Beruflich Dokumente
Kultur Dokumente
INTRODUCTION
In this part, the writer will explain the background of study, statement of
the problems, purposes of the study, significant of the study, scopes and
along with the goals and the objectives, so that they can measure what they
the needs analysis, which is conducted by the teacher before or during the
and students (Ross, 2000:5). Basically, the standard curriculum usually has
been prepared by the government as the basic for each level of institution,
like the university for instance, it has its own standard curriculum from the
other institutions, like elementary school, junior high school, even senior high
Macalister, 2010).
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“Curriculum development” refers to all processes made by the
curriculum, in which it is aimed to deal with all the content of the curriculum,
aims, and objectives for the program with the students’ need (Richars,
2001:2). Basically, those all aspects should be considered and interact each
government usually becomes the basis for that process, and generally it is still
used together with some new additional aspects, so that it is called as the
school (Richard, 2001:2). This is made through the need analysis conducted
based on the subjects of study, but it is more based on the nature of the
curriculum itself. Besides, the result of the analysis can be used as the basis
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changed for more than five times. In addition, in Indonesia the EFL
International Indonesia
Name Year Name Year
Grammar
Translation 1800 - 1900 Unknown 1945 - 1968
Method
Direct Method 1890 - 1930 Oral Approach 1968 - 1984
Communicative
Structural Method 1930 - 1960 1984 - 1994
Approach
Meaning-Based
Reading Method 1920 - 1950 1994 - 2004
Curriculum
Audiolingual Competency-
1950 - 1970 2004 - 2006
Method Based Curriculum
Situational Content-Based
1950 - 1970 2006 - 2013
Method Curriculum
Communicative Curriculum of
1970 - Present 2013 - Present
Approach 2013
Basically, from those approaches, it will arise some other aspects of
curriculum, such as the change of method, material, time of course, and the
assessment. But, even the curriculum has been developed along with its
approaches, some teachers in some schools still use the previous approaches,
like grammar translation, direct method, etc. Lie (2007) argues that the use of
and there is no more about the communicative language even that is in the
students vary (Norland and Pruett-Said, 2006) then teachers are free to
choose which approach that is appropriate to the current class. In fact, there
are teachers who use the approaches or methods of teaching, which are
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inappropriate for the students, so that they cannot measure the goal of
teaching and learning. Like the use of method for instance, teacher use the
so that it will make the uncomfortable class for the students, which will
Out of approach, there are also some other aspects, in which teachers
should consider like what have been told above, such as textbook for
affect the students’ interest to the lesson. Tok (2010) argues that the textbook
can affect the students’ performance and interest to the course. Novota et al.
(2012) also adds that the textbook still becomes a factor that can influence the
learning process.
Thus, need analysis is one aspect that should be done while designing
needed by the students, so that the designer can build a good preparation for
not find any constraints while implementing that new curriculum. Moreover,
some designers already make up the curriculum based on the need of students
and the goal of the institution, which is aimed to match two different ideas.
any difficulties, like what Tomlinson (2008:47) says that material does not
seem to make students interested, instead they feel difficult to understand the
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lesson. Besides, it is strengthened by Tabari (2013), who argues that some
curriculum, such as the unsuitable textbook for the context of use for
instance. It means that even the curriculum has already been modified or
developed and already deal with the environment, there will be always the
constraint occur. Ahmad (2014) found that some teachers were trapped on the
curriculum along with the approach in the process of teaching and learning.
influenced by some factors and this may affect the achievement. Hussain et
Rudhumbu et al. (2016) also found that the effective of curriculum planning
and implementation are influenced by other factors, such as the training and
They should consider the needs of the students, the goals, the materials,
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curriculum for instance, and of course it has different implementation with
stands under International Islamic boarding school for Girls of Al Izzah Batu.
