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UNIVERSITI TEKNOLOGI MALAYSIA

DECLARATION OF THESIS / POSTGRADUATE PROJECT PAPER AND COPYRIGHT

Author’s full name : NINDYAN MUMPUNI Date of birth : 31 OCTOBER 1966

Title : THE PERCEPTION TOWARDS THE SCHOOL BASED CURRICULUM

IMPLEMENTATION AMONG ENGLISH TEACHERS AT SECONDARY SCHOOL IN

BATAM

Academic Session : 2010/2011 SEMESTER I I declare that this thesis is classified as :

CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*

RESTRICTED (Contains restricted information as specified by the

organisation where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access (full text)

I acknowledged that Universiti Teknologi Malaysia reserves the right as follows :

1. The thesis is the property of Universiti Teknologi Malaysia. 2. The Library of Universiti Teknologi Malaysia has the right to make copies for the purpose

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Certified by :

SIGNATURE SIGNATURE OF SUPERVISOR B367425 ASSOC. PROF. DR. ABDUL RAHIM BIN HAMDAN (NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR

Date : 10 DECEMBER 2010 Date : 10 DECEMBER 2010

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“I hereby declare that I have read this thesis and in my

opinion this thesis is sufficient in terms of scope and quality for the

award of the degree of Master of Education (Curriculum and Instruction)

Signature : ....................................................

Name of Supervisor : ASSOC. PROF. DR. ABDUL RAHIM BIN HAMDAN

Date : 10 DECEMBER 2010

THE PERCEPTION TOWARDS THE SCHOOL BASED CURRICULUM

IMPLEMENTATION AMONG ENGLISH TEACHERS AT SECONDARY SCHOOL

IN BATAM

NINDYAN MUMPUNI

A thesis submitted in partial fulfillment of the requirements

for the award of the degree of Master of Education

(Curriculum and Instruction)

Faculty of Education

UNIVERSITI TEKNOLOGI MALAYSIA

DECEMBER 2010

I declare that this thesis entitled “The Perception towards the School Based Curriculum

Implementation among English Teacher at Secondary School in Batam“ is the result of

my own research except as cited in the references. The thesis has not been accepted for

any degree and is not concurrently submitted in candidature of any other degree.

Signature : ....................................................

Name : Nindyan Mumpuni

Date : 10 December 2010

ii

I declare that this thesis entitled “The Perception towards the School Based Curriculum

Implementation among English Teacher at Secondary School in Batam“ is the result of

my own research except as cited in the references. The thesis has not been accepted for

any degree and is not concurrently submitted in candidature of any other degree.

Signature : ....................................................

Name : Nindyan Mumpuni

Date : 10 December 2010

iii

This piece of work is especially dedicated to My beloved husband Jamiat ,SH, My mother HJ Rukmini And my sons Papin and Zola Thank you for making my dream comes true………..

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ACKNOWLEDGEMENT

In the name of Allah The most gracious, The most merciful, My heartful thanks to my supervisor, Associate Professor. Dr. Abddul Rahim

Bin Hamdan for showing me the way to conduct a proper research and ensuring that the

thesis is up to par. Thank you for helping me throughout the long process of

completing this thesis, your kindness and attention are deeply appreciated and will not

be forgotten. Countless gratitude too, to all lecturers and non academic staffs in Faculty

of Education, who have helped me a lot of throughout my study in University

Technology of Malaysia

I would like to thank my mom and my family for always being understanding and

supportive throughout the study . Many thanks to my fellow English teachers, who were

involved in this study. Thanks for giving full cooperation in helping me throughout the

thesis, special thanks to my supportive friends, Lisa, Maulina, Ika, yanti and Toni and

also my fellow teachers from Kepri who join the same program in UTM for their

advices and endless supports

My sincere thank to The head of province Kepri, The head of education office of

Province. Kepri, for the kindness of giving supports both matter and finance in

completing this study

Finally to all who have involved whether directly or indirectly, thank you from

the bottom of my hearth. All the kindness that you gave will be greatest treasure for the

