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Nama Nim Kelas

: Nurul Hikmah : TE 090389 : BI VI C

Judul proposal penelitian: The Implementation of Educational Unit Level Curriculum (KTSP) in English Subject at Grade VII Islamic Junior High School

A. Background The State of Indonesia is a developing country that needs a process to be developed, one of the process is to educate the children of the nation. With a good education or a true quality that can improve the intelligence of the nation. From age to age the existing system of education curriculum Indonesia there is always a change for the sake of educating the children of the nation. One of the new curriculum system today is the SBC system (curriculum unit level of education). Since rolled out in June 2006, many problems arise in the implementation of the Education Unit Level Curriculum (SBC) is the inadequacy of human resources capable of describing the quality of curriculum in the education unit, lack of completeness of supporting the implementation of the curriculum, teachers do not fully understand the curriculum as a whole, both in terms of concept and its application in the field. These problems were compounded by the absence of synchronization between curriculum materials created by a number of publishers that SBC translates into many versions, making the concentration of the students are becoming increasingly fragmented due to having to buy the book in many versions. Moreover, the reduction in the number of class hours as mandated by the curriculum is impacting the earnings of teachers, because their earnings will automatically be reduced, especially teachers. Education is a life aspect that must be and certain walked on by every people in the earths surface since birth, for the growth time and development until reaching the maturity. Its always along with the life of human beginning from the humble civilization country until the high civilization country. As one of the development country our nation is being active to do the development especially in education aspect. The problem thats faced by education in our country nowadays is the quality of our education is still low in every stage

educational unit, especially elementary and secondary education. Many kinds of efforts that have been done to increase the quality of education, beginning from various training to increase the quality of teacher, completing the curriculum periodically, improving the facility of education, until the increasing of school management quality. Curriculum has central position in whole of the education process. It directs all of education activities for the sake achieve it the aims of education. In the other word that curriculum as tool to achieve the aim of education namely forming the human that suitable with nation life philosophy holds the necessary role in a system of education.1 In striving for increasing the quality of education, one of the efforts by changing the curriculum.2 Our education curriculum has happened some changing, beginning from curriculum 1968, curriculum 1975, curriculum 1984, curriculum 1994, Competence Based Curriculum (KBK, Kurikulum Berbasis Kompetensi), and now Educational Unit Level Curriculum (KTSP, Kurikulum Tingkat Satuan Pendidikan). Basically the changing of curriculum should be anticipated and understood by various sites. Because in its implementation the curriculum as the lesson plan has strategic position in whole learning activity, that will determine the process and the result study of students; moreover the eductional comprehensively. School as the implementer of education, either the headmaster, the teacher, and the other teaching staffs, moreover the students having an interest very much and will get the impact of each the changing of curriculum directly. Besides that, the society, parent, the user of graduated, and the birocrat, both in center and in the region will get the impact of the changing of curriculum. In the framework of preparing the educational graduate to enter the globalization era which full of challenge and uncertain, its needed the arranged education based on the real necessity in field. To that importance the government plans KTSP as the further action of the renewal Competency Based Curriculum (KBK). It is one of the efforts of government to achieve the superiority of society to obtain mastery
1 2

Joko Susilo. Kurikulum Tingkat Satuan Pendidikan. Yogyakarta: Pustaka Pelajar, 2007, page 9 .Ibid., page 10