It is one of boarding schools that facilitates students to study both Islamic and
Izzah, 2015) offers the international class for the students, in which it is
2015). Due to this integration, the researcher tends to learn more about the
one.
follows:
1. How is the implementation of integrated curriculum of EFL in Junior High
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2. To find the problems that occur on the implementation of integrated
Al Izzah Batu
1.4. Significance of the Study
The result of this study is expected to give the information about
the researcher and the reader, in the case; principal, curriculum affair,
integrated curriculum. Therefore, the teachers and practitioners can make the
result of this research as the reference of their future research or basis for
that is applied in Junior High School of Al Izzah Batu. However, since many
cases and problems take place on the integrated curriculum, then the writer
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curriculums in one institution, like national
CHAPTER II
supports the research. This discussion covers language curriculum and curriculum
development.
2.1. Language Curriculum
Learning is one process, which is done by people to get knowledge or
understanding about the things. Some people choose what they are going to
learn by themselves, some are controlled, but everyone believes that they
know what they should learn (Ross, 2000:8). They realize about what they
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need to know and understand about the knowledge. Thus, before starting to
learn about the things, learner/student should know first what they are going
to learn first, second, third and so on. So, later they can arrange by
from the basic to the advance. In this case, language learning also has it. It is
language (Richards, 2000:1). In one country for example, the people there
might master and use more than one language, and this is normal for the
how to learn and get that language knowledge, because of their lack of
knowledge about what they should learn first, second and so on, or it can be
language course (Richards, 2000:1) that is blended together with some other
It allows teachers to have a good plan for the teaching and learning process.
better quality of the students (Smith, 2003:38). Thus, the clear goals,
objectives and other part of curriculum will escort the teacher and students
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into a better process. Therefore, it can be concluded that the curriculum is one
important part of education that should be built first better before others.
In addition, usually people ask why there should be a curriculum.
Thus, it is needed to know by the students, teachers, and parents as the part of
education should understand about it. As it has been known by the educators
that one content of the curriculum is about the goals of teaching, in which it
is aimed to decide what is going to be taught and what things that learners
need to learn (Nation and Macalister, 2010:6). Besides, the curriculum is also
actually related to the material that has been planned started from the basic to
and learning process, in which all of those are managed through the need
analysis.
Language curriculum’s content is about some aspects of what are
assessment, materials, and teaching (Brown, 1995). Those are generally put
for language education courses only (Nation & Macalister, 2010). Moreover,
the teaching and learning process is designed through the learning goals and
objective along with the need analysis conducted by teacher before the class
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& Macalister, 2010). Thus, it can be concluded that the process of language
teaching and learning should be prepared well along with goals and
the preparation made by teacher. It is due to a good preparation will lead the
teacher into a good teaching process, even though it later will have some
changes after knowing the students and classroom. In educational sector, the
all activities that will be applied in the classroom for a semester or for one
year program, which are based on the need of the students. Therefore, the
curriculum has some components that support the teacher in order to have a
making people to move from a bad habit into a good habit or to make people
should have preparation that will lead him/her to be able to run the classroom
understanding students, teacher first should know the curriculum that match
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to students’ level of understanding. It is due to the level understanding of the
students are different and to know that level, the teacher should do an activity
the institution usually have a meeting that will talk about the coming
semester. They are trying to find out all weaknesses of the past semester. It is
(2004:1), it is true that the extent to which students will learn about new thing
depend on some factors, such as teacher skill, students’ interest, and the
complexity of the content. Thus, the teachers’ skill is one of the most
It is not easy, but if the teacher has a good preparation, they will be ready to
do it, and of course he/she later will show his/her own skill accidently. In this
case, that teachers’ skill can affect the future students’ good or less
understanding about the lesson, so that teachers are obligated to have a good
of the lesson, students will have a good or less understanding about the target
related to the students’ motivation, in which teacher should always affirm and
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accomplished. Therefore, the students’ interest will be there like what is
the materials also affects the students’ extent learning, so that teachers are
the learning goals and objectives. It can lead the teachers and students into a
argues that before doing teaching process it was necessary for teacher to find
the answer of the following questions: “What kind of English? At what level
of proficiency? And for what purpose?” It aims to know the reason or goals
aiming to know what kind of English the student is going to learn, British or
American. “At what level of proficiency?” basically there are three level of
knowing the proficiency level of where is students in, teacher will design an
appropriate lesson for them. The last is “And for what purpose?” in some
cases students or learner do not know what for they study or learn English.