whole in my life

Thank you

v

ABSTRACT

This study was carried out to investigate the perception towards the school

based curriculum implementation among English teacher at secondary school in

Batam. By focusing on the knowledge, understanding and application to School

Based Curriculum. Knowing what level of knowledge, understanding and application

are correlated with the teacher’s perception to SBC. 30 English teachers were chosen

purposively in this study. Both qualitative and quantitative data were collected in this

study. The instruments in data collection are questionnaire and semi structured

interview. Results from the findings showed that overall mean for the teacher’s

perception to SBC implementation is 3.11, for teacher’s perception to school based

curriculum in the term of teacher’s knowledge is 3.13, for teacher’s perception to

school based curriculum in the term of teacher’s understanding is 3.19 while the

teacher’s perception in term of teacher’s application is 3.00. The findings turn out to

be that the level of knowledge, understanding, and application of English teacher to

the implementation of School Based Curriculum are in high level. There was no

difference among the teachers toward these variables in term of gender. The

knowledge, understanding, and application of English teacher to the implementation

of School Based Curriculum also show a positive and significant relationship.

However, in interview, certain obstacles are still found in the implementation of the

school based curriculum, related to teacher’s role in it. Being unable to arrange

learning material that fits one teaching-learning period, unable to create various

lessons task, lack of school facilities that support the SBC, and unmotivated students

are those which can bring constrains to teachers in implementing school based

curriculum in their classroom.

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ABSTRAK

Kajian ini dilaksanakan untuk mengetahui persepsi guru bahasa Inggris Sekolah

Menengah Atas (SMA) terhadap Implementasi kurikulum berbasis sekolah ( Kurikulum

Tingkat Satuan Pendidikan ). Kajian ini di fokuskan pada pengetahuan, pemahaman dan

penerapan guru terhadap Implementasi Kurikulum Tingkat Satuan Pendidikan .Dengan

mengetahui tingkat pengetahuan, pemahaman dan penerapan guru terhadap

implementasi KTSP apakah memiliki hubungan yang erat dengan persepsi guru

terhadap KTSP. Seramai 30 sampel telah dipilih secara bertujuan untukmendapatkan

data yang di kehendaki dalam menjawab soalan kajian yang dilakukan. Data yang di

peroleh adalah secara kuantitatif dan kualitatif. Instrumen yang di gunakan adlah melalui

soal selidik dan temu bual secara separa berstruktur Dengan berlandaskan kaedah

kuantitatif dan kualitatif , data dianalisis secara deskriptif dengan menggunakan

Statistical package for social science ( SPSS) version 14.Keputusan menunjukkan min

keseluruhan bagi persepsi guru bahasa Inggris terhadap KTSP adalah 3.11, persepsi guru

terhadap KTSP dari aspek pegetahuan adalah 3.13, persepsi guru terhadap KTSP dari

aspek pemahaman adalah 3.19, sementara persepsi guru dari aspek penerapan KTSP

adalah 3.00. Keputusan kajian menunjukkan bahawa tingkatan pengetahuan,

pemahaman dan penerapan terhadap implementasi KTSP adalah pada tingkatan tinggi.

Tidak ada perbezaan yang signifikan di temukan dari aspek pengetahuan , pemahaman

dan penerapan guru berdasarkan gander. Keputusan kajian juga menunjukkan terdapat