of knowledge and technology like that has been emphasized in country direction. Actually there is no the essential difference between KBK and KTSP. The both are same a set of educational plan which oriented to the competence and the result study of students. The difference appears at the implementation technique. If KBK is arranged by the central government, in this case Depdiknas (Department of National Education; c.q. Puskur); KTSP is arranged by each educational unit level, in this case the school itself, although still refer to the national signals of the the guidance of arranging KTSP which is arranged by the independent agency which is called The Educational Nation Standard Agency (BSNP). At the beginning, the policy of our country was centralization then changed become decentralization, which emphasize that the take of the educational policy move from the top government to the district government, which centered in city government and regency government. In this education decentralization era, will be happened various and kind of curriculum in every educational unity in each school, because each school maybe different in developing the curriculum. Nevertheless, this difference still be guided by The Educational Nation Standard (SNP, Standar Nasional Pendidikan/PP, Peraturan Pemerintah No.19 Year 2005) until the package of the different curriculum will be empty into vision, mission, and the same aim which are binded by SNP. The Educational Nation Standard functions as the binding of KTSP which is developed by each school and educational unity in various districts and regions. Thus, the implementation of KTSP in each school and educational unity will have the different colour each other, in accordance with the necessity of each district and region; in accordance with the characteristic of each school and educational unity; and also in accordance with condition, characteristic, and ability of the students. The advance of knowledge and technologies nowadays is very fast, because of that we must prepare our selves with various skills and knowledge in other to be able to face further challenges. In this era, English becomes the popular language that is commonly used as a mean of communicative tool among countries, not only in formal situation but also in daily activity. In Indonesia, it has a significant role in spreading information. As evidence, there are a number of books, magazine, radio, television, internet, public instruction or product guidance using English. If we want to get information from them we must be able and mastery of English. It is not too easy for us 3

moreover Indonesian. Its happened because English is not our language. English is one of the subjects which are examinated in National Examination (UN, Ujian Nasional); its certainly get special attention from every school especially in the curriculum. In our new education curriculum thats KTSP, every school or educational unit free to develop the curriculum, but the implementation binded by SNP. In the observation of the implementation of educational unit level curriculum (ktsp) the scripwriter choose in Islamic Junior High School in English subject. This is because the birocration at that school is enough friendly and easy. School. In addition, from the result of the first observation in Islamic Junior High School in English Subject the scriptwriter saw that in the learning the process the students still passive whereas in KTSP the students are demanded to be active and creative. The indicator of passive are the students cant see the learning chance, ignore the chance, let everything happened, avoid from the activity. Teacher holds the main role in class certainly will face many problems which are not easy to implement the new curriculum. The success of learning depends on the teacher. Its clear that the aim KTSP is very good to increase the quality of Indonesian Human Resourse. Based on the explanations above the scriptwriter interested to know how the implementation of KTSP esspecially in English subject. So, the title of this thesis is: THE IMPLEMENTATION OF EDUCATIONAL UNIT LEVEL CURRICULUM (KTSP) IN ENGLISH SUBJECT AT GRADE VII ISLAMIC JUNIOR HIGH SCHOOL

B.

The Formulation of Problem Based on the background above the formulation of problem in this research is: 1. 2. How does the English teacher implement the KTSP in English What are the inhibiting factors in implementing the KTSP at subject at grade VII of Islamic Junior High School? grade VII of Islamic Junior High School?

C.

The Limitation of Problem 4

The limitation of problem in this research is only focused on the English teacher implements the KTSP in English subject and the inhibiting factors in implementing the KTSP at grade VII of Islamic Junior High School X in academic year 2011 /2012. D. The Objective of Research The objective of this study is: a. To know how the implementation of KTSP in English subject at grade VII of Islamic Junior High School X b. To know the inhibiting factors in implementing the KTSP in English subject at grade VII of Islamic Junior High School X. E. The Significance of Research a. b. Giving information and understanding about the implementation of KTSP in English subject at grade VII of Islamic Junior High School X. Giving acknowledgment to the scriptwriter in scientific research especially in education aspect. F. The Frame of Theory 1. Definition of implementation Implementation is a process of applying idea, concept, wisdom, or inovation in a practis action until giving the impact, form the change in knowledge, skill, value, and attitude.3 In Oxford Advance Learners Dictionary as quated in Mulyasas book said that implementation is put something into effect (applying something that give effect or impact).4 Another definition of Implementation applycation.5 The implementation of KTSP can be defined as a process applying of idea, concept, the curriculum wisdom (potencial curriculum) in a learning
3

is

carrying

out

something;

realization;

assemblying;