with some other aspects of curriculum. They should match each other, so that
teacher can conclude what things that should be learnt first by the students
and so on. It is hard to implement the curriculum goals and adjectives, since
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and Collins, 2003). These learning goals and objectives are also designed
using the information gathered through need analysis into a statement that is
used to describe the goals of the program, and generate information for the
updated, so that later teacher will have some model of both. Therefore, the
goals of language teaching and learning are able to focus on one or more part
to make teachers be easier to design and create a curriculum for future lesson,
in which it should be clearer. Brown (1995:71) argues that the purpose of any
language program should be clear. Therefore, the purpose and the lesson
should be matched each other. Accordingly, the clear goals and lesson will
affect the students’ motivation and interest, so that it can affect the active
teaching and learning process that will create good product of the students’
understanding.
In addition, the goals and objectives of the students can be adapted
at unit level education as the one of its contents (Government Regulation No.
19, 2005). Thus, through this standard of content, there will be an explanation
developing curriculum.
The core competence, for Junior High School, contains of; 1.
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applying the factual knowledge, conceptual, procedural, and metacognitive;
how the students will be taught. However, before doing those all activities,
teachers should decide how to know the level of students understanding and
improvement before learning, while, and after learning. In this case they
usually should do such kind of assessment that might be done at the whole
assessment is a wider part of a test, which might contains of test itself, daily
mark, portfolio and others. Those assessments should be made and done
first type of instrument, test, is usually used at the first meeting before
teacher decide the topic of teaching and learning, and at the last meeting,
aiming to know the result of the study. On the other hand, non-test
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To know how far the students have measured the result of
learning, teacher should apply a test through giving a task for the
assessment part that is very useful and contains of procedure and tasks to
for best’? Are the test tasks as authentic as possible? And does the test
the test will be beneficial and appropriate based on the need of the
students.
2. Practicality
Basically, in designing a test, test maker usually waste his/her
time. He/she reads some sources, material, and the students’ basic
maker is who can make a simplest test and low-price. Brown (2003)
stated that practical test is the test that is not expensive, not time
procedure.
3. Reliability
The reliability of the test is a test that can be relied on and
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capability and condition. It means that the test maker should know
what have been mastered and in what condition the students at the
time of the test. Therefore, through those understanding, the test will
meaningful and useful are the components that are tried to measure
meaningful, and usefulness of the test, like reading test is given just
for reading, test for beginner is just given the beginner. In addition, it
test is that authenticity. The test item should have the authentic
The test designer think a lot about the effect of the test for the
learning process, in which they will learn and try to understand more
about the material that is going to be tested. Brown (2003) stated that
the washback may refers to the effect of the test, which concern on
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Generally, test is a kind of activity that is done, aiming to know
where, in what level, and what material that student will study. Therefore,
each purpose of the test has its own type, in which will impact to the
students’ future learning. In the following, there are types of the test,
of the test is used for knowing the general ability of the students in
aptitude test that have been standardized and applied, such as Modern
Battery (PLAB).
2. Proficiency test
The second type of the test is language proficiency test. This
learning language, in which the test is not just for single skill of
example of the test, which have been standardized and now days have
been used for applying to the school of college are Test of English as
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Placement test is the third type of the test, in which the
is the same like what that student has (Brown, 2003:45). Accordingly,
test. This type of the test is aimed to know the achievement of the
based on what have learned by the students. They design and apply it
might be the one of successors for teacher. The well prepared material will
impact to the flow of the teaching and learning process. It might consist of
knowledge that relates to the goal of teaching and learning process. Besides,
to facilitate the measuring of the goal, the material provides some rich
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Moreover, the English language teaching has three types of material, such as
materials for general English (Masuhara and Tomlinson, 2008), materials for
teaching English to young learners (Arnold and Rixom, 2008) and materials
language. It touches every part of the world as the first, second or foreign
through the school lesson. The purpose of this obligation is for educating the
usually give them a general English (GE), which is applied in the course
found that the purpose of students in learning GE is for improving the four
language.
