SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2011

Ukuran Huruf:  Kecil  Sedang  Besar

an analysis of lesson plans on teaching speaking at national junior high schools with international standards (SBI) in malang

Lailatul Kodriyah

Abstrak


ABSTRACT

 

Kodriyah, Lailatul. 2011. An Analysis of Lesson Plans on Teaching Speaking at National Junior High Schools with International Standards in Malang. S-1Thesis, English Education Department, Faculty of Letters, State University of Malang. Advisor, Dr. Sri Rachmajanti, Dip. TESL, M.Pd.

 

Key Words: Lesson Plan, teaching speaking, National School with International Standards (Sekolah Bertaraf Internasional/ SBI)

 

Lesson plans (LP) play a very important role during the teaching and learning process. In order to know how the teachers of National Schools with International Standards develop the lesson plan, this study is intended to analyze the lesson plans on the teaching speaking of National Junior High Schools with International Standards in Malang.

This study was conducted at two National Junior High Schools with International Standards in Malang, SMPN 1 Malang and SMPN 5 Malang. Each school is represented by one English teacher who teaches Grade VIII. Each English teacher provided one lesson plan on teaching speaking. The sources of data of this study are the lesson plans and the English teachers. The instruments used in this study are rating scale and the interview guides. Both of them used lesson plans' components, i.e. standards of competences, basic competences, learning indicators, time allotment, learning objectives, instructional materials, teaching and learning methods, teaching and learning stages, teaching and learning resources, and teaching and learning assessment as variables.

The qualitative research design was applied in this study. The researcher collected the lesson plans from the two schools. Then, the lesson plans were analyzed by using rating scale. After the lesson plans were analyzed, the researcher conducted interviews to the lesson plans' developers to verify the results of analyzing the lesson plans. All the data obtained from the result of rating scale instruments and the results of the interviews were then described qualitatively from those the conclusions were drawn. The findings of this study are as follows.

First, the teachers have already developed the competence standards and basic competences in accordance with the content standards in curriculum very well. About the learning indicators, from the two of lesson plans, one of them does not develop the learning indicators. Second, in developing the learning objectives, all the teachers have developed in accordance with the basic competences and learning indicators. Third, from the results of analyzing the two lesson plans, it is found that the teachers have estimated the exact time allotment to cover all the competences mentioned in the learning indicators. Fourth, both lesson plans have the instructional materials developed appropriately with the basic competences, indicators, and the students' context yet LP 1 has the instructional materials less appropriate with the students' context.

Fifth, the teaching and learning methods of the lesson plans have been developed in accordance with the basic competences and learning objectives. Sixth, the teaching and learning stages on the LP 1 and LP 2 are developed by focusing on the students, giving chances to the students to communicate with their friends or environments, and emphasizing on problem solving. Seventh, the material/learning resources on this lesson plans are not written operationally. The last, the assessment of the two lesson plans have been developed in accordance with the basic competence and the technique of assessment have been developed in line with the type of assessment.

From the results of the findings, some suggestions are offered. For the teachers, in order to develop a good lesson plan, s/he should comprehend the curriculum well so that s/he could map the competences that students' have to achieve. For other researchers who want to conduct similar study, it is suggested that the future studies can be conducted on the lesson plans of other skills such as listening, reading, and also writing. It will be better if the future researchers not only analyze the development of the components but also analyze the implementation during teaching and learning process. This can give information whether a good lesson plan can be implemented well in the classroom or not.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRAK

 

Kodriyah, Lailatul. 2011. Analisis Rencana Pelaksanaan Pembelajaran (RPP) Pada Pembelajaran Speaking di SMP Negeri Bertaraf Internasional Kota Malang. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: Dr. Sri Rachmajanti, MPd.

 

Kata Kunci: Rencana Pelaksanaan Pembelajaran (RPP), Pembelajaran Speaking, Sekolah Bertaraf Internasional.

 

Rencana Pelaksanaan Pembelajaran (RPP) berperan penting dalam proses belajar mengajar. RPP digunakan sebagai alat untuk menentukan kemampuan (competences) tertentu yang harus dikuasai oleh siswa selama proses belajar mengajar berlangsung berdasarkan silabus dan kurikulum. Untuk mengetahui bagaimana guru di SMP SBI mengembangkan RPP, penelitian ini kemudian fokus untuk menganalisis RPP pada pembelajaran speaking di SMPN bertaraf internasional di kota Malang.

Penelitian ini dilaksanakan di dua SMP SBI di Malang yaitu SMPN1 Malang dan SMPN 5 Malang. Setiap sekolah diwakili oleh satu guru bahasa Inggris yang mengajar di kelas delapan dan setiap guru menyediakan satu RPP untuk pelajaran speaking. Sumber data dari penelitian ini adalah RPP serta guru bahasa Inggris itu sendiri. Instrument yang digunakan adalah rating scale dan wawancara yang keduanya menggunakan komponen RPP sebagai variabelnya yaitu standar kompetensi, kompetensi dasar, indikator, alokasi waktu, tujuan pembelajaran, metode pembelajaran, langkah-langkah pembelajaran, sumber belajar, dan penilaian.

Penelitian ini menggunakan penelitian kualitatif. Peneliti mengumpulkan RPP dari kedua sekolah dan kemudian dianalisis menggunakan ratingscale. Setelah menganalisis RPP, peneliti melakukan wawancara dengan guru-guru yang mengembangkan RPP tersebut untuk memverifikasi hasil temuan dari analisa ratingscale. Semua data yang terkumpul dari ratingscale dan hasil wawancara kemudian didiskripsikan secara kualitatif untuk memperoleh kesimpulan.

Beberapa temuan dari penelitian ini adalah: pertama, para guru telah berhasil dengan baik dalam mengembangkan standar kompetensi dan kompetensi dasar sesuai dengan standar isi kurikulum. RPP 1 tidak memiliki indikator pembelajaran karena guru yang bersangkutan menganggap indikator sama dengan tujuan (objective); kedua, dalam hal tujuan pembelajaran, para guru berhasil mengembangkannya sesuai dengan kompetensi dasar dan indikator pembelajaran; ketiga, dari hasil analisa RPP, para guru telah berhasil mengembangkan alokasi waktu dengan baik; keempat,materi belajar telah dikembangkan dengan sangat baik; kelima, metode pengajaran dan pembelajaran juga telah dikembangkan sesuai dengan kompetensi dasar dan tujuan pembelajaran; keenam, tahapan (stages) pengajaran telah dikembangkan dengan fokus pada para siswa dan sesuai dengan metode yang digunakan; ketujuh, dalam menuliskan sumber belajar, guru menuliskan sumber belajar kurang jelas dan kurang tepat; dan yang terakhir, penilaian (assessment) pada kedua RPP telah dikembangkan sesuai dengan kompetensi dasar.

Dari hasil penemuan diatas, beberapa saran kemudian diberikan. Pertama, setiap guru memerlukan pemahaman yang tepat tentang kompetensi yang terdapat pada kurikulum dalam mengembangkan RPP sehingga guru dapat memetakan kompetensi yang harus dicapai oleh siswa. Kedua, untuk peneliti lain yang akan meneliti hal serupa, akan lebih baik jika peneliti meneliti RPP kemampuan bahasa yang berbeda seperti, mendengarkan, membaca, dan menulis. Akan lebih baik juga jika peneliti meneliti pelaksanaan pembelajaran dari RPP yang sudah diteliti. Ini akan menunjukkan apakah RPP yang bagus juga memberikan jaminan pada proses pelaksanaan belajar mengajar.