CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGUSTIONS
C. Suggestions
In accordance with the findings and discussion there are some suggestions that can be derived in the field of English teaching syllabus development in teaching English in the school as follows:
1. It is better for English teachers to base their syllabus development on School Based Curriculum; develop and implement their syllabus with the criteria suggested by accepted theories.
For a better in developing their syllabus, a syllabus should cover all the element of a syllabus for each of them is interdependent elements.
2. The autonomy for developing subject matter syllabus is a part of the curriculum reforms. Therefore, it is suggested the school facilitate and
motivate the teachers to always analyze and develop the English syllabus and the instructional materials.
3. The problem with syllabus development should better be solved by conducting the study of the students, their background knowledge, culture, ages, and environments. Thus avoiding difficulty in carrying out the entire element of the syllabus when they suit the students, the teaching and the learning immediate need.
4. For further study, the scope should be expanded to other aspects such as the implementation of syllabus and the English program conducted in SMAN 2 Sungai Penuh, the materials development and the evaluation.
REFERENCES
Ahmad, Mustafa. 2009. English Language as a Requirement Course for Information Students -- A Content Analysis of English Syllabus in the Faculty of Arabic and Islamic Studies. Unpublished Thesis. Nile Valley University.
Arikunto Suharmasi. 2007. Manajemen Penelitian. Jakarta: Rineka Cipta.
Arsyad, Azhar. 1997. Media Pembelaajaran, Devisi Buku Perguruan Tinggi.Jakarta: PT. Raja Grafindo Persada.
Berg, Bruce L. 2000. Qualitative Research Methods for the Social Sciences.London: a Pearson Education Company.
Brumfit, C.J. & Johnson, K. (eds) .1979.The Communicative Approach To Language Teaching.Oxford: OUP.
Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP.
Brown, Douglas H.2006. Teaching by Principles An Interactive Approach to Language Pedagogy. LA. Longman.
……….., 2010. Principle of Language Learning. LA. Longman Burton, Diana and Barlett, Steve. 2005. Practicioner Research for Teacher.
Great Britania. Athenaeum Press.
Canter, L., & Canter, M. (1976). Assertive discipline: A take-charge approach for today's educator. Santa Monica, California: Lee Canter and Associates.
Chaedar, Alwasilah. 2002.Pokoknya Kualitatif. Bandung: Pustaka Jaya.
Coetzee, S.A et.al. (2008). An Educator’s Guide to Effective Classroom Management. Pretoria: Van Schaik Publishers.
Denzin K, and Lincoln S. 1994. Handbook of Qualitative Research.
London: Sage Publications.
Dunbar, Christopher. 2004. Best Practices in Classroom Management.
Michigan: Michigan State University.
Doyle, W. (1986). Classroom organization and management. In M.C.
Wittrock (ed.), Handbook of Research on Teaching, 3rd edition. New York: Macmillan. pp. 392-431.
Dar, Fatima. (2012). Textbook Materials and their Successful Application in the Classroom Implication for Language Development.
Beaconhouse National University. Lahore, Pakistan.
Ellis, Rod. 1986. Understanding Second Language Acquisition. Oxford:
Ofrord University Press.
Emmer, E. T., Evertson, C. M., Sanford, J. P., Clements, B. S. &
Worsham, M. E. 1994. Classroom Management for Secondary Teachers. Englewood Cliffs, New Jersey: Prentice Hall, Inc.
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.
Foutz, A. (2005). Classroom Management Plan, Retrieved on April 19, 2012 from http\\www.calstatela.edu/faculty/classmgmt.html.
Gay, LR and Peter Airasian. 2000. Educational Research. Competencies for Analysis and Applications. New York: Prentice Hall.
Griffiths Carol. (2008). Lesson from Good Language Learners.New York:
Cambridge University Press.
Goh, Christine, et.al. 2005. Knowledge, Beliefs and Syllabus Implementation: A Study of English Teachers in Singapore.
Unpublished Thesis. Nanyang Technological University.