E. Mulyasa. Implementasi Kurikulum Tingkat Satuan Pendidikan Kemandirian Guru dan Kepala Sekolah. Jakarta: PT. Bumi Aksara, 2008, page 178 4 Ibid., page 178 5 Departemen Pendidikan dan Kebudayaan. Kamus Besar Bahasa Indonesia Second Edition. Jakarta: Balai Pustaka, 1991, page 374

activity until the students master a set of certain competence as the result of interaction with the environment. Besides that the implementation of curriculum can be defined as the actualization of written curriculm in learning form.6 in some cases implementation has been identified with instruction. Further explained that the implementation of curriculum is a process of applying concept, idea, program, or the curriculum arrangement in learning practice or new activities until occuring a change at a group of people which is hoped to change. They also said that the implementation of curriculum is interaction process between the facilitator as the developer of curriculum and the students as the subject.7 Based on the explanation above Mulyasa concluded that the implementation of curriculum is the operasionalization of curriculum concept which is still have potencial characterictic (written) become actualize in learning activity form. Thus, the implementation of curriculum is the result translation of teacher toward the curriculum (SK, Standar Kompetensi - KD, Kompetensi Dasar) which is spelled out in syllaby and lesson plan (RPP, Rencana Pelaksanaan Pembelajaran) as the written plan.8 The implementation of curriculum at least influenced three factors as follow: a. b. The characteristic of curriculum; included the scope of the new idea a curriculum and the clearness to the user in field. The strategy of implementation; namely the strategy that used in seminar, the implementation, like in discussing profession, activities that support the use of curriculum in field. c. The characteristic of curriculum user; included knowledge, skill, value, the attitude of teacher toward curriculum, and his ability to realize the curriculum (curriculum planning) in learning.9
6 7

upgrading, workshop, supplying the curriculum book, and the

Emulyasa. loc.cit., page 178 Ibid., page 179 8 Ibid., page 179 9 Ibid., page 179

Three factors that infulence the implementation of curriculum, namely the support of the headmaster, the support of teacher colleague, and the internal support from the teacher itself. From the factors teacher is the determiner factor besides the other factors.10 In other word, the successful of the implementation of KTSP at school is determined by teacher very much because although the facilties of the education is good, the result of the implementation of curriculum will not satisfy if the teacher doesnt understand and implement the task well. 2. Definition of Curriculum The experts in field of development curriculum have different interpretation toward the definition of curriculum. The term of curriculum come from Greek, namely Curriculae, the meaning is the distance that must be passed through by a runner. 11 In that time, the definition of curriculum was the time span of education that must be passed through by student to get certificate. The popular definition is the curriculum of a school is all the experiences that pupils have under the guidance of the school i.e. the entire student experince at school under the guidance of school.12 The definition of curriculum as poured into UUSPN (Undang-Undang Standar Pendidikan Nasional) No.20 year of 2003 chapter 1 section 1, curriculum is a set of planning and arranging about the aim, content, and the material of lesson and the way thats used as the guidance the implementation of studying activity to achieved the certain aim of education.13 3. Definition of Educational Unit Level Curriculum (KTSP) The regional autonomy in education field has been effected since 2001 based on the Constitution No.22 year 1999 about the regional government. The regional autonomy in this education filed try to return the education to its owner society (region) in order to live from, by and to the society in that region or try
10 11

Ibid., page 180 Joko Susilo, op. cit., page 77 12 S. Nasution. Pengembangan Kurikulum. Bandung: PT.Remaja Rosda Karya, 1993, page 10 13 Joko Susilo. op.cit. page 82