hubungan positif dan signifikan antara pengetahuan,pemahaman, dan penerapan guru

bahasa Inggris dengan implementasi Kurikulum Tingkat Satuan Pendidikan. Dapatan

dari temubual pula menunjukkan bahawa masih banyak masalah di hadapi dalam

implementasi KTSP berhubungan dengan peranan guru. Diantaranya, terlalu banyak

bahan yang diajarkan dengan waktu yang terbatas, kurangnya kemampuan untuk

menyusun tugasan dan alat penilaian, kurangnya fasiliti mengajar yang boleh

mendukung implementasi KTSP

vii

CONTENTS

CHAPTER TITLE PAGE

THESIS VALIDATION FORM

SUPERVISOR’S DECLARATION

TITLE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

CONTENTS vii

LIST OF FIGURES x

LIST OF TABLES xi

LIST OF ABBREVIATIONS xii

LIST OF APPENDICES xiii

1 INTRODUCTION 1

1.1 Introduction 1

1.2 Background of study 3

1.3 Statement of the problem 5

1.4 The objective of study 6

1.5 Research Question 7

1.6 Research hypothesis 8

1.7 Theoretical Framework explanation 9

1.8 The scope of study 11

1.9 The significant of study 11

1.9.1 Teacher 11

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1.9.2 Student 12

1.9.3 Society 12

1.10 The terminology 12

2 LITERATURE REVIEW 14

2.1 Introduction 14

2.2 Indonesian School Based Curriculum 15

2.2.1 The concept of Indonesian SBC 16

2.2.2 The goal of Indonesian SBC 18

2.2.3 The Component of Indonesian SBC 19

2.2.3.1 The Education goal of School level 19

2.2.3.2 The structure and Curriculum content 20

2.2.3.3 The Education Calendar 20

2.2.4 The technique to develop syllabus 21

2.2.4.1 The definition of syllabus 21

2.2.4.2 Syllabus development principles 21

2.2.4.3 Syllabus development Procedures 21

2.2.5 The English Syllabus 22

2.2.5.1 The objective of English Syllabus 22

2.2.5.2 Scope of English Subject 22

2.2.5.3 Comp.Standard and Basic Competency 23

2.3 The English teacher’s Perception 23

2.3.1 The Knowledge 24

2.3.2 The Understanding 25

2.3.2 The Application 25

2.4 Teacher’s role in Language Teaching 26

2.5 The Implementation of School Based Curriculum 29

2.6 SBC Implementation in Secondary school 33

3. METHODOLOGY 36

3.1 Introduction 36

ix

3.2 Research Design 36

3.3 The population and Sampling 38

3.4 Research Instrument 39

3.4.1 Qualitative Approach 39

3.4.2 Qualitative 39

3.4.3 Questionnaire 40

3.4.2 Structure Interview 43

3.5. Data Collection Technique 43

3.5.1 Pilot Study 44

3.6. The Administer of Questionnaire 45

3.7. Reliability 45

3.8. Data Analysis Technique 47

3.9. Conclusion 48

4. FINDINGS AND DATA ANALYSIS 49

4.1 Introduction 49

4.2 Descriptive Analysis Background of Respondent 50

4.2.1 Gender 50

4.2.2 Years of working Experience in Teaching English 50

4.3 Descriptive Analysis Of perception toward SBC 51

4.3.1 Teacher’s knowledge on the Concept Of SBC 51

4.3.2 Teacher’s understanding on SBC 55

4.3.3 Teacher’s Application on SBC 57

4.3.4 Leader Member Exchange 60

4.4 Inferential Analysis different level of understanding to SBC 61

4.4.1 Teacher’s knowledge on SBC 61

4.4.2 Teacher’s understanding on SBC 62

4.4.3 Teacher’s application on SBC 64

4.5 The Relationship of The Knowledge, Understanding, Application

on School Based Curriculum 65

4.5.1 The Relationship between teacher’s knowledge and teacher’s

x

Understanding on SBC 65

4.5.2 The Relationship between teacher’s knowledge and teacher’s

Application of SBC 66

4.5.3 The Relationship between teacher’s understanding and

Teacher’s application 67

4.6 Interview Analysis 67

4.6.1 The Perception to SBC implementation 67

4.6.2 The teacher’s knowledge on SBC 69

4.6.3 The teacher’s Application on SBC 71

4.6.4 The Problems faced in SBC Implementation 72

4.7 Conclusion

5. DISCUSSION AND RECOMMENDATION 75

5.1 Introduction 75

5.2 Discussion of Study 75

5.2.1 Knowledge, understanding and Application of English

Teacher to the implementation of SBC 76

5.2.2 The differences Of SBC knowledge on Gender and Exp. 79

