TABLE OF CONTENTS
APPROVAL PAGE……… i
DECLARATION………... ii
PREFACE……….. iii
ACKNOWLEDGEMENT………. iv
ABSTRACT……… ………...vi
TABLE OF CONTENT ……….vii
LIST OF TABLES………..………xii
CHAPTER I INTRODUCTION 1.1 Background of the Study……… 1
1.2 Problem Statement..………...……….. 6
1.3 Objective of the study….………. 6
1.4 The Scope of the Study...……… …… 6
1.5 The Significance of the Study....………... 7
1.6 Definition of Key Terms ...………7
1.7 Organization of the Thesis..……….. 8
CHAPTER II LITERARY REVIEW 2.1 The Nature of English Teaching for Vocational School ……….… 10
2.2 Cases Portraying Some Problems in the Teaching of English at Vocational School ……….……13
2.3. The Nature of KTSP………15
2.3.1 What is KTSP ( 2006 Curriculum)? ………..15
2.4 The English Evaluation Based on SBC..………...…………... 18
2.4.1 The Definition of Evaluation………...18
2.4.2 The Role of Evaluation in Teaching ………...19
2.4.3 The Evaluation System Based on SBC.. ………...20
2.3.4 The Evaluation of English Language Skills…………...……...25
CHAPTER III METHODOLOGY 3.1 The Site and The Participants ………...31
3.2 The Design of The Research ………...32
3.3 The Data Collection Techniques ………...32
A. Observation ………...…..32
B. Interview ……….33
a. The Teacher’s Interview ..………..………...34
b. The Students’ Interview ………….………..35
c. The Headmaster’s Interview ………35
C. Questionnaire ………..35
D. Document Analysis ……… 36
3.4 Data Analysis ………...37
3.5 Validating the Findings ………....38
CHAPTER IV RESULT AND DISCUSSION 4.1 The Answers to The First Research Question.……….… …... 41
4.1.1 Data Analysis from The Teachers’ Interview………41
4.1.2 Data Analysis from The Observation……….51
4.1. 3.1 The SBC Document ………….……… 55
4.1.3.2 The English Syllabus……… 60
4.1.3.3 The Lesson Plan ……….61
4.1.3.4The MMC Value ………..61
4.1.3.5 The Students’ Score Lists ……….……...62
4.1.3.6 The Sample Test Item. ……….………. 65
4.2 The Answers to The Second Research Question……… 69
4.2.1 Data Analysis from The Teachers’ Interview………69
4.2.2 Data Analysis from The Headmaster’s Interview…………. 73
4.3 The Answers to The Third Research Question……… ....75
4.3.1 Data Analysis from The Students’ Questionnaires..………..75
4.3.1.2 The Analysis on The Close-ended Questionnaires..………76
4.3.1.3 The Analysis on The Open-ended Questionnaires………..95
CHAPTER V CONCLUSION AND RECOMMENDATION 5.1 Conclusion ..……….. 106
5.2 Recommendation ………109
BIBLIOGRAPHY...………..…110
THE LIST OF TABLES AND FIGURES
Table 2.1 The Change of Paradigm of the Previous Curriculum and SBC……..….….19
Table 2.2 The Technique and Instruments of the Test ………...21
Figure 2.1 The Flow of Activities in Designing MMC Value………...22
Table 3.1 The Coding of the Data Based on Cresswell………..…. 38
Table 4.1 The CB/BC mapping ………58
Table 4.2 The MMC Values for All Grades ………. 61
Table 4.3 The Students’ scores mean compared with the MMC value………...64
Table 4.4 The Test Mapping………65
Table 4.5 The Result of Item Difficulty Analysis……….67
Table 4.6 The Discriminating Power Analysis ………..68
Figure 4.1-4.22 The Representation of the Students’ Responses to The Questionnaire.77 Table 4.7 The Students’ Responses on The Open-ended Questionnaire………. 96
Figure 4.23 The Representation of the Table 4.11 ………97
Table 4.8 The Conclusion of the Students’ Response to the Suggestion ……….98
Figure 4.24 The Representation of the Table 4.8 ……….100 Table 4.9 The Teachers’ Responses to the Interview………App 3 Table 4.910 The Students’ Responses to the Interview………App 5
CHAPTER I
INTRODUCTION
This chapter presents a general description of the study. It covers the background of the study, the problem statements, the objectives of the study, the scope of the study, the significance, and definition of key terms. At the end of this chapter, the organization of the thesis will be presented.