Another type of English language material is for teaching English to
young learner. This type of material is more complex than material for older
learners are talk less and it is hard to make them talking. Thus, the material
for the learner should contain of meaning, interaction, and audio (Arnold and
retention through knowing the meaning and how to spell it, and interaction
(ESP). ESP means that English that is learned by a group of learner based on
their need and interest, like English for Aviation for instance. Overall,
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Laborda (2011) defined ESP material into three categories, such as science
and technology, business and economics, and social sciences and the
know first about the purpose of why student will learn English or in what
kind of course book. It is made to support the teacher and students in running
the teaching and learning process. Zohrabi (2010) says that course book, in
which contain of the material for the teacher and students, has a vital role in
the teaching and learning process, determine the activity in the classroom and
influence the teaching method used by the teacher. Al-Faki (2015) also argues
that since 1970s there has been a change of the learning model into the
understand the students and the environment of the classroom. They are able
prepared before the class. Thus, the approach, method and technique must be
learning (Brown, 2000; Norland and Pruet-Sait, 2006), which offer a model
which approach that suit to the material of today lesson. After that, teacher
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Methods is a plan that contain of series of activities procedure in the
2001). By the chosen method, teacher will be easy apply some activities in
make students be not confused about the lesson. Though the activities in
technique, teacher might plan the process of teaching and learning starting
the support the teaching and learning process. It will make teacher easier to
transmit the knowledge to the student. It is due to the ability of the media that
educational sector. It can be made in sequent from the basic one to the
the curriculum is made through some steps that is started by the need
analysis. It is aimed to know the students need for themselves, and it later
will be matched with the goals of country. The curriculum itself should fulfil
the need of the students and the changing of the society (Aggarwal, 2008)
like the use of technology recently in the process of teaching and learning
process for instance. But, although the educational sector, like school,
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university and other educational institution, have already a plan or curriculum
for the students, it is still hard to implement the current curriculum. Whereas,
the process of implementation is one factor, which can cause the plan runs
instructor is able to bring the goal and objectives of the curriculum. There
will be a process of practice about the curriculum and this is the action of
considers by the institution, in this case, the principal of the school will have
a duty to do it. Hussain et al. (2011) say that for the successful curriculum
the teacher, the competent teacher and training for pre-service teacher about
everything in the institution, especially about the teacher. Each year, the
school principal and some staffs should arrange a program to refresh, enhance
and develop teachers’ knowledge about their subject of teaching and their
teaching process. It is done for all teachers in that institution, either for new
teacher or the old one. Factoran (2009) said that the purpose of this in-service
in the institution.
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In addition, after completing the training, the teacher will get such a
new knowledge that can increase the competence. This later will influence
about the curriculum and its content, so he/she can create a good preparation
the teaching and learning process. In the other hand, if the teacher does not
know or unfamiliar with the curriculum then he/she may not prepare the
constructor or curriculum leader will know how well the curriculum is and
also by which they can develop the current curriculum based on the result of
the implementation. Since there will be something that might be shown about
problem.
It is a normal thing when there is a problem in every single activity,
even though in a very best planned thing to do, there is still a problem. Either
curriculum will face such problem, by which they will know which part of
the curriculum that should be modified and which part that should be kept.
Ogar and Opoh (2015) conducted a research about problems
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contains of 15 problems to be chosen by the participants. Through this
research they found 13 problems were significant and 2 problems were not.
Thus, they concluded through those 13 significant problems that the inability
of teacher is applying ICT in their teaching and lack of facilities as the main
implementation, as it was found by Ogar and Opoh (2015) that there were 2
in the use of ICT and lack of facilities that may support the teaching and
learning process. Thus, the best solution for those 2 problems are; first, the
inability of teacher in the use of ICT can be fixed by giving a training for the
teacher about it, aiming to give them understanding about how to use the
technology and the application way; second, the facilities might be completed
by institution, especially the things that are needed by teacher and students to
support their teaching and learning process. After all, the solution for the
implementation.