Heinich, Molenda, M and Russel, J.D. 1996. (3rd Ed). Instructional Technology for Teaching and Learning; Designing Instruction, Integrating Computers and Using Media.New Jersey: Merril Prentice Hall.
Henich Robert et al. 1996. Instructional Media and Technologies for Learning. United Cliffs, New Jersy, Colombus and Ohio: Von Hoffmann Press, Inc.
Hinkel, Eli. 2005. Handbook of Research in Second Language Teaching and Learning. New Jersey: Seattle University.
Hutchinson, T. & Waters, A.1987. English For Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press.
Houston, W Robert, at al.1988. Touch the Future Teach. Texas: University of Houston.
Ishihara, Noriko & Andrew. D. 2010: Teaching and Learning Pragmatics.
UK: British Library.
Kitao, Kenji.2003.Selecting and Developing Teaching/Learning Materials.
Retrieved on October 2003 from. http://www.athabascau.ca/html.
Krashen, Stephen D. 1982. Principles and Practice in Second Language Acquisition.California: University of Southern California.
Kunandar. 2007. Guru Profisiaonal: Implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Sukses Dalam Sertifikasi Guru.
Jakarta: PT. Raja Grafindo Persada.
Mitchell, Rosamond & Myles Florence. 1998. Second Language Theories.
London: Replika Press.
Moore, Kenneth D. 2005. Effective Instructional Strategies:From Theory to Practice.New York: Saga Publications.
Mulyasa. 2009. Implementasi Kurukulum Tingkat Satuan Pendidikan Kemandirian guru dan Kepala Sekolah. Jakarta: Bumi Aksara.
Nunan, David. 1991. Language Teaching Methodology. Sydney:
Macquarie University.
---. 1996. Syllabus Design. Cambridge. Cambridge University Press.
Oxford, Rebecca L. 1990. Language Learning Strategy. What every teacher should know. New York: Newbury House Publisher.
Prabhu, N.S.1987.Second Language Pedagogy. Oxford: OUP.
Rabbini, Roberto.2002. Rob at Saitama .email.ne.jp Bugan.Japan Wakuenhttp://iteslj.org/Articles/Rabbini-Syllabus.html.
Randall, Kevin. (2004). "The theories of William Glasser." Retrieved November 26, 2011, from http://www.kevinrandell.com/docs/sci_port/
EDU4112_Glasser_essay.doc.
Onasanya,2004. Institute Journal of Studies in Edition. Selection and Utilization of Instructional Media for Effective Practice Teaching Vol.2 No.1. June 2004.retrieved:June,2012.
Rabbini, Roberto. 2008. An Introduction to Syllabus Design and Evaluation. Oxford: OUP.
Richards, Jack C., and Willy A Renandya. 2004. Methodology in Language Teaching an Anthology of Current Practice. Cambridge:
Cambridge University Press.
---.2001. Curriculum Development in Language Teaching.
Cambridge: Cambridge University Press.
Robinet, Betty Wallace. 1978. Teacing English to Speakers others Languages.Substance and Technique. Minnesota: University of Minnesota Press.
Rosmawati, Ida. 2010. Analysis of English Syllabus for the Vocational High School and the School Based Curriculum. Unpublished Thesis.
Jakarta: Universitas Pendidikan Indonesia.
Sadiman, Arief S. 2007. Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatan. Jakarta: PT.Raja Grafindo.
Slavin, Robert E. (1990). Cooperative Learning; Theory, Research, and Practice.United States of America: Allyn and Bacon.
Smaldino Sharon E, at al. 2007. Instructional Technology and Media for Learning. Ohio: United States of America.
Sugiyono. 2010. Penelitin Pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Tanti and Yusuf. (2010) Proceedings of the 1stUPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November 2010.
Uddin, Iftikhar Kwaja. 1994. Curriculum Development, Assessment and Evaluation.Iqra University Quetta: Islamabad
UNISA. 2006. The Educators as Leader, Manager and Administrator.
Tutorial Letter 501/2006 for EDLHOD-M. Pretoria. Unisa.
Ur, Penny. 2000. A course in Language Teaching.Cambridge: Cambridge University Press.
