curriculum that consists of four components of SBC.
The teachers’ answers for topic number five showed 22,2% of the respondents answered no. The 66,7% of the respondents answer yes. The 11,1% of the respondents did not give the answer. It showed that most of the teachers developed the curriculum based on education national standard about the content standard and the performance standard.
The sixth topic focused on the curriculum development principles. It concerned with whether the teachers followed the principles of curriculum development in developing the curriculum. For this question, there were 68,25% of the respondents answered yes and 26,98% of the respondents answered no. It meant that the majority of the teacher followed the curriculum development principles stated by Education National Standard Institution.
Topic number seven asked whether the respondents involved and used regional sources in developing the curriculum. The result showed 88,89% of the respondents answered yes. The 11,11% of the respondents answered no. It indicated that most of the teacher involved and used regional sources in developing the curriculum.
teachers developed the curriculum based on the vision, mission, and purpose of the school.
The ninth topic focused on the education calendar on SBC. It investigated whether the teachers developed the education calendar based on the content standard. The result showed 66,7% of the respondents answered yes and 22,2% of the respondents answered no. The 11,1% of the respondents did not give the answer for this statement. It showed that most of the teachers developed the education calendar based on the content standard.
The tenth topic concerned with whether SBC document developed by the teachers got the agreement to be used by the education institution in their area. For this question, The 44,4% of the respondents answered yes and 55,6% of the respondents answered no. This result showed that most of the teachers used the curriculums that were developed by them without getting agreement from the educational institution in their area.
b) Teachers’ Answers on the Syllabus Development.
question number 24. The eighteenth question on the table represented question number 25 on the table. The next question represented question number 26. Question number 20 represented question number 27. The last question on the table represented the last question on the questionnaire.
Table 4.2: The Result of the Respondents’ Answers on the Syllabus Development Percentage
No Topic of Questions
Yes No Not Answer
11. Dou you develop English syllabus yourself? 11,11% 88,89% 0% 12. Do you develop English syllabus for more
than one year?
44,44% 55,56% 0% 13. Do you follow the principles of syllabus
developing made by Education National Standard Institution?
77,78% 22,22% 0% 14. Do you follow the steps of syllabus
development?
77,78% 22,22% 0% 15. Does the syllabus you develop consist of all
syllabus components?
66,67% 33,33% 0% 16. Do you use the performance standard and
basic competence of English for elementary school to develop the instructional material?
88,79% 11,11% 0% 17. Does the indicators in your syllabus can be
measured and observed?
100% 0% 0% 18. Do you use the methods recommended on
SBC in having the teaching learning activities?
74,60% 23,81% 1,59% 19. Do you use the evaluation instrument
recommended on SBC to evaluate the students’ study result?
72,22% 23,61% 4,17% 20. Do you use learning sources recommended on
SBC to support teaching learning activities?
64,44% 33,33% 2,22% 21. Do you always evaluate the syllabus you
made per year?
77,78% 22,22% 0%
On the twelfth question, the researcher asked whether the teachers designed the syllabus for more than one year. The result were as follow: 55,56% of the respondents answered yes and 44,44% of the respondents answered no. This result indicated that most of the teacher designed the syllabus for more than one year.
Question number thirteen concerned with whether the teacher developed the syllabus by following the principles of syllabus developing. The answers of this question showed 77,78% of the respondents followed the principles. The rest of it 22,22% of the respondents answered no. It meant that most of the teacher developed the syllabus based on the principles of syllabus development.
The respondents’ answers for question number fourteen showed 22,22% of the respondents answered yes and 77,78% of the respondents answered no. This result indicated that most of the teachers followed the steps of syllabus development stated by Education National Standard Institution.
The fifteenth questions investigated whether the syllabus developed by the teachers consisted of all syllabus components. For this question, 66,67% of the respondents answered yes and or 33,33% of the respondents answered no. It showed that most of the teachers developed the syllabus that consisted of all syllabus components.
teacher used the performance standard and basic competence of English for elementary school to develop the instructional material.
The seventeenth questions investigated about the indicators. It asked whether the indicators in teachers’ syllabus could be measured and observed. The answers for this question showed 100% of the respondents answered yes. It meant that all respondents developed the syllabus consisted of indicators that could be measured and observed.
The writer, on question number eighteen investigated some methods used in developing teaching learning activities. It investigated whether the respondents applied the methods recommended on SBC in conducting teaching learning activities. The result showed 74,60% of the respondents used these methods. There were 23,81 of the respondents answered no. The rest of it, 1,59% of the respondents did not answer this question. So, the majority of the teacher applied the methods recommended on SBC.
The nineteenth questions asked about the evaluation techniques. It concerned with whether the teacher used the evaluation techniques recommended on SBC. The result showed 72,22% of the respondents answered yes. The 23,61% of the respondents answered no. The rest of it or 4,17% of the respondents did not answer the question. It indicated that most of the teachers applied the evaluation techniques recommended on SBC.
respondents did not give the answer. It indicated that most of the teachers used the learning sources recommended on SBC to support teaching learning activities.