to be autonomous an institute or a region to take care of itself by making efficiency of human resource that in region. The biggest autonomy that has given in education field is about the advance of curriculum, and then called as KTSP (Educational Unit Level Curriculum). KTSP is operational curriculum that arranged by and implemented in each education unity (school). Whereas the center government only give the signs that need to be refered in the advance of curriculum, namely: (1) The Reconcilition No. 20/303 about the National Education System; (2) The Governmental regulation No. 19 year 2005 about the National Education Standard; (3) The Regulation of the Minister of Education No. 23 year 2006 about Content Standard (SI, Standar Isi) to the Base and Middle Education Unity; (4) The Regulation of the Minister of Education No. 23 year 2006 about Graduated Competence Standard (SKL, Standar Kompetensi Lulusan) to the Base and Middle Education Unity; (5) The Regulation of the Minister of Education No. 24 year 2006 about the implementation of both of The Regulation of the Minister of Education; (6) the guidance of BSNP, Badan Standar Nasional Pendidikan (The Educational Nation Standard Agency).14 KTSP is operational curriculum thats arranged and implemented by each educational unit/school.15 Another defenition of Educational unit level curriculum is an operational curriculum designed by and implemented at each educational unit.16 KTSP consists of the goal of educational unit level, the structure and the content of educational unit level curriculum, the educational calendar, and the syllaby. Syllaby is the lesson plan in a or a group of certain subject which include the competence standard, the basic competence, the main material/learning, indicator, evaluation, the time allocation, and source/material/learning media. Syllaby is the spelling out of the competence standard and the basic competence in the main material/learning, the learning
14

15

Muhaimin, Sutiah, Sugeng Listyo Prabowo. Pengembangan Model Kurikulum Tingkat Satuan Pendidikan (KTSP) pada Sekolah dan Madrasah. Jakarta: PT. Raja Grafindo Persada, 2008, page 2 Masnur Muslich. KTSP Pembelajaran Berbasis Kompetensi dan Kontekstual. Jakarta: PT. Bumi Aksara, 2007, page 17

16

http://mbeproject.net/training3-2.pdf. Monday. 9 February 2009 8

activity, and the indicator of the competence achievement indicator to the evaluation. KTSP is a concept that offers autonomy at school to determine the policy of school in increasing the quality, and efficiency of education in order to modify the desire of local society and work out a closer cooperative among school, society, industry, and government in forming the personal of student.17 The main aim of KTSP is to be autonomous and efficiency the school in developing the competence that will be said to the students, suitable with the environment condition. 4. The implementation of Educational Unit Level Curriculum (KTSP) in English Subject at SMP/MTS KTSP is a model of developing school base curriculum which demands the autonomous of teachers. It demands the teachers to prove their profesionalism, they demand to develop the lesson plan (RPP) based on based competency (KD) which can be digged and developed by the students. The tasks of teachers do not to be exerting and supplying the students with various knowledge, but they function as motivator, mediator, and learning facilitator. 5. The Implementation of Learning The implementation of KTSP will empty to the implementation of learning, namely how the content or messages of curriculum (SK-KD) can be dissolved by the students exactly and optimally. Teacher must try that the students can form their self competence based on what has been lined in curriculum (SK-KD), as spelled out in Lesson Plan (RPP). Generally the implementation of learning includes three activities, namely opening activity, competence forming activity, and closing activity. a. Opening Opening is the first activity that must be done by the teacher to begin or to open the learning. 18The aim this activity is to create the readyness of
17 18

Joko Susilo. op.cit. page 12 Ibid., page 181

mentality and to atract the attention of the students optimally, in order to concentrate fully to learn. The efforts that can be done by teacher among others: Relating the competence that has been had by the students with the Conveying the aim that will be achieved and the broad outline of matery that will be presented. matery that will be learnt (in the certain thing, the aim can be formulated together with the students). Conveying the learning activity steps and the tasks that must be Using the various media and the source of learning effectively Asking question, both to know the students understanding toward overcomed to achieve the aim that has been formulated. suitable with the presented matery. the learning that has been pass and to sound out the first ability related to the matery that will be learnt.19 There are many ways wchich can be done by teacher to begin or to open the learning in the implementation of KTSP, namely: 1. Establisment of Intimacy In this establisment of intimacy teacher should pay attention the individual difference and the characteristic of the students. The aim of this activity is to condition the students that they are ready to learn and that they recognize each other. 20The establisment of intimacy is very important to develop the opening attitude in learning activity and to establish the students competency. The steps that can be done in the establisment of intimacy: a. In the beginning of the first meeting, teacher introduce himself or herself to the students by giving greeting, saying name, address, the latest education, and his or her main task at school. b. Teacher checks the students presence by calling their names based on the presence list book.