5.2.3 The differences of SBC understanding based on gender and

Experiences 80

5.2.4 The differences of teacher’s application on SBC based on

Gender and Experiences 80

5.2.5 The Relationship of the knowledge, understanding,

Application, gender , experience and SBC 81

5.2.6 Problems faced in Implementing SBC 83

5.3 Overall Conclusion 83

5.4 Limitation of Research 85

5.5 Recommendation and Suggestion for future research 86

5.6 Conclusion 86

REFERENCES 88

xi

LIST OF FIGURES

FIGURE NO TITTLE PAGE

1.1 Theoretical Framework 10

xii

LIST OF TABLES

TABLE NO TITTLE PAGE

3.1 Distribution Of Quantitative Research 38

3.2 Example Of Question Research section B 41

3.3 Example Of Question Research section C 41

3.4 Example Of Question Research section D 42

3.5 Reliability 46

3.6 Wierman Scoring Evaluation 47

4.1 Distribution Frequency and percentage 50

Based on gender

4.2 Distribution Frequency and percentage based on

Working experience 50

4.3 Distribution Frequency ,percentage, mean, and

Level of teacher knowledge on SBC 51

4.4 Distribution Frequency, Frequency, Percentage

And the level of teacher’s understanding 55

4.5 Distribution Frequency, Frequency, Percentage

And the level of teacher’s application 57

4.6 Summary Of teacher’s perception to SBC 60

4.7 T-Test difference of teacher’s knowledge 61

4.8 One Way ANOVA 62

4.9 T- Test Difference of teacher’s understanding 62

4.10 One Way ANOVA difference understanding of

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SBC Based on Gender 63

4.11 T - Test Difference of teacher’s application 64

4.12. One Way ANOVA difference of teacher’s

Application on SBC 64

4.13 The Relationship teacher’s knowledge 65

4.14 The Relationship teacher’s knowledge and

Application 66

4.15 The Relationship between teacher’s understanding

and application 67

xiv

LIST OF ABBREVIATIONS

BSNP Badan Standar Nasional Pendidikan CBC Competency Based Curriculum KTSP Kurikulum Tingkat Satuan Pendidikan SBC School Based Curriculum

xv

LIST OF APPENDICES

APPENDIX TITLE PAGE A Questionnaire 91 B Result of Pilot project 100 C Interview Transcript 104 D Recommendation Letter of Dinas Pendidikan Kota Batam 108 E Recommendation Letter of Kesbang Batam 109 F Recommendation Letter from Linmas Province of Kepri 110

CHAPTER 1

INTRODUCTION

1.1 Introduction

The policy to change curriculum in Indonesia from 1994’s curriculum to

School Based Curriculum is the efforts of government to improve and increase the

quality of education, many innovative programs took place in education reformation

era. Education reformation is the education reconstruct in improving the relationship

between school and its environment and with the government, developing and

planning of the managerial system and empowering the teacher’s competency.

Competency is a set of intelligence activity which is full of responsibility

should be owned by a teacher to be considered able to do the task on the certain field.

The characteristic of intelligence should be shown as a skill, accuracy and the

success in behave. The responsibility characteristic meaning that a teacher should be

good behave and do the right thing in science ,technology and also ethics. Depdiknas

states that Competency is knowledge, skill and basic values that reflected in the habit

to think and to behave ( Abdul Majid, 2007 )

The success in implementing curriculum is really influenced by the ability of

teachers who will implement and actualize the curriculum. The teacher’s competency

mainly related to the knowledge and abilities. Often the fail in implementing

curriculum is caused by less of the teacher’s competency on knowledge, skill and

ability to understand the task that they should do. This condition showed that the

curriculum will go into its function on how it is done at school., especially at

teaching and learning process in the classroom.

