REVIEW JOURNAL
THE 2013
CURRICULUM BASED SYLLABUS
FOR
SENIOR HIGH SCHOOL’S
ENGLISH
EXTRACURRICULAR PROGRAM
”As a course assignment Curriculum and Syllabus Design”
Lecturer: Zaitun Qamariah, S.Pd.I, M.Pd
Arranged By:
Hairatul
Hasanah
SRN.1801121313
ENGLISH EDUCATION STUDY
PROGRAM
LANGUAGE EDUCATION
DEPARTMENT
FACULTY
OF TEACHER TRAINING AND ISLAMIC EDUCATION
STATE ISLAMIC INSTITUTE OF
PALANGKARAYA
2020/2021
REVIEW JOURNAL I
THE 2013
CURRICULUM BASED SYLLABUS
FOR
SENIOR HIGH SCHOOL’S
ENGLISH
EXTRACURRICULAR PROGRAM
Masrur Mustolih and Hermayawati
English
Education Department, Faculty of Teacher Training and Education,
MercuBuana
University of Yogyakarta, Indonesia
- CITATION
Mustolish, M., & Hermayawati, (2015). The 2013
curriculum baed syllabus for senior high school’s English extracurricular
program. Journal of English Language and Education,
1(2), 203-216 December 2015.
- RESEARCH PURPOSES
This study aims to design a syllabus made for
English extracurricular activities at SMAN 1 Seyegan which will be based on the
2013 curriculum. This is a research and development R&D (learning and
development) learning using the ADDIE model. The study uses observations, questionnaires,
interviews, and documentation. This study found a 2013 curriculum-based
syllabus using a matrix format. As it is known that English is a very important
language because this language is worldwide, while the 2013 curriculum has
brought many changes that affect aspects related to the application curriculum
and with the teaching of English (ELT), comprehensive changes create a number
of problems such as language courses English was abolished in elementary
school, reducing English courses in junior high schools. therefore this
research was made to design a syllabus made for English extracurricular at SMAN
1.
- THEORITICAL REVIEW
In the 2013/2014 academic year, the Indonesian
Ministry of Education changed the School-Based curriculum to the 2013
Curriculum. These changes influenced many aspects related to curriculum
implementation. About Teaching English (ELT), comprehensive change creates many
problems, including (1) eliminating English courses from elementary school; (2)
reducing study time for English courses in secondary schools; (3) enhance the
role of students by observing, questioning, exploring, associating and
communicating activities; (4) integrating ELT into other subjects - e.g.
biology, mathematics, science, etc. (Mustolish, M., & Hermayawati, 2015).
Then from the opinion of researchers, it feels
strange if the 2013 curriculum tried to reduce the portion of ELT. therefore
this study is focused on secondary school cases, especially in high school
(SMA). This secondary case study will be directly tested in the class of
students, reducing learning time which according to the 2013 curriculum the
English course time is enough in just 2x45 minutes in one week. The curriculum
tries to discourage English into other courses, however other courses are not
allowed to send teaching materials in the form of English. The hope is for the
2013 curriculum if the allocation of time to study English is reduced and
English is difficult to integrate with other subjects, students need to
practice their English in different settings, such as extracurricular or
private English courses.
- METHODS
This research uses clarification of research and
development (R&D) methods used to develop or validate certain education and
learning products. In this study, researchers designed products based on the
2013 Curriculum and need analysis. This research uses ADDIE to research the
procedure in creating a designed product which stands for Analysis, Design,
Development, Implementation, and Evaluation. To get a Needs Analysis (NA),
researchers used observations, questionnaires, interviews, and documentation.
Research Subject
The researcher observes the situation of the
research setting to gather information about school policy and the learning
context. The selected units are representatives from each semester or each goal
(grade achievement or competition) involving 15 students from ten classes who
register for the English extracurricular program.