The last question concerned with whether the teacher evaluated the syllabus they made per year. The answers showed 77,78% of the respondents answered yes. The 22,22% of the respondents answered no. This result indicated that most of the teachers evaluated the syllabus they made per year.
2. The Discussion
Most of them developed the curriculum in a group consisted of several English teachers and some of them developed the curriculum themselves which both of them were based on the rule stated by the government.
Although in general the implementation of SBC development was good, there were some rules of SBC development not followed by the teachers. First, based on the literature review, the development of SBC should be under supervision of education institution. The data analysis indicated that most of the teacher were not supervised by education institution in developing the syllabus as showed on the result analysis for question number three. Moreover, as showed by the answer for question number ten, SBC document used by the teachers as the result of SBC development did not get the agreement to be used by the education institution in school area. As stated on the literature review, SBC document should be used after it was approved by the principal under the educational institution agreement. However, the result showed that most of the teachers did not follow this rule.
comprehensive. As they stated that they did not develop syllabus alone, it might happen because they were not able to develop it themselves. So, in the researcher opinion, they worked with other English teacher in developing the syllabus. It indicated that they followed the rule about syllabus designer which said that if the teacher could not develop syllabus themselves, they should work together with other teacher. About the syllabus components, most of the teachers stated that their syllabus consisted of all those components. Next, generally they also followed the syllabus development steps as discussed in chapter two.
The data analysis result on the method used by the teachers showed that most of the teacher had already used some method recommended on SBC. There were TPR, group working, songs, games, and short stories. They also used the audio and video lingual media to create joyful learning. While for the learning skill, most of the teachers concerned with the skills development (listening, speaking, reading, and writing).
printed and electronic media, informant, and physical environment to support the learning activities
The syllabus development guideline by Education National Standard Institution stated that syllabus should be evaluated and developed continually. Most of the teacher had evaluated the syllabus per year. But for the development, generally they stated that they develop syllabus for more than one year. It was contrary with the rule since that the development should be done continually.
B. Teachers’ Perceptions on the Use of SBC in Teaching English for Elementary School Students
The writer presents the data analysis of the teachers’ perception on the use of SBC in teaching English for elementary school into two parts, data presentation and analysis, and the discussion on the result of analyzed data. There were two instruments, interview and questionnaire, used in finding the data. The data result from those two instruments would be presented on the data presentation.
1. Data Presentation and Analysis
given on the interview and questionnaire investigated the teachers’ perception toward the use of SBC.
a) Interview Result
For the interview, the researcher employed four main questions. First, the researcher investigated the respondents’ opinion toward the definition of perception. Question number two investigated the respondents’ perception toward SBC itself. Third, the respondents were asked about the reason why they used SBC. The fourth questions asked whether SBC, if it was compared to the previous curriculums, can meet the respondents’ expectation toward the good curriculum like they mentioned on the open-ended question. The following were the summary of the interview result and the analysis of it.
Interviewee number two has been teaching English for seven years. According to her, perception was a view or a vision about something. Her view about SBC was that SBC give more authority for the teacher to create their instructional material based on the students’ need. But, the implementation was really different with the expectation. She remarked that the implementation of this curriculum was different to the definition. For instance, the test or evaluation still came from central. The reason why she used SBC was because the rule of the government required her to conduct this curriculum.
According to the third interviewee, perception was the people opinion about something affected by many factors. Those factors came from those people itself or from the environment. Almost the same as the previous respondents, she said SBC gave much freedom for the teacher to develop the curriculum appropriate with the characteristic of the students. It was really different with the other curriculums that tend to instruct. It would be easier for the teacher to implement this curriculum and to conduct the teaching-learning activities because of the authority given. Although it was a must, she enjoyed to use this new curriculum.
students’ need to live in the real life. The instructional material was not developed based on the central needs but based on the students’ need.
b) Questionnaire Result
For the questionnaires, the researcher summarized nineteen questions into six statements. Statement number 1 on the table represented statement number 1, 2, and 3 on the questionnaire result. Statement number 2 represented statement number 4, 5, 6, and 7 from the questionnaire. The third statement summarized the statement number 8 up to 13. Statement number four was the representative of statement number 14 and 15. The next statement was the representative of the sixteenth and seventeenth statements. The last statements represented statement number eighteen and nineteen.
Table 4.3: The Result of the Respondents’ Responses on the Perception toward SBC
No Statement Precentage
SA A D SD Not
Answer
1. SBC make you able to help the students to achieve the objective of English instructional at the elementary school level
37,04% 51,85% 7,41% 0% 3,7% 2. The authority given in SBC
facilitates the teacher in developing the curriculum, developing the syllabus, and making decision.
55,56% 44,44% 0% 0% 0% 3. SBC can meet your need in
facilitating the students to develop them based on their need.