19 20

Ibid., page 181 Ibid., page 182

10

c. Based on the presence list book order, all of teachers asked to introduce themselves by giving greeting, saying name, address, the experience in daily life, the reason why they choose to learn at this school, and their hopes toward school.21 2. Pretest (the fisrt test) Pretest is done after the establisment of intimacy activity. Its done before the main learning activity and establish of competency is begun. Because of that its very important in the implementation of learning. b. Competence Forming The students competence forming is the learning main activity, among others including the conveying of information about the main matery or the standard matery, discussing the standard matery to form the students competency, and changing the experience and opinion in discussing the standard matery or overcoming problem thats faced together.22 A competence forming can be said effective if all of the students involved actively, either their mentality, their physic, or their social. Its signed by the students participation in managing the learning (participative instruction, realated to their task and their responsibilty in holding the learning program.23 The students task is study and their responsibility is including their participating in establishing and developing the learning activity which has been aggreed and has been decided together in arranging of program. c. Closing Closing is the final activity thats done by teacher to end the learning. There are some activities which can be done in implemeting KTSP, among others: 1. Reviewing Concluding the main matery is the activity thats done in reviewing. Its done to get steady the points of matery which has been
21 22

Ibid., page 183 Ibid., page 183 23 Ibid., page 183

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presented. This activity can be done by the student under guiding of teacher, or student together with teacher. 2. Evaluating By doing evaluation teacher can know the effectiveness of learning and the establismnet of competence, and can know whether the basic competence and the aims of learning has been achieved or not. It can be used to give evaluation toward the student and also to recover the learning program. 3. Following-up Following-up is done after learning and the establisment of competence by the student. It need given by teacher to get steady at the student toward the establishment of basic competence and the achieveness of the learning aim which has been formulated.

6. The Principles of the Development of Educational Unit Level Curriculum KTSP is developed in accordance with its relevantion by every group or educational unit under the coordination and the supervision of educational official or the Department of Religious Affair office Regency/City to the basic educational and the province to the middle educational. The development of KTSP refers to the Content Standard (SI) and the Graduate Competence Standard (SKL) and guided with the curriculum arrange guidance which is arranged by BSNP, and pay attention to the consideration of school committee. KTSP is developed based on the principles as follow: 1. 2. 3. and art. 4. 5. 6. Relevant with the life need. Comprehensive and continuous. Study along the life. 12 Centered to the potencial, the development, the need, and the Various and integrated. Perceive toward the development of knowledge, technology importance of the students and the environment.

7. importance.

Balanced between the national importance and the regional

RESEARCH PROCEDURE A. Scope of Research The approach in this research is descriptive qualitative approach that explains any thing data that is field. The location taken place at grade VII of Junior High School X in academic year 2011/2012 B. 1. Kinds of Data a. Primary data, that is data is found out directly and soon from the source of data. It can be formed information about main problem in research. The data that will be taken form information from the interview and observation that in connection with: 1. 2. b. 1. 2. The implementation of KTSP in English subject at grade VII The inhibiting factors in implementing of KTSP in English Secondary data is the data have been collected to support the primary Historical and geographical condition. Organization structure of Islamic Junior High School. The of Islamic Junior High School X. subject at grade VII of Islamic Junior High School X. data. Secondary data in this research are: Kinds and Sources of Data

Data is the essential part in the research.

condition of teachers, Administration Staffs and students of Islamic Junior High School 3. The facilities of Islamic Junior High School 2. Sources of Data The data source is subject where data is found24. The sources of data in this research are:
24

Suharsimi Arikunto. Prosedur Penelitian: Suatu pendekatan Praktek. Jakarta: Rineka Cipta,. 2004, page 107

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a. The English teacher of Junior High School as the key informan. b. The headmaster of Junior High School and the grade VII of students of Junior High School as the supporting informan. c. Documentation and literatures which are related to the study. C. The Research Subject The representive concept of sample in the framework of generalization that prevails to the population is unknown in qualitative research. The research subject in this research is one English teacher as the key informan, headmaster and some of the students as the supporting informan at grade of VII of Islamic Junior High School X The researched subjects are taken by using the purposive random sampling technique.