Besides, the length of teaching and learning also become the problem
in teching and learning process. The shorter period of teaching and learning
will have different result with the longer one. Erb and Stevenson (1999) say
that in individual planning time, the team who meet in longer period of time
will have a greater impact than those who meet in shorter period. It is due to
the maximum process will be got through the longer period of process, and
the shorter is not able to measure it. Thus, in order to fix the problem, Badley
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(2009) suggests that there should be sufficient attention to scheduling in order
Research Center (2012) that demonstrate the longer period of time correlate
with a greater improvement of the students. Therefore, they can reach the
occur in any kind of the curriculum is that the process of making material
more value to the students. Tomlinson (2012) argues that the process of
adaptation is to make the material more value to the students using them.
Therefore, teachers need to do need analysis about the students’ interest and
they may map what they are going to teach and adapt some materials from
resources like what Delima (2010:51) did that she developed material
through designing the syllabus and map the book before she did developing,
and it can be done by adapting the topic from the materials of both
curriculums.
The material itself also can affect another aspect of teaching and
motivation will give a good result in return in the process of teaching and
learning. Long et al. (2013) found a fact that the students think that learning
Othman and Shuqair (2013) argue that motivation is one that influence the
second language learning. In this case, Williams-Pierce (2011) note that there
are five key ingredients, which impact student motivation, such as: student,
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Aside of teaching equipment, teachers also have a role the success of
teaching and learning. Therefore, they hould have a good competence in the
should join a degree study like bachelor, master and doctoral program, or
non-degree study like seminar, workshop etc. Attending to that events can
instruction during the events (Mizell, 2010). But, sometimes they cannot join
the event because of some reasons like time, place or finacial support.
principal or the vice should give and provide a chance for the teacher to join
and learning instructions that can make teachers be easy to measure the goal
analyzing the needs of the students, so that the curriculum developer can
determine what are suitable for the students that can help them to measure the
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goal, such as syllabus, course structure, teaching method, and material, which
teacher need to conduct an analysis to the students. It is due the need analysis
will be about the knowing the need of the students, which is called as need
collecting data about students’ need (Richards, 2001:51). Need analysis as the
matching the students’ need and everything related to syllabus, like teaching
of the students. It has some other purposes, which can make teacher easily to
Then, the teachers are able to come to the process, which may be done
on the students need that if they need to do a long-term need analysis, they
may apply it before or after the language program, but if they want to do a
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In addition, one product of curriculum development is curriculum
curriculums are connected each other (Drake and Burns, 2004; Casady,
teacher to look forward about education (Lake, 1994). In this case, the term
each other to have a good result of teaching and learning (Lake, 1994). On
the other hand, Al Izzah, is one institution that applies the integrated
What is new in that curriculum is about the materials, what and how to score.
Those are the basic components that have been applied in the curriculum. It is
Curriculum (SBC) (Putra, 2014). In the scoring part, there are some aspects
activity and the test. Thus, it can be concluded that the development of this
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Besides, Al Izzah Foundation is also having its own curriculum in
which applied in the students’ daily life. It is due the students there should
live in the boarding school as the requirement of studying there. In term, the
students should join every language activity held by the foundation in order
English language, Science, Math and other in English based on the students’
qualification standard and need. It may students to link some subjects in order
own problem. In addition, the teaching process and teaching method that is
used in the classroom is almost different with the national curriculum used in
learning the subjects offered in the curriculum, in which it uses English as the
language instruction.
each other. Lake (1994) states that integrated curriculum is also known as
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taught and it support each other, so that it can make those subjects be easier
like the language teacher who tries to apply the integrated curriculum, he or
she should prepare and understand the other subject to be integrated with the
process and result of education. It can lead students to have another treatment
given by the teacher. In this case, students will have different situation of
learning process, in which the students will have a team teaching process or
they will have two or more teacher in the classroom while integrated
curriculums is applied. Gehrke (1998) tells that the integration is made for
students to learn any disciplines from broader aspects, such as nationally and
internationally.
mastered subject. In this case, teacher should organize the lesson, teaching
what they are learning and beyond the content of curriculum integration
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CHAPTER III
RESEARCH METHOD
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In this part, the writer will discuss the aspects related to research method
which will be used in conducting the research. Such as research design, data
integrated curriculum in Junior High School of Al Izzah Batu, obstacles and the
solution related to the curriculum. The data also will be strengthened by digging
out the supporting data of the curriculum. Therefore, the Qualitative descriptive is
chosen as the research method for this study. The qualitative data may researcher
will help the researcher easier in having a deep research and the description of the
findings in the field of the study. Besides, in the process of this qualitative
research, case study is chosen as the approach of the study, in which the case there
will be understood and analyzed (Creswell, 2007) while conducting the research.