The change of curriculum also give the effects to school itself, teachers,

students, parents and also the stake holder directly or indirectly. So that the

readiness of all element is very important in order not to be constraints during

implementation. It is important of considering wide range of conditions in

implementing curriculum change, of matching innovation with the realities of school

teacher’s perspectives and abilities, and the prevailing social climate. Although it

will give an opportunity for teacher to formulate a curriculum for a classrooms,

however, teacher are often reluctant to develop a curriculum and put it into practice

for several reason. They are constrained by lack of time, and heavy teaching load ,

and the teacher might perceive a resistance to change from parents, peers, or a

principal.

It is important to develop and to increase teacher’s image especially for the

teachers who graduated from Teacher’s training Institute with the certification of

Diploma 1,2 and 3, the lack of their performances are because of lack of time, in the

training, the environment influences the work relationship, the lack in mastery

learning material with what they have to teach to students, and the lack of facilities

for the teachers in the remote areas ( R. Soeprapto Suraji, 2008 )

Most curriculum innovation don’t affect a single classroom, but an entire

school or school region.. Without knowledge, understanding and ability to apply the

new curriculum and also without the mean for developing shared norms and goals ,

teachers are more interested in planning for their own classroom rather than for the

entire school or school region. Hence, it will be difficult to effect school system’s

curriculum revision through teacher initiation.

Nowdays many schools in the level SMA/SMP needs proper and professional

teacher, through the three aspect ,cognitive, psychomotor and affective, it has to be

able to prove the picture of proper teacher related to the knowledge and attitude

that they have..

1.2 Background of Study

School based curriculum is the operational curriculum arranged and

implemented by each school in Indonesia .It consist of School goal, Structure and

Content of school curriculum, the Education calendar and Syllabus (BNSP,2006)

The implementation of school Based Curriculum needs the support from skillful and

qualified educators or teachers, in order to awaken the work motivation and be able

to empowering local autonomy. That’s why each school has high responsibility to

develop their own creativity in implementing curriculum.

School Based Curriculum is developed to give a chance for each school to

develop their syllabus and manage the resources by allocating the prior needs and

also responds to the needs of local community. Schools also should be able to pay

attention to the student’s different needs, the different desire of educators or teachers,

different situation of environment, the hope of the community that sent their children

to school and the demand of industrial needs to get productive, potential and

qualified workers.

The three factors that influence the implementing School Based Curriculum

(Ashan,1981) are: Curriculum characteristic involving scope of new ideas of a

curriculum and its explanation for the user ; Implementation strategy is the strategy

used in implementation, such as profession discussion, seminary, workshop,

curriculum books distribution and the activities to motivate the implementing

curriculum implementing; and the characteristic the user of curriculum including

knowledge, skill, values, and the attitude of the teacher towards the curriculum , and

also the teacher’s competency to plan curriculum in the subject matters.

On the other side, the three factor influence implementation of the curriculum

are the support of principal of school, support of teachers colleagues and the support

from internal factor derive from the inner of teacher. The most determiner factor is

the teacher, on the other word that the success of the curriculum implementation is

quite determined by the teacher. Teachers have important role in determining

quantity and quality of their instruction, that’s why, they have to think and make a

plan of instruction appropriately to improve learning opportunity for the students and

improving the quality of their instruction.

It demands changes in classroom organizing, the use of teaching aids,

teaching learning strategy even characteristic and attitudes of teacher to manage

teaching and learning process. Teacher plays role as manager in the process of

teaching and learning, acted as facilitator who try to create effective teaching and

learning process so it enable to develop learning material and increasing student’s

ability in mastery subject matter and to achieve the objective of learning.

To achieve those all above, teachers should be able to motivate students to

learn, because students are as main subject of learning , therefore they should be

active involved in learning process. Teaching is the guidance of learning activities,

teaching for the purpose of aiding the pupil learn.( William Burton in Moh. Uzer

usman).