D. 1. Observation

The Methods of Collecting Data Observation consists of activities to give attention towards a subject by using whole of sense instrument.25 Observation observes the object of the research directly, in order to portray the activities or any studied as Ridwan said Observation is doing the observation directly to the research object to see from near the activity which is done or the thing which is researched. 26 The objects of observation include: a. b. The general condition of Junior High School X. The implementation of KTSP in English subject at grade VII of

Junior High School X

2.

Interview Interview that often called oral questioner is a dialogue done by

interviewer to get information from informant.27 The purpose of using interview is to get information orally. The researcher do interview to head master, English teacher and students of. Junior High School
25 26

Ibid., page 109 Ridwan. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara, 1994, page 57 27 Suharsimi, op. cit., 2002, page 132

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3. Documentation Documentation is looked for data about something or variables such as notes, transcript, newspaper, magazine, epigraphy, notes of meeting, agenda, legger, etc.28 its used to collect the data from the source non human.29 This technique is used to know general illustration about Islamic Junior High School such as teachers and students condition, facilities and another data thats needed in this research. E. Data Analysis Analysis is group, make an order, manifulate, and shorten the data until easy to be read.30 Generally the data of qualitative in form of words statement or description about something which is asserted in explanation form with words or writing. The data of qualitative concerning with the identification of what is the concerns and what is the issue. In doing this identification there are some analyses which need to be done, namely: 1. Functional analysis Function is a usage of something, usefulness. Functional means viewed from its function; based on position.31 Another meaning of fuctional is practical and useful with little or no decoration or having a practical use, not decorative.32 Based on the definition above functional means the usage of something viewed from its function has walked as its function. By using this analysis the scripwriter describe how the Implemetation of KTSP in English Subject at

28 29

Ibid., page 188 Syamsuddin, Vismaia S. Damaianti. Metode Penelitian Pendidikan Bahasa. Bandung: PT. Remaja Rosdakarya, 2006, page 108 30 Nazir. Metode Penelitian. Ciawi: Ghalia Indonesia, 2005, page 358 31 Umi Chulsum, Windi Novia. Kamus Besar Bahasa Indonesia. Surabaya: Kashiko, 2006, page 230 32 Anonym. Oxford Advanced Learnes Dictionary. Oxford Dictionary Press, 2005, page 630

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Grade VII of Junior High School X whether its implemenation has walked based on its function or not. 2. Descriptive analysis The collected data formed words, picture, and not numbers. All of collecteds probably be the key toward what has been researched. It means that the research report will fill the data quatations to give the description about the presenting report. The data can be from interview text, field note, photo, videotape, private document, note or memo, and another official document. By doing descriptive analysis we can make description systematicly, factually, and accuratly about the facts, characteristics and the relation between phenomenon which is researched. a. Inductive analysis Inductive analysis is an analysis which analyzes the data from the specific become general. The general aim of inductive analysis enable the research findings emerge from general condition, the dominat themes and the significant which is in the data, without ignoring the emerge things by its methodology structure.33 The inductive analysis is meant to help the understanding about the meaning in the difficult data by depeloving the themes which is summarized from the rough data. Qualitative research uses the data analysis inductively. The inductive data analysis is used because some reasons. First, the inductive proces more can find the plural facts as in the data. Second, inductive analysis more can make the relation between researcher-respondent be explisit, can be recognized, and accountable. Third, the analysis more can elaborate the background fully and can make the decisions about can or not the transfer at another background. Fourth, inductive analysis more can find the together influence which sharpens the relationships. Fifth, the analysis can account the values explicitly as the part of analitic structure.34
33

34

Lexy J. Moleong. Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya. 2008, page 297 Ibid., page 10

