THE PROBLEMS FACED BY THE ENGLISH TEACHERS IN IMPLEMENTING SCHOOL BASED CURRICULUM (QUALITATIVE)

CHAPTER I

INTRODUCTION

A.    Background

English is the first foreign language taught from primary to university. English is the major language for intermediate mean of communication and for transfer of science and technology. In addition, English is a medium of communication in trade and international business.

Educationally, the mastery of English for students in high school is still very low. According to the survey (Sadtono, 1999 in Mansyur and Amirullah, 2009) in 16 Junior High School in 4 provinces found that the students’ proviciency in macro skills in English is still poor particularly in speaking and writing. Moreover, an investigation (Nurweni,1999 in Mansyur and Amirullah,2009) in university in Sumatra, reported the first year Indonesian university show a mastery of English on average of approximately 1226 words, far below the national threshold of high school completion(4000-5000 lexical items)

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he unsatisfactory result of English teaching is not merely because of the students or the teachers themselves. There are many factors, which affect the result of teaching such as time allotment, games, methodology, teaching material, the use of visual aid, and also other aspects like curriculum. All factors mentioned above work together in affecting the result of teaching.

Nowadays, The National Education Department has been applying the newest curriculum, namely School Based Curriculum (KTSP) as a revision of Competency Based Curriculum (KBK). It is stated in government’s rule (PP No.19/2005) which is also supported and issued in National Educational Rule No.24/2006.

The School Based Curriculum (KTSP) is developed by schools according to their regional characteristics, socio-cultural of society and the features of learners. In this case, schools are able to design their own curriculum that basically suits the frame and competency standard created by Board of National Education Standard (BSNP). Guidance prepared by BSNP consists of two sections. First, the general guidelines contains general provisions of curriculum development that can be applied in educational unit by referring to competency students and basic competencies established the standard of content and standard of graduate competence. Second, School Based Curriculum model is an example of final outcome in developing SBC by referring to standard of content and standard of graduate competence that consider the guidelines from general guide established by BSNP.

The implementation of the new curriculum offers wider opportunities to the teachers to manage the whole classroom activities. Even so, teachers should  consider and put consideration before deciding learning activities. It is imperative to remember that activities were never intended to be replaced the school curriculum, their purpose is that reinforcement and enrichment to the curriculum itself.

The implementation of the new curriculum inevitably changes the teachers’ practice in terms roles, responsibilities, and teacher’s professionalism. Teachers are demanded to change their roles not as the only source person, but as the facilitator that mediate and create learning experience for students. Besides that, the change of teachers in the context professional development means they have to developed and improved their knowledge??????????

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