---,1991. A Course in Language Teaching Practice and Theory.
Cambridge University Press.
Van Deventer, I, & Kruger,A.G. 2003. An Educators Guide to School Management Skills. Pretoria: Van Schaik.
Weimer, Maryellen. 2009. Effective Teaching Strategies: Six Keys to Classroom Excellence.
White, R.V.1988. The ELT Curriculum : Design, Innovation And Management.Oxford: Blackwell.
Wilkins, D.A.1976. Notional Syllabuses. Oxford : Oxford University Press.
Wulandari, Yulia. 2009. The Problems Syllabus Faced by the English Teachers at SMA N 2 Sampang. Unpublished Thesis. University of Muhammadiyah Malang.
Yalden, J.1987. Principles of Course Design for Language Teaching.
Cambridge : Cambridge University Press.
http://www.facultyfocus.com/articles/effective-teaching-
strategies/effective-teaching-strategies-six-keys-to-classroom- excellence/.
http://educacionyeducadores.unisabana.edu.co/index.php/eye/article/view/17 28/2330.
APPENDIX I
Indicators of School Based Curriculum Development (SBC)
NO Indicators Sub-Indicators
1. Standard Competency a. The order of the lesson based on the level of difficulty
b. The relation of standard competency and basic competence within subject lessons.
2. Indicator a. Related to students’ characteristics b. Related to subject lessons
c. Related to local potency 3. Materials a. The level of difficulty
b. Students’ age
c. Using authentic materials d. Related to students’ potency e. Related to the local characteristics f. Students’ usefulness
g. The breadth, width, and authenticity h. Support the students’ need environment i. Related to the time allocation
4. Media a. Using media/ resources
b. Traditional media
c. Modern media
d. Relate to the materials
e. Related to the Standard Competency f. Related to the Basic Competence
5. Classroom Activity a. Students and teachers for professionalism b. Activities should be designed to reach
Standard Competency and Standard Competence.
c. Relate to the materials
6. Time Allocation a. Relate to the Basic Competence
b.The depth, breadth, and the difficulty level 7. Evaluation a. Related to the indicators
b. An observation of students’ work c. Using portfolio
d. Self assessment
APPENDIX II INTERVIEW GUIDE
A. TEACHER A (INFORMANT A) 1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and developing the standard competency? How do you sequence the order of the lesson based on the level of the difficulty?
Researcher : Do you have problems?
Researcher : How do you cohere the standard competency and basic competence within the subject lessons?.
Researcher : Do you have problems?
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Researcher : Do you have problems?
3. MATERIALS
Researcher : How do you develop the materials that relate to your students’ potencies?
Researcher : Do you have problems?
Researcher : How do you develop your materials that relate to your students’ local characteristics ?
Researcher : Do you have problems?
Researcher : In developing the materials, what are the things you consider to emphasize on the students’ usefulness? How do you do that?
Researcher : Do you have problems?
Researcher : Do you consider the depth, width and authenticity of the materials you develop? How important do you think they are?
Researcher : Do you have problems?
Researcher : How do you develop the materials that support the students’ need and environment?
Researcher : Do you have problems?
Researcher : How do you adjust the size of the materials and the time allocation?
Researcher : Do you have problems?
4. MEDIA
Researcher : What kind of media that you choose to help to reach the standard competency, basic competence, and indicators?
Researcher : Do you have problems?
Researcher : What kind of media that you choose to relate to the materials?
Researcher : Do you have problems?
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to help students and teachers for professionalism? How?
Researcher : Do you have problems?
Researcher : How do you deign your activities for students to do to reach SK and KD?
Researcher : Do you have problems?
Researcher : Do you relate your activities to the materials? How?
Researcher : Do you have problems?
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you relate it to the basic competence? How?
Researcher : Do you have problems?
Researcher : How about depth? Breadth? And the difficulty level?
Researcher : Do you have problem?
7. TYPES OF EVALUATION
Researcher : How do you develop your evaluation? Do you relate it to the indicators?
Researcher : Do you have problems?