1.1 Background of the Study
A curriculum is concerned with the plan, implementation, evaluation, management, and administration of education programs (Nunan,1988:8). This definition is in line with what the Government (BSNP, 2006) has maintained that curriculum is a set of plans and rules about goals, contents, and learning materials as well as the way of using it as a guidance for the implementation of learning activities aimed at a specific goal. The National Education Department has developed (since 2006) the new curriculum called Kurikulum Tingkat Satuan Pendidikan (KTSP) which is later on called School Based Curriculum (SBC). SBC was designed to be one of the educational innovations to enhance the quality of education.
SBC is viewed as an operational curriculum which is prepared and implemented in each educational unit. In designing SBC, each educational unit should take into account competency standards and basic competence designed by the National Education Standard Bureau or BSNP. Regarding this, Bolstad (2004:7) maintains that:
provides a means for shaping curriculum to suit unique local needs and resources of students and communities (2004:7).
In relation to the characteristics of School Based Curriculum, Bolstad (2004:13) points out some points that teachers are responsible for developing the curricula besides the implementation of the curricula. It means that the teachers should be involved in decision making, relating to the curriculum development and implementation. The teacher should also design and implement their own curriculum in the form of syllabus and lesson plan. Moreover, in Indonesian context, SBC is adaptive in the sense that the teachers can adapt the existing curriculum to meet the local needs.
Unfortunately, since SBC was released in Indonesia, based on the researcher’s observation, the process of learning has not shown changes in the teaching of English particularly at the research site where the researcher teaches. The teaching strategies or approaches that the teachers are used seem merely the same as in the previous curriculum. Although there are usually a lot of trainings such as IHT (In House Training) and socialization of SBC in each school unit, SBC has not been fully implemented. This has been reported by Mulyasa (2007) that the implementation of SBC does not immediately solve the problems because there is an important question emerging, namely, have any educational units, school managers, education holder, teachers, and headmaster, made the existing curriculum as a base in implementing their duties and functions? (translated from Mulyasa:2007:4-5).
itself. However, as autonomous curriculum, it also demands teacher and school to be CSilled and trained. This demand then causes different perception of the teachers as the curriculum user on the SBC.
Moreover, Suharto (2009) in his study maintains that the implementation of SBC seems not to run well due to some factors such as the teacher’s teaching competence, no detailed information in SBC needed by the teachers.
Previous studies investigating SBC have been conducted by some researchers such as Hasbullah (2007) ; Halawa (2008) among others.
The first research was conducted by Hasbullah (2007) in his study entitled ‘Desain dan Implementasi SBC Mata Pelajaran Pendidikan Agama Islam’. He conducted a comparative study at secondary high schools. The study reveals that the implementation of SBC in the teaching Pendidikan Agama Islam needs to be improved and completed. There are some aspects in the curriculum implementation such as instructional planning, the teaching learning process, and the evaluation that are still far from the expectation of the curriculum. Moreover in the evaluation stage, the teachers did not do the evaluation during the teaching process but only the evaluation after the teaching has been ended, and there is not much variation of the evaluation aspects.
The two studies above gave an idea to conduct a further study on the implementation of SBC in the researcher’s field of study, that is English. In addition,through this study, the researcher chose different participants in the other level of education which have not been investigated yet, such as vocational students.
Therefore, looking at the fact in the field on the implementation of SBC and related previous studies, the researcher was motivated to conduct a study on the implementation of SBC. To make deeper research, the focus of the research is on the evaluation system. The evaluation is one of the important aspects in teaching besides the planning and the process of English instruction. As Gronlund (1985:6) maintains:
The main purpose of classroom instruction is to help pupils achieve a set of intended learning outcome. These outcomes would typically include all desired pupil changes in the intellectual, emotional, and physical spheres. When classroom instruction is viewed in this way, evaluation becomes an important part of the teaching – learning process. Intended learning outcomes are established by the instructional objectives; the desired changes in pupils are brought about by the planned learning objectives; and the pupils’ changes in learning progress is periodically evaluated by tests and other evaluation devices.