The new paradigm related to school based curriculum implementation is

giving broaden authority to the principal in planning, organizing, implementing,

supervising, and controlling of education at school. The headmaster have to be ready

to receive that authority with its consequences, beside the advance of science,

technology and arts go to schools, the more making complex to the principal’s life.

The principal cannot accept the changes directly but have to think to make changes at

school.

The key for the principal and teachers in order to keep enjoying in the middle

of the new paradigm of education is by understanding position and what is happening

and also the readiness to become part of the different new world. School based

curriculum introduce new model of school management , from centralized to

decentralized to school with the new model of management that is school based

management as well as the curriculum and the evaluation system.

1.3 Statement of the Problem

Teacher is the key of a successful school or education institution. Teacher is

also as sales agent of education institution. The way they teach will influence the

image of a school, that’s why the teacher resource always be developed through

training or other activities which improve the professionalism.

Although the efforts have been done to increase the national education

quality for example through developing of national and local curriculum,

improvement of teacher’s competency, books and teaching aids provision, giving

school’s infra structure and improvement on school management .But There are still

many complaints of the community about unqualified school graduated., morality

decadency, less of the attitudes, less of responsibility, those are the products of

school. And at the end the teachers of school just to be blamed.

Instruction is a process that involving complex activities, teaching is not as

easy at it seemed, someone who has ever learned , he will be able to teach’ that is the

old paradigm. Instruction is the efforts of teachers to create the possibility occurred

during the students learning. Such (Gagne and Briggs ,1979) stated; “ …..instruction

is a set of event which affect learners in such away that learning is facilitated.” So

that the creativities and innovations of teachers are quite needed in the teaching and

learning process. But there are still many problems that teachers facing related to

teaching process such as, how to arrange the instructional planning, how to write

instructional objectives and all about how to develop syllabus and lesson plan. In

order to develop an appropriate teaching and learning’s instruments, it is important

for the teacher to have the knowledge of school based curriculum, understand its

content and be able to apply them in the process of teaching and learning.

1.4 The objective of the Study

The objectives of this study are to identify:

i. The level of the knowledge of English teacher to the School Based Curriculum

implementation.

ii. The level of understanding of English teacher to the School Based Curriculum

implementation.

iii. The level of application of English teacher to the School Based Curriculum

implementation.

iv. The differences of School Based Curriculum knowledge based on the gender

of English teacher .

v. The differences of School Based Curriculum knowledge based on the

experience of English teacher.

vi. The differences of School Based Curriculum understanding based on the

gender of English teacher.

vii. The differences of School Based Curriculum understanding based on the

experience of English teacher.

viii. The differences of School Based Curriculum application based on the gender

of English teacher.

ix. The differences of School Based Curriculum application based on the

experience of English teacher.

x. Teacher’s problem in implementing School Based Curriculum.

xi. To analyze the relationship of he knowledge, understanding, application,

gender, experience and school based curriculum.

1.5 The Research Question

This study is especially designed to answer the following questions:

i. What is the level of knowledge of English teacher to the implementation of

School Based Curriculum?

ii. What is the level of understanding of English teacher to the implementation of

School Based Curriculum?

iii. What is the level of application of English teacher to the implementation of

School Based Curriculum?

iv. Is there any differences of the School Based Curriculum knowledge based on

the gender of English teacher ?

v. Is there any differences of the School Based Curriculum knowledge based on

the experience of English teacher ?

vi. Is there any differences of the School Based Curriculum understanding based

on the gender of English teacher ?

vii. Is there any differences of the School Based Curriculum understanding based

on the experience of English teacher ?

viii. Is there any differences of the School Based Curriculum application based on

the gender of English teacher?

ix. Is there any differences of the School Based Curriculum application based on

the experience of English teacher?

x. Is there any teacher’s problem in implementing School based Curriculum?

xi. Is there any relationship of the Knowledge, Understanding, Application,

Gender, Experience and School Based Curriculum?