31,48% 62,96% 5,56% 0% 0% 4. Your school has the clear
vision, mission, purpose, and facilities that help you to develop the curriculum
11,11% 72,22% 16,67% 0% 0% 5. You work together with the
school components in developing the curriculum
continued from page 47
No Statement Percentage
SA A DA SD Not
Answer
6. You clearly understand the principles and the steps of syllabus development based on SBC
16,67% 66,67% 16,67% 0% 0%
Table 4.3 showed the responses of the respondents on the perception towards SBC. The first statement investigated whether SBC make the teacher able to help the students to achieve the objective of English instructional at the elementary school level. The responses on that statement showed that 37,04% of the respondents chose strongly agree. The 51,85% of the respondents agreed with statement number one. The 7,41% of the respondents chose disagree with the statement. There was no respondent who strongly disagree. The rest of it or 3,7% of the respondents did not give the answer. This result indicated that most of the teacher thought that SBC made them able to help the students to achieve the objective of English instructional at the elementary school level
The third statement investigated whether SBC can meet the teachers’ need in facilitating the students to develop them based on their need. The responses toward this statement showed that 62,96% of the respondents chose agree. For strongly agree, the 31,48% of the respondents who chose it. The 5,56% of the respondents chose disagree. For strongly disagree, there was no teacher who chose it. There was no teacher did not give the answer. From this result, it can be concluded that SBC can meet the teachers’ need in facilitating the students to develop them based on their need.
Statement number four concerned with whether school where the teachers work has the clear vision, mission, purpose, and facilities that help them to develop the curriculum. For strongly agree, the 11,11% of the respondents chose it. The 72,22% of the respondents chose agree. The 26,67% of the respondents did not agree with the statements. There was no respondent who chose strongly disagree. There was also no respondents did not answer. This result indicated that school were the teachers work has the clear vision, mission, purpose, and facilities that help them to develop the curriculum
The last statement investigated whether the respondents clearly understood the principles and the steps of syllabus development based on SBC. For this statement, the responses showed 16,67 % of the respondents strongly agree and 66,67% of the respondents agree with this statement. The 16,67% of the respondents chose disagree. The strongly disagree options were not chosen by the respondents. There was no respondents did not give the answer. So, most of the respondents clearly understood the principles and the steps of syllabus development based on SBC.
2. The Discussion
From the data presentation and analysis, it could be concluded that generally, the teachers’ perceptions toward the use of SBC were positive. A person past experience effected what he or she perceived (Altman et.al ,1985) Teachers’ past experiences using other curriculums created frame in their mind about the criteria of the good curriculum. Based on the interview, the statements of the most teachers implied that SBC could fulfill those criteria as the good curriculum.
According to Gibson et.al (1985), there are six factors influencing someone in having perception. In this research, the researchers found only five factors influencing public elementary school English teachers in Kotagede in having perception. Those are selectivity, self-concept, situation, need, and emotion.
students to achieve the objectives of English instructional in elementary school. The objectives achievement was the teachers’ need also. So, they believed that SBC could fulfill their needs. It showed that they have positive perceptions toward SBC. This result indicated that need factor influenced them to have positive perception toward SBC.
The authority given on SBC caused positive perception. Most of the teachers stated that they like to have the authority to develop the curriculum. This authority helps them in developing the curriculum, developing the syllabus, and making decision. The condition above indicated that most of the teachers like to have the authority. It indicated that most of them enjoy being independent. Their self concept of independent brought them to have good perception toward SBC since it gave them the big authority. Here, teacher’s self-concept influenced them in having perception.
desire. Since SBC was able to accomplish the teachers’ need, they have good perception toward SBC.
According to Gibson (1985), situation factor will also influence the perception. The situation around the teachers influenced their perception toward SBC. Teachers’ responses on the statement about the school vision, mission, purpose, and facilities indicated that the schools where they work have the facilities that support them in implementing SBC. Moreover, their schools also have the clear vision, mission, and purposes. Besides, the teachers’ responses on the statement about the cooperation between the teacher and the other side showed that the teachers group work, the principal, the school committee, and the society around them work together to develop the curriculum. This situation supported the curriculum development. It caused the teachers have the positive perception toward SBC because the situation around them facilitated the curriculum implementation.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this chapter, the writer presents two topics. The first is presenting conclusion drawn from the research discussion result. The second is presenting some possible suggestions to improve the development of SBC.
A. Conclusions
There were two problems stated in the first chapter, they were how the process of SBC development for English teaching in elementary school is and what the perceptions of English teachers of public elementary school in Kotagede Sub district Yogyakarta toward the use of SBC in teaching English are.
government. Moreover, most of the teachers used the syllabus developed by them for more than one year. It did not meet the rule since the syllabus development should be reviewed every year.
The second research question was answered by using the data from the second distributed questionnaire. Based on the result analysis and discussion on the second questionnaire, the writer concluded that the teachers’ perceptions on the use of SBC in teaching English for elementary school were positive because it could fulfill their needs. Besides, the authority given on SBC caused them to have good perception. SBC also could fulfill the criteria of a good curriculum. The situation around the teachers which supported the SBC development caused them to have positive perceptions. Since the teacher had background knowledge about SBC, they did not find difficulty in developing it. It tended to cause the teachers to have positive perceptions.
B. Suggestions