Similarly, Sudjana (2006:v) points out that evaluation is one of the strategies in enhancing the quality of teaching learning process and of the learning outcome.
hoped that the writer will find the real description of the English evaluation. Later on, the fact found in the field is contrasted with the related theory of the evaluation system. Therefore, if there is a gap, there will be a solution. If there is not, there will be a suggestion for the betterment of the evaluation system in the future.
The researcher also tries to explore the problems faced by the teachers related to the evaluation, and the students’ responses toward the evaluation in a private vocational school in south Bandung.
The researcher chose the vocational school due to the fact that the researcher is a teaching staff at a vocational school. This was expected to make the researcher’ access easier in conducting the research since the teachers, the students, and the personnel of the school are familiar with the researcher. At the same time, it is also expected that the result of the study will be natural. Moreover, nowadays a vocational education is paid a serious attention from the government (Sinar Harapan,12/2/2010). Vocational schools are an alternative in drive to reduce unemployment (Khalik, 2008). New graduates from the junior high school are recommended to enter this kind of education. Therefore, the study is expected to give much contribution to society as vocational school students are given a high expectation to reduce unemployment.
1.2 Problem Statements
This study was focused on answering the following research questions.
1. How is SBC implemented with the specific reference to the evaluation system in English teaching for the students of a vocational school?
2. What are the problems faced by the teachers in administering evaluation? 3. What are the students’ responses toward the evaluation system?
1.3 The Objectives of the Study
Based on the research problems, the study were:
1. To find out the implementation of SBC in the teaching of English for the first, the second, and the third grades students at a private vocational school in South Bandung in terms of the evaluation system.
2. To explore the problems of the evaluation system based on SBC Curriculum at a private vocational school in South Bandung.
3. To describe the students’ responses toward the evaluation system at a private vocational school in South Bandung.
1.4 The Scope of the Study
system. The instruments used in collecting the data were observation, questionnaires, interview and document analysis.
1.5 Significance of the Study
The result of the study is expected to give some beneficial contributions to the
theory, educational practice and professional practice in EFL context in Indonesia. The theoretical significance of this study is that it is expected to enrich the literature about the curriculum development of English, especially the implementation of evaluation system for vocational school. Moreover, practically, the study provides a real description of the implementation of SBC in the real situation especially in term of the evaluation system. For the teachers themselves, the result of the study will hopefully give a solution of the problems they face or a suggestion for betterment in the teaching of English. For the school decision maker, the result of the study will give a second consideration in making the certain policy relates to the evaluation. Finally, in terms of professional practice, the results of the study will hopefully give a meaningful input or as a reference for English teachers on how to implement the SBC curriculum especially in the evaluation system at a vocational school.
1.6 Definitions of Key Terms
non- assessment data, to arrive at its conclusion (Lynch,2005:1). Evaluation in the study refers to the assessments that the teachers have been carried out during the teaching process and after the teaching process. It is also included the evaluation on the midterm test and final test. Therefore, evaluation and assessment stated here in the paper are interchangeable. Meanwhile SBC stands for Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum). It refers to the curriculum that has been regulated to be applied at schools in Indonesia since 2006. Finally, vocational School in the study refers to a private vocational school majoring in automotive and mechanical engineering, located in Soreang, South Bandung as the site of the study.
1.7 Organization of the Thesis
Title: The Evaluation System of English Teaching in the Implementation of SBC for Vocational School
(A Case Study at a Private Vocational School in Soreang, South Bandung, West Java) Chapter I Introduction
In this chapter, it is elaborated some general background information about the study, starting from the reason of choosing the topic, the purpose of the study, the scope and the problems statement, and finally, the clarification of the main terms used in the paper.
Chapter II Literary Review
previous research which support the study and the gap that the study will fill (Emilia, 2008: 164).