Design and Procedure
The researcher observes the situation of the
research settings then analyzes the 2013 Curriculum documents. This is a
research and development R&D (learning and development) learning using the
ADDIE model. The researcher tries the implementation steps then he gives pre-test,
treatment, and post-test in each cycle. The researcher uses questionnaire 1 to
gather information about the needs of students for English extracurricular
researchers who interview teachers and principals of English language to get a
Needs Analysis (NA), researchers use observations, questionnaires, interviews,
and documentation.
Data Analysis
Based on the findings from the observational data,
interviews, and questionnaires above, the researcher concludes that the needs
of students in terms of needs, shortcomings, and desires. The needs of Seyegan
N1 high school students, in general, need more time to study and practice
English to prepare for an English competition. Therefore, basically SMAN 1
Seyegan needs a program to accommodate those needs. The shortcomings of Seyegan
N 1 High School did not provide additional time and programs for learning and
practicing English and did not prepare themselves for English competitions
while Seyegan 1 High School did not have a guide to carry out the program. Then the desire of SMA N 1 Seyegan
required English extracurricular syllabus as the basis of the teaching and
learning process programs to
accommodate students in learning and practicing English as well as preparing
for English competitions.
Then the Focus Group Discussion (FGD) statement is
conducted to measure the suitability of the syllabus with the needs and
standard format. for the average results of questionnaire 2 is 43.86 or 87.72%.
In fact, the maximum total average should be 50. It can be concluded that the
designed syllabus is almost perfect based on the FGD. It can be designed in syllabus by using
competition (speech, storytelling, debate)
Based on these findings, the researchers then formed
the basic competencies for extracurricular English in SMA Seyegan. however,
researchers also consider aspects such as topics and surveys of student needs.
Based on the above findings, it is recommended for further researchers to develop a syllabus designed to be a module for
English extracurricular.
- RESULTS
The 2013 curriculum
for extracurricular teaching of English produced significant differences in
results, as it was well known that researchers provided pre-test, treatment,
and post-test in each cycle. for cycle 1 namely pre-test and for cycle 2 namely
post-test where the results have scores that each have significant differences
between the two cycles. Both showed a significant increase with 102.7% of the
average cycle 1 and cycle 2 and it can be concluded that the replacement
syllabus was appropriate for students.
- IMPLICATIONS
Conclusion
The Indonesian
Ministry of Education changed the School-Based curriculum into the 2013
Curriculum, from research explaining that the 2013 curriculum was specifically
aimed at English language courses at schools who wanted to integrate this
English course in other courses such as biology, mathematics, and others.
therefore determine this to cause problems for teaching English (ELT), because
this curriculum limits learning matters related to English, therefore this
research was made to design syllabus aimed at English extracurricular
activities.
Then to design the syllabus the research and
development method was used at Seyegan 1 High School, using 21 units for two
semesters and this research and development (R&D) was carried out with the
development of ADDIE. then for things done to achieve the results of this study
are: first, before the research and development
begin the researcher must pay attention and analyze the conditions and field
situations in this case the researcher uses Design, Development,
Implementation, and Evaluation. secondly, then the researcher can design and
make procedures that will be applied in this class, in this case, the
researcher uses observations, questionnaires, interviews, and documentation.
third, then after giving pre-tests, treatments, and post-tests to students, researchers
will give scores based on teacher interviews. the results of the pre-test and
post-test make a significant difference with 102.7% of the two results.
Then the Focus Group Discussion (FGD) statement
is conducted to measure the suitability of the syllabus with the needs and
standard format. for the average results of questionnaire 2 is 43.86 or 87.72%.
In fact, the maximum total average should be 50. It can be concluded that the
designed syllabus is almost perfect based on the FGD. it can be designed in the
syllabus by using competition (speech, storytelling, debate) Based on the above
findings, it is recommended for further researchers to
develop a syllabus designed to be a module for English extracurricular.
LIMITATIONS
1.
Has a
branched statement, so it's like convoluted
2.
For reference
mostly under the last 10 years
Suggestion
Maybe for the statement, it is also more focused wanting to use a questionnaire or discussion
a statement that looks directly at its development and for reference, it might be
able to update again.
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