closely about the subject of research. It is due to the field study that will be done
by the researcher. Therefore, this field study will help researcher to explore the
application of the integrated curriculum in the classroom and the data related to
data source and secondary data source. Primary data is the data that can be
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obtained directly from the subject of the research (Institute for Work and Health,
2015) that in this study will be principal, the curriculum affair and English teacher
in Junior High School of Al Izzah Batu. Besides, the secondary data sources is the
data that have been gathered by someone else and it might help the researcher in
completing the research (Institute for Work and Health, 2015). The whole data of
this research will be taken through the interviews, observation and documents in
and English teachers in Junior High School of Al Izzah Batu. It is because of they
are the stakeholder of the school that directly involve in the application the
integrated curriculum. Thus, the people who are involved in the application of that
curriculum will be asked, by which the researcher will get the data. The data
source of this qualitative research usually contain of text, audio, video and image
(Flick, 2014:283). The research subject itself, Junior High School of Al Izzah, is
placed together with the International Islamic Boarding School for Girl of Al
Izzah. Both of them stand together under the same foundation of Al Izzah. This
institution is located in Jl. Indragiri Gg. Pangkur No. 78, Sumberejo, Batu, East
English Olympiad Competition, Story Telling, Spelling Bee and English Speech.
Besides, the result of National examination in 2016, 9 from 13 students who got
the perfect scores were from Al Izzah. Thus, to measure those all achievement the
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institution needs a process (long period). In that process, there should be a
data from the subject of study. In this case, the researcher is going to apply
documents analysis. In the following are the methods along with the
every individual in that group will be asked some same questions in order
principal, the staff in curriculum affair and teacher. It will be used for
application for the students, teachers and the institution. The theme of the
questions are;
a. The implementation of the integrated curriculum.
b. The obstacles occurring in the implementation of the curriculum
c. The way of how to solve the problems.
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Besides, in this activity, the researcher will prepare voice recorder that
might be a mobile phone and list of questions (The list of questions can be
seen in the Appendix) along with the answer sheet that will be filled by the
3.4.1.2. Observations
Observation is a process of gathering the firsthand information
take field notes and record some activities related to the research problems
observation. The researcher will review the things, activities and data
activities during the English lesson will be observed and recorded by video
observation, the researcher will use video recording and field note (the
field note can be seen in Appendix). The function of the video recording is
to make sure and review all activities done in one or more classes.
Therefore, there will be found the accurate understanding about the field.
3.4.1.3. Documents
The researcher will view all documents related to the curriculum
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instance (Creswell, 2012:223). In this phase, the researcher will read and
review the documents like book of curriculum and its part, such as
syllabuses and lesson plans. After that, the researcher will have some
notebook.
3.4.2. Data Collection Procedures
Since the three methods are not able to be applied in the same
time, then the researcher lists the activities in the following sequence;
1. Interviewing the headmaster and recording the interview session. It is
done first because he/she is the main stake holder of the school who
plays the most important role about the school and the curriculum.
2. Interviewing the vice of headmaster in curriculum affair and recording
to the curriculum.
4. Next, the researcher will observe the classroom and teaching and
application.
5. The last, the researcher will review the documents of curriculum such
which will be based on Creswell (2009) about analyzing data, in sequence like the
following;
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Adopted from Creswell (2009:151)
1. First step of analyzing data is organizing and preparing the data such
Thus, the researcher will sort the data based on the each method of
collecting data and sequence the data from the beginning to the end.
2. The second phase is reading the data and understanding the general
that will be included and which text that will be discarded and it is
researcher will review and categorize the data that will be included in
the analysis that match to the questions. Besides, the researcher is able
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to create and identify the segment of data, to which the analytic
sorted data will be split into such theme. Auerbach and Silverstein
(2003:54) states that since the answers of some questions stand in the
have a detail discussion about the result of each theme and description,
the result of comparing the findings with the literature or theory related
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