Chapter III Methodology
It presents the research design that is used in the study, also the methods used to collect the data, and to analyze the obtained data. The instruments of the study are also stated in this chapter.
Chapter IV Result and Discussion
In the chapter IV, it is explored the findings of the study that have been gained from the collected data and the result of the data analysis. The discussion of the findings is also elaborated here.
Chapter V Conclusion and Recommendation
This is the end of the paper, presenting the conclusion of the findings of the study. The recommendation for future research is also defined here.
1.8 Synthesis
CHAPTER III
METHODOLOGY
This chapter elaborates the description and account of the steps that have been taken to conduct the study.
1.1 The Site and Participant
The research was conducted in a private vocational school in South of Bandung. This site was chosen due to the fact that the researcher is a teaching staff in the site. Therefore, it would make the researcher’ access easier in administering the research since the students, the teachers and the personnel of the school are familiar with the researcher. It was also expected that the result of the study will be natural.
The choice of conducting the research in a vocational school was chosen by the researcher’ high interest to explore the implementation of SBC in the vocational school which is based on the fact that vocational education has recently got a great concern from the government and the society around. In addition, some studies that the researcher has been read (see Hallawa;2008, Hasbullah;2007; Dasep;2008; Zainurahman;2007; among others) dealing with SBC were conducted at Junior and Senior high school, so this research would be a pioneer of the Implementation of SBC at a vocational school and it is hopefully to give a slight difference.
However, some students who were having a field practice (PKL) in some workshops throughout West Java were not included in the study.
1.2 The Design of The Research
The researcher conducted descriptive and qualitative research (Sugiyono;2007, Hatch and Lazaration;1991, Hatch and Farhady ; 1982, Emilia;2008) as it is suitable for gathering an in-depth understanding of human behavior. Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. In the study, the teachers’ and the students’ responses including their behavior, their opinion and attitude were investigated to find answers to the research questions. The qualitative method investigates the why and how of decision making, not just what, where, when as applied in the study. A case study was conducted in this study as it is an intensive study of a specific individual or specific context (Thomas: 2003). Qualitative methods produce information only on the particular cases studied, and any more general conclusions are only hypotheses (informative guesses).
1.3 The Data Collection Techniques
In research, there were some techniques used in collecting the data :
3.3.1 Observation
The researcher took as a non participant observer. The researcher sat at the back and took notes about “what was said and done “(Van Lier: 1998) by the students and the teacher in the classroom. A handy camera was used to help a clear recording of what was going on in the class. The observations were conducted in 6 classes for 6 times lasting for 2 - 4 teaching periods. The observations were conducted in order to observe closely how the teachers did the evaluation system during the process of teaching instruction by employing the note takings. There were some points to take into account when observing other teacher (Brown, 2001:432-434) and some categories of a good language-teaching characteristics (Brown, 2001: 430; Harmer, 2001:38). Those principles which elaborated by the theorists were applied in observation. Moreover, in term of procedures of language assessment and evaluation, the points stated by Lynch (2003), Lynch (2005), BSNP (2006) were also employed. After the sessions had been over, the researcher also analyzed how the teachers carried the assessment in the form of homework, assignments or project work. Those collected data were then transcribed and organized into some groups for further description and analysis. After categorizing all the observation data- an empirical generalization was then formulated.
1.3.2 Interview
data. The interview was recorded by a recording tool and then the data were transcribed. The research used a semi structured life word interview (Dawson, 2009:28-29), that is an interview which purpose is to know specific information which can be compared and contrasted with information gained in other interviews. The same questions were asked in each interview which were prepared beforehand.
3.3.2.1The Teachers’ Interview
The open-ended question was delivered in the interview. The interviewee were 4 English teachers who teach the first, the second and the third grade students at the school. They were voluntarily involved in the study, meanwhile one of the English teachers was not included because he did not want to involve in the study. The question was about how the implementation of SBC at the school and the evaluation system in English teaching. There were about 42 guiding questions to answer in the interview, to obtain the data as much as possible. The question of the interview and the transcribed of the interview can be found in the appendix 2 and 3 (see “Guiding questions on the Interview and The Transcribed Data of The Teachers’ Interview).
