The implementation of ktsp in teaching english at the second year of SMP N 1 Wedarijaksa Pati in the academic year 2008/2009

Oleh :
Deny Setyaningrum - K2205006 - Fak. KIP

ABSTRACT The objective of this study is to describe the implementation of KTSP in teaching English at the second year of SMP N 1 Wedarijaksa Pati which is viewed from the teaching learning activity in English classes, the evaluation system used in the school, and the teaching materials. Furthermore, it is also aimed to know the strengths and the weaknesses in the implementation of KTSP in teaching English at the second year of SMP N 1 Wedarijaksa Pati. This research was carried out at SMP N 1 Wedarijaksa Pati in May 2009. In this research, the writer used a descriptive qualitative method to describe the implementation of KTSP in teaching English. The techniques of collecting the data in this research were participant observation, interview, and document analysis. In analyzing the data, the writer used interactive analysis method namely data reduction, data display, and conclusion drawing. The result of the research shows that, firstly, the implementation of KTSP in teaching English of SMP N 1 Wedarijkasa Pati in the academic year 2008/ 2009 was well conducted. It was viewed from many aspects namely teachers’ roles, students’ roles, the interaction happened in the English class. The teachers had a good perception toward the implementation of KTSP at the school. They played their roles as the facilitator, the motivator and the guide in teaching learning process depended on what kind of methods teachers applied in teaching. While the students were encouraged for being active during instructions given. The materials given to the students in teaching learning process were “Let’s Talk” published by Pakar Raya and Lembar Kerja Siswa (LKS) published by MGMP Pati. To measure the student’s achievement in teaching learning process, the evaluation was in the form of student’s portfolios, weekly test, midterm test, and final test. Those all written tests were included the cognitive aspects. In psychomotor aspects, the teachers took the assessments when the students performed their work, read the text aloud, and worked in pairs. While in the affective aspects, the teachers took the assessment from the students’ attitude, attention and responsibility toward the lesson, and the students’ presence in the class. Secondly, the implementation of KTSP also had the strengths and the weaknesses. The strengths were (1) the students became more active and critical, (2) they had a chance to make up the score through a remedial test, (3) the use of language laboratory in supporting teaching English was enough optimal, (4) the teacher had a good preparation before teaching the students. Beside the strengths, there were