Researcher : What kind of evaluation do you choose?
Researcher : Do you have problems?
Researcher : Do you include in your evaluation an observation of students’ work?
Researcher : Do you use portfolio in your evaluation? How?
Researcher : Do you include self assessment? How?
Researcher : Do you have problems?
B. TEACHER B (INFORMANT B) 1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and developing the standard competency? How do you sequence the order of the lesson based on the level of the difficulty?
Researcher : Do you have problems?
Researcher : How do you cohere the standard competency and basic competence within the subject lessons?.
Researcher : Do you have problems?
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’ characteristics, subject lesson, and local potency?
Researcher : Do you have problems?
3. MATERIALS
Researcher : How do you develop the materials that relate to your students’ potencies?
Researcher : Do you have problems?
Researcher : How do you develop your materials that relate to your students’ local characteristics?
Researcher : Do you have problems?
Researcher : In developing the materials, what are the things you consider to emphasize on the students’ usefulness?
How do you do that?
Researcher : Do you have problems?
Researcher : Do you consider the depth, width and authenticity of the materials you develop? How important do you think they are?
Researcher : Do you have problems?
Researcher : How do you develop the materials that support the students’ need and environment?
Researcher : Do you have problems?
Researcher : How do you adjust the size of the materials and the time allocation?
Researcher : Do you have problems?
4. MEDIA
Researcher : What kind of media that you choose to help to reach the standard competency, basic competence, and indicators?
Researcher : Do you have problems?
Researcher: What kind of media that you choose to relate to the materials?
Researcher: Do you have problems?
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to help students and teachers for professionalism? How?
Researcher : Do you have problems?
Researcher : How do you deign your activities for students to do to reach SKKD?
Researcher : Do you have problems?
Researcher : Do you relate your activities to the materials? How?
Researcher : Do you have problems?
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you relate it to the basic competence? How?
Researcher : Do you have problems?
Researcher : How about depth? Width? And the difficulty level?
7. TYPES OF EVALUATION
Researcher : How do you develop your evaluation? Do you relate it to the indicators?
Researcher : Do you have problems?
Researcher : What kind of evaluation do you choose?
Researcher : Do you have problems?
Researcher : Do you include in your evaluation an observation of students’ work?
Researcher : Do you use portfolio in your evaluation? How?
Researcher : Do you include self assessment? How?
Researcher : Do you have problems?
C. TEACHER C (INFORMANT C) 1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and developing the standard competency? How do you sequence the order of the lesson based on the level of the difficulty?
Researcher : Do you have problems?
Researcher : How do you cohere the standard competency and basic competence within the subject lessons?.
Researcher : Do you have problems?
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Researcher : Do you have problems?
3. MATERIALS
Researcher : How do you develop the materials that relate to your students’ potencies?
Researcher : Do you have problems?
Researcher : How do you develop your materials that relate to your students’ local characteristics ?
Researcher : Do you have problems?
Researcher : In developing the materials, what are the things you consider to emphasize on the students’ usefulness? How do you do that?
Researcher : Do you have problems?
Researcher : Do you consider the depth, width and authenticity of the materials you develop? How important do you think they are?
Researcher : Do you have problems?
Researcher : How do you develop the materials that support the students’ need and environment?
Researcher : Do you have problems?
Researcher : How do you adjust the size of the materials and the time allocation?
Researcher : Do you have problems?
4. MEDIA
Researcher : What kind of media that you choose to help to reach the standard competency, basic competence, and indicators?
Researcher : Do you have problems?
Researcher : What kind of media that you choose to relate to the materials?
Researcher : Do you have problems?
5. CLASSROOM ACTIVITY
Researcher : How is your classroom activity? Do you design it to help students and teachers for professionalism? How?
Researcher : Do you have problems?
Researcher : How do you deign your activities for students to do to reach SKKD?
Researcher : Do you have problems?
Researcher : Do you relate your activities to the materials? How?
Researcher : Do you have problems?
6. TIME ALLOCATION
Researcher : How do you manage your time allocation? Do you relate it to the basic competence? How?