3.3.2.2 The students’ interview
There were 4 students who were interviewed voluntarily. The open ended question was delivered. The question was similar to the question on the questionnaire. The interview was taken outside the class, as the interviewees wanted. There were 25 guiding questions to answer. All questions relating to learning English and its problems. The researcher took into consideration the students’ responses as the answer to the third research question. The data was recorded and transcribed. The question and the transcribed data can be seen in the appendix 5.
3.3.2.3 The Head Master’s Interview
The interview of the Headmaster was carried out to find out some policies relating to the implementation of SBC from the decision maker’s view. There was 10 guiding questions to answer, and the Headmaster attentively responded the question. There were a lot of data obtained from the interview relating to teaching English at the school. This data is very useful as the additional data which presents the description of how SBC is implemented based on the Head master opinion. The interview was conducted in the Head master’s office and it was lasted for about 30 minutes. The question and the transcribed data can be seen in the appendix 4.
3.3.3 Questionnaires
closed-ended questionnaire, it was hopefully to make the students easier to answer as there will be several options. As Dawson (2009) points out that in open questions, respondents use their own words to answer a question, whereas in closed questions, prewritten response categories are provided. Thus, the students just selected the appropriate answer by crossing it. If the options did not cover all the students’ choice, there was a space available to provide the other responses based on the students own choices. There were also 2 questions in the open ended form to get the students’ opinion about the evaluation and their suggestion for the future. They had the opportunity to tell deliberately what their opinion. The questionnaire was conducted after the teaching session has been over. The questions were 21 questions closed ended and 2 open ended. The questionnaire was done in order to obtain detail information and to crosscheck the information gained from the interview. The total amount of respondents were 243 students but 4 papers were discarded because of technical errors. The obtained data was then organized and analyzed. The result is expected to answer the third research question. The questions and the students’ responses to the questionnaire can be found in the appendix 6.
3.3.4 Document Analysis
1.4 Data Analysis
The obtained data from the observation, questionnaire, interview, and document analysis were analyzed in the study through some stages.
Firstly, the researcher videotaped the activities in class. The researcher took a role as a non participant observation. Then, a questionnaire was distributed to the students after the teaching session had been ended. This was expected to gain more accurate data and the students still had fresh memory about the activities.
Secondly, Having obtained the data from observation, the researcher transcribed it. While transcribing, the researcher observed closely and designed some questions to be given to the students in the interview about the problems faced by the teachers and the students’ response toward the evaluation. The questions for the interview were more or less similar to those in the questionnaire. The interview was conducted in order to gain more accurate data in answering the second and the third research questions. The researcher also interviewed the headmaster to get additional data about the implementation of SBC based on the decision maker side. During the research was still in progress, the researcher also analyzed the school Curriculum documents such as English syllabus, lesson plans and many others, to give a supporting data from the observation.
response toward evaluation system. Therefore, the collected data was then analyzed whether they had answered all the research questions or not.
The overall analysis after the data had been gained, followed some steps which can be elaborated as follows:
1. Coding the obtained data as the table 1.3 below (Cresswell,2008): Table 3.1 Coding process of the obtained data
Initially read Divide the text Label the segments Reduce overlap Collapse codes through into segments of information with and redundancy into themes text data of information codes of codes
many pages many segments 30-40 codes codes reduced codes reduces
of text of text to 20 to 5-7 themes
2. Interpret the findings
Interpretation involves making sense of the data. Interpretation in qualitative research means that the researcher steps back and forms some larger meaning about the phenomenon based on personal views, comparisons with past studies, or both (Cresswell,2008). The interpretation involved a review of the major findings and how research questions were answered, personal reflections of the researcher about the meaning of the data, and personal views compared or contrasted with the literature. The result of the findings can support, modify, or reject the underlying theory.
1.5 Validating the Findings
all research is interpretive and that the researcher should be self-reflective about his or her role in the research, how he or she is interpreting the findings, and his or her personal and political history that shapes his or her interpretation (Cresswell,2008). Thus, accuracy or credibility of the findings is of upmost importance.
