The Implementation of Standard of Process in the Teaching of English at SMA Negeri 3 Malang
| Main Author: | Maya Rizki Fauzia |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | eng |
| Terbitan: |
, 2013
|
| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/24143 |
Daftar Isi:
- ABSTRACT Fauzia, Maya Rizki. 2012. The Implementation of the Standard of Process in the Teaching of English at SMA Negeri 3 Malang. Thesis. English Language Teaching. Graduate Program. State University of Malang. Advisors: (I) Dr. Suharmanto, M.Pd., (2) Dr. Johannes A. Prayogo, M.Pd., M.Ed. Keywords: Standard of Process, National Standard of Education, teaching and learning process, classroom activities, English teaching To improve the national education system, the Ministry of Education and Culture established the National Standard of Education. One of its pillars is Standard of Process which consists of some requirements that teachers should meet in the teaching-learning process. Based on the Standard of Process, teaching-learning process should be divided into three stages namely Exploration, Elaboration and Confirmation (EEC). Since the establishment of the Standard of Process was based on a ministerial decree, it has become legitimate and important for teachers to implement Standard of Process into their actual teaching-and learning process. Carrying on the indicators of Standard of Process brings a number of positive impacts for both teachers and students. The study aims at investigating (1) the implementation of the EEC phase into the actual teaching and learning process, (2) some factors that affect the implementation of the EEC phase into teaching and learning process, and (3) their attitudes toward the Standard of Process and EEC implementation into the teaching and learning practice. The descriptive study was conducted in SMA Negeri 3 Malang and its subjects were four English teachers. The data for the study were (1) the classroom activities that reflect the implementation of the EEC, (2) constraining factors that affects the implementation of EEC into classroom setting, and (3) teachers’ attitudes about the EEC implementation. Furthermore, classroom observations, teachers’ interviews and distribution of questionnaires were executed as data collection procedures. At last, triangulations were carried out by cross-checking the data from two or more data collection methods to ensure the trustworthiness of the data. The findings of the study show that (1) genre-based approach was adopted in the implementation of the EEC into the teaching and learning-process. Genre-based approach best characterizes the principles of the EEC since the functions of its four phases (BKoF, MoT, JCoT and ICoT) were in line with the indicators of each of the stages of the EEC. The purposes of BKoF and MoT were similar to that of the exploration stage. JCoT best represented cooperative learning that became one important requirement of the elaboration stage. Finally, ICoT projected the indicators of both the elaboration and confirmation stages. (2) There were three hindering factors affecting the implementation of the EEC principles into the actual classroom setting, namely the students’ hesitation in peer-assessment, and large number of students that eventually lead to the time problem. (3) All of the English teachers had positive attitudes toward the implementation of EEC. They considered it as reference and means of self-evaluation.