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The qualitative research try to learn a problem by the frame of inductive thought, namely try to get conclusion about a problem which is being learnt based on the various information which relates with the problem. b. Deductive analysis Deductive analysis is the contrary of inductive analysis. Deductive analysis is an anlysis wchich analyze the data from the general become the specific. 3. Categorical analysis Category means the arrangement of category. Category is a mound of a group of a mound which is arranged based on thought, intuition, opinion, or certain criteria.35 Another meaning of Category is process in rearranging the note from the observation result or interview becomes systematic form. The report made in some systematic categories.36 Category is the first step in analysing the data wchich divides the data on group or categories. Some characteristics of categories in making category, namely: The category which is made must suitable with the problem and the aim of research. The category must complete (exhaustive). The category must be free and separated. Each category must come from one clasification norm. Each category must be in one level.37 Besides the characteristics of categories in making category above the following is the guidance in making category, namely: category. Check systematicly. Attention the regularity. Regularity means the frequently emerge things. The frequently emerge things may be can be one

35 36

Ibid., page 252 Rony Kountur. Metode Penelitian Untuk Penulisan Skripsi dan Tesis. Jakarta: Buana Printing. 2007, page 192 37 Nazir, op. cit, page 358

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E.

The category doesnt too wide and narrow.38 Trianggulation

Trianggulation is a technique thats used to test the trustworthness of data by exploiting the things that is outside the data to hold the filling up or as the discussant toward the collected data. It compares and rechecks the validity of information thats obtained by the different time and tool in qualitative method. It can be obtained by: 1. 2. 3. 4. Distinguish the data of observation result and the data of interview result. Compare what people say in front of public Compare what people say about the research Compare the situation and someones with what he says personally. situation with what he says daily statement. perspective with various opinions and peoples perspective such as the common people, the middle educated people or the high educated people, the well to do family or the governmental people. 5. Compare the the interview result with the content of a correlated document.39 In this research to rechecks the validity of information thats obtained, the scriptwriter will use the first step, namely: distinguishing the data of observation result and the data of interview result which the sciptwriter will distinguish the data of observation result about the implementation of Educational Unit Level Curriculum (KTSP) in field between the data of interview result. The steps are by cheking the data which has been gotten from some of sources. The sources will be the English teacher, the head master and the students of Islamic Junior High Schooli. The scriptwriter also use the fifth step, namely: comparing the interview result with the content of a correlated document.

38 39

Rony., op. cit, page 193 Mukhtar as quated in Moleongs book. Bimbingan Skripsi, Tesis, dan Artikel Ilmiah (Panduan Berbasis Penelitian Kualitatif Lapangan dan Perpustakaan). Jambi: Sulthan Thaha Press Jambi, 2004, page 84

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References E. Mulyasa. (2008). Implementasi Kurikulum Tingkat Satuan Pendidikan Kemandirian Guru dan Kepala Sekolah. Jakarta: PT. Bumi Aksara. Hartoyo. 2011. Curriculum and Material Development=syllabus/courseoutline Program Pascasarjana, Universitas Muhammadiyah Prof. DR. HAMKA. http://afieqcute.blogspot.com/2010/05/level-of-educational-curriculum-unit-ktsp.html? m=1 http://triyanuarsih.wordpress.com Joko Susilo. (2007). Kurikulum Tingkat Satuan Pendidikan Manajemen Pelaksanaan dan Kesiapan Sekolah Menyongsongnya. Yogyakarta: Pustaka Pelajar. Kusnandar. 2007. Guru Profesional Implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Sukses dalam Sertifikasi Guru. Jakarta: PT Raja Grafindo Persada.

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Lexy J. Moleong. (2008). Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya. Masnur Muslich. (2007). KTSP Pembelajaran Berbasis Kompetensi dan Kontekstual. Jakarta: PT. Bumi Aksara. Muhaimin, Sutiah, Sugeng Listyo Prabowo. (2008). Pengembangan Model Kurikulum Tingkat Satuan Pendidikan (KTSP) pada Sekolah dan Madrasah. Jakarta: PT. Raja Grafindo Persada.. Nazir. (2005). Metode Penelitian. Ciawi: Ghalia Indonesia. Sugiyono.(2012). Metode Penelitian Pendidikan:Pendekatan kualitatif, kuantitatif, dan R & D. Bandung: Alfabeta

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