The strategies to determine the accuracy of the findings in the study are as follows:
a. Triangulation
Triangulation is the process of corroborating evidence from different individuals (the teachers and the students), types of data (observational field notes and interview) or methods of data collection (documents and interviews) in descriptions in the qualitative study. In the study, the researcher examined each information source and found evidence to support a theme. This ensures that the study will be accurate because the information draws on multiple sources of information, individuals and processes (Cresswell,2008).
b. Member Checking
c. External Audit
External audits were also involved in the study to conduct a thorough review of the study and report back, the strength and weaknesses of the study. The auditors reviewed the study and communicated an evaluation of the study. Both of the researcher’s supervisors played a role as the auditors. Also some of the researcher’s best friend took a part as the auditors at the end of the study.
3.6 Synthesis
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
1.1
Conclusions
The thesis reports the results of a study of the implementation of SBC especially in term of the evaluation system for the vocational school. The purpose of the research was to find out the implementation of SBC especially in term of the evaluation system in English teaching for the first, second, and the third grades students of a private vocational school in South Bandung.
The research also sought to investigate the problems dealing with the evaluation system and also to describe the students’ responses toward the evaluation system at the school. The study used a case study research design which employed multiple data collection techniques, i.e. class observation, questionnaire, interview, and document analysis. The obtained data were, then, analyzed based on the related theories on the language evaluation system which were validated by triangulation.
evaluation should be improved and completed as there was not much variation used by the teachers.
The Evaluation takes some processes to conduct, starting with determining the mastery criteria value in the beginning of the academic year. In the process of evaluation, the students’ competence in achieving the competence standards being taught is the focus, which is compared with the mastery criteria value. Therefore, the evaluation is criterion-referenced based as well. At the decision of final score, the teachers take into consideration the attitude/behavior and the presence besides the tests score. The evaluation is in line with what the government has suggested (BSNP).
Secondly, as the interview data reveals, lack of facility, the big number of the students in the class, and the less motivation among students were often viewed as the main problems of the teachers faced in teaching. However, interestingly, instead of being one of the research questions, the teachers found no problem at all in evaluation system.
The result of the students’ questionnaire and interview indicated that English has still been viewed as a difficult subject to master. At the same time, students had a great expectation on the teachers to change the view. They expected that the teaching learning should be more interesting by employing various techniques and media.
school is in accordance with what the government has suggested through National Education Standard Bureau (BSNP). The findings also suggest that the teachers should be creative, innovative, and productive in designing an interesting teaching so that the students would feel enjoyable and convenient.
Compared to the previous research of Hasbullah (2007) that the teachers did not do the evaluation during the teaching process, the result in this study reveals that the teachers evaluate the students during and at the end of the lesson through some variation of the types of evaluation. Dealing with Halawa’ finding (2008) that there is change in the process of the teaching with the lesson plan being made, the finding in this study indicates the same phenomena in which the teachers often change their teaching to fulfill the existing condition in the class.
Though the research is maintained to be valid in the process and the findings, the research still has a lot of limitation such as there is no observation for the third grade students. The limitation could influence the findings in which the students’ activity in the class were not portrayed. Moreover, the findings of the study can not be generalized to other circumstance or other sites. The findings only described the site under study.
1.2
Recommendation
knowledge. It is hard to do but for the successful learning, it is not impossible. In reference to the evaluation, the aspects of evaluation should cover all aspects in the students’ knowledge, skill and attitude, in order to make the evaluation fair enough and the students will feel satisfied.
Secondly, for the School Manager, the socialization of SBC should be ongoing process to get a better understanding on the existing curriculum. The socialization is not only for the teachers but also the students should be familiar with the curriculum at least the name. Moreover, the facility should be more improved and completed to support the learning.
Thirdly, for the Government, it is expected that the implementation of the existing curriculum is not fully implemented because of some weaknesses of the curriculum. It is expected that the government revised the weaknesses that are often felt by the teachers to implement the curriculum. One of the problems is the existing of National Exam. There is an expectation that the test is not too influencing the students’ graduation. The test is also viewed to violate the spirit and the nature of SBC.
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