Researcher : Do you have problems?
Researcher : How about depth? Width? And the difficulty level?
Researcher : Do you have problem?
7. TYPES OF EVALUATION
Researcher : How do you develop your evaluation? Do you relate it to the indicators?
Researcher : Do you have problems?
Researcher : What kind of evaluation do you choose?
Researcher : Do you have problems?
Researcher : Do you include in your evaluation an observation of students’ work?
Researcher : Do you use portfolio in your evaluation? How?
Researcher : Do you include self assessment? How?
Researcher : Do you have problems?
APPENDIX III INTERVIEW SCRIPTS
HOW THE TEACHERS DEVELOP THE ENGLISH TEACHING SYLLABUS AND THE PROBLEMS THEY FACED
A. TEACHER A (INFORMANT A) 1. STANDARD COMPETENCY
Researcher : What are the factors that you consider in analyzing and developing the standard competency? How do you sequence the order of the lesson based on the level of the difficulty?
Teacher : Actually I don’t really understand the nature of standard competence..but I pay much attention to my knowledge and student’s capability, and resources. I just teach what I think easy for my students
Researcher : Do you have problems?
Teacher : Sure....as I said I don’t really know the nature of it.
Researcher : How do you cohere the standard competency and basic competence within the subject lessons?
Teacher : It depends on the genre I teach..if it is about descriptive I can relate to biology, if it is about narrative I can relate to social science and religion.
Researcher : Do you have problems?
Researcher : As far as I did such thing no problem...
2. INDICATORS
Researcher : Do the indicators in your syllabus relate to the students’
characteristics, subject lesson, and local potency?
Teacher : Not really...because I just focus on student’s characteristic, and lesson, but not the last.
Researcher : Do you have problems?
Teacher : A little bit yes...it’s difficult to decide what the operational words are appropriately used.
3. MATERIALS
Researcher : Are the materials that you design appropriate with the slightly higher in their level of difficulty than students’
current level of English proficiency?
Teacher : Yes.
Researcher : Is there any standard that you use to measure the students’
level of proficiency in order to adjust the learning material as slightly higher in difficulty?
Teacher : To do that, I do a need analysis and tests of English proficiency. After that I know that the students’ English ability and their level. And then I adjust the materials with the students’ need.
Researcher : Do you have problems?
Teacher : No
Researcher : Do you relate your material to the students’ age?
Teacher : Yes, I do.
Researcher : How do you know that material relates with the students’
age?
Teacher : I relate it to the students’ age, because it is very important to relate it. But I have a standard in my syllabus.
Researcher : Do you have problem on it? Problem solving?
Teacher : I have no problems about it so far, as we know all the students in the class are relatively at the same range of age so that I do not really consider it too much. I just follow my curriculum application.
Researcher : Do you include the authentic materials in your syllabus development?
Teacher : Yes, I do. I included the authentic material in teaching, because authentic material is very useful for introducing the real language use of language.
Researcher : Where do you get that authentic material?
Teacher : I get them form newspaper, film, video and magazine Researcher : How do you develop the materials that relate to your
students’ potencies?
Teacher : I teach based on what my student’s need. So I develop it based on what they know and they do not know. Sometime I simplified but I also often skip some difficult lesson.
Researcher : Do you have problems?
Teacher : Yes, my students are not in the level of the competences stated in the curriculum, so I get trouble in adapting the lesson with my student’s condition.
Researcher : How do you develop your materials that relate to your students’ local characteristics ?
Teacher : I make use of the things they already know and familiar with, Such as teaching descriptive by exploring some tourism places there, but not always.
Researcher : Do you have problems?
Teacher : Yes, I got trouble because not all text in English can be taught to them by exploring their environment potential.
Researcher : In developing the materials, what are the things you consider to emphasize on the students’ usefulness? How do you do that?
Teacher : 1. The usage of the material 2. The relation of the material with their daily life...but it’s hard....
Researcher : Do you have problems?
Teacher : I get difficulties..but it’s fun if I can show them that the materials are worthwile for their life.