SCIENCE TEACHERS’ CAPABILITY IN WRITING SYLLABUS IN ENGLISH VIEWED FROM KTSP 2006 AT INTERNATIONAL STANDARDIZED SCHOOLS
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Abstract
Penelitian ini bertujuan untuk mengamati secara teliti dokumen-dokumen guru tentang alat pembelajaran dan untuk mengukur kesulitan yang dialami dalam menulis silabus, terutama bagi guru non-Inggris. Berdasarkan permasalahn tersebut, untuk meningkatkan kemampuan dalam penyusunan dokumen khususnya silabus. Guru sains (fisika, kimia, dan biologi) dituntut untuk mendesain silabus dalam Bahasa Inggris, dimana itu menjadi masalah buat mereka. Dari penelitian ini ditemukan bahwa guru sains sudah dapat membuat dokumen tersebut dengan baik hanya saja masih mengalami kesulitan dalam produksi kalimat, pemilihan diksi, dan penggunaan grammar. Penguasaan dalam membuat silabus dengan Bahasa Inggris adalah salah satu syarat untuk mencapai proses instruksional yang berkualitas untuk mencapai kompetensi dasar siswa terutama pada Sekolah Berstandar Internasional.
The aim of this study is to observe critically on the teachers’ document of teaching-learning equipments and to find out the difficulties in writing syllabus in English, especially for non-English teachers. Therefore, it can improve the teachers’ ability in designing documents especially syllabus. Science teachers (Physics, Chemistry, Biology) should design their teaching-learning syllabus in English otherwise, it will cause serious problems for them. From the study, it was found out that the science teachers had performed good syllabus but they still meet some difficulties in using English for their teaching-learning documents, especially in producing sentences, choosing the vocabularies and the use of grammar. The teachers’ mastery in designing teaching-learning documents in English appropriately is one of the requirements to gain success in carrying on qualified instructional process and accomplishing students’ basic competence, especially in international standardized schools.
The aim of this study is to observe critically on the teachers’ document of teaching-learning equipments and to find out the difficulties in writing syllabus in English, especially for non-English teachers. Therefore, it can improve the teachers’ ability in designing documents especially syllabus. Science teachers (Physics, Chemistry, Biology) should design their teaching-learning syllabus in English otherwise, it will cause serious problems for them. From the study, it was found out that the science teachers had performed good syllabus but they still meet some difficulties in using English for their teaching-learning documents, especially in producing sentences, choosing the vocabularies and the use of grammar. The teachers’ mastery in designing teaching-learning documents in English appropriately is one of the requirements to gain success in carrying on qualified instructional process and accomplishing students’ basic competence, especially in international standardized schools.
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How to Cite
Prasetyarini, A. (1). SCIENCE TEACHERS’ CAPABILITY IN WRITING SYLLABUS IN ENGLISH VIEWED FROM KTSP 2006 AT INTERNATIONAL STANDARDIZED SCHOOLS. English Education Journal, 2(2). Retrieved from https://journal.unnes.ac.id/sju/eej/article/view/681
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Macalister, John. 2010. Language Curriculum Design. New York: Routledge
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Richard, Jack.C.2001.Curriculum Development In Language Teaching. USA: Cambridge University Press.
Bharati, Anggani Linggarjati. 2010. Teachers Professional Development Through an Observation in Immersion Classes Based on the Documents and Teaching learning Process. Language Circle Journal of Language and Literature IV.
BSNP. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP
Candlin, C. N. 1984. Syllabus design as a criticalprocess in C. J. Brumfit (ed.). General English Syllabus Design. ELT Documents 118. Oxford:Pergamon/British Council. 29-46.
Directorate General of Management of Primary and Secondary Education. 2007. System of School with International Standard Fostering. Jakarta: Ministry of National Education.
Departemen Pendidikan Nasional. 2008. Peraturan Menteri Pendidikan Nasional Nomor 22 tentang Standar Isi. Jakarta: Departemen Pendidikan Nasional.
Departemen Pendidikan Nasional. 2008. Peraturan Menteri Pendidikan Nasional Nomor 23 tentang Standar Kompetensi Lulusan. Jakarta: Departemen Pendidikan Nasional.
Departemen Pendidikan Nasional. 2008. Peraturan Menteri Pendidikan Nasional Nomor 24 tentang Pelaksanaan Peraturan Mendiknas Nomor 22 dan 23. Jakarta: Departemen Pendidikan Nasional.
Depdiknas. 2003. Undang-Undang Republik Indonesia Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas
Dornyei, Zoltan, and Taguchi, Tatsuya. 2010. ‘Questionnaires in Second Language Research. New York: Lawrence Erlbaum Associates, Inc.
Ellis, Rod. 1994. The Study Second Language Acquisition. Oxford University Press.
Gerot, Linda and Wignell, Peter. 1995. Making Sense of Functional Grammar, An Introductory Workbook. Australia
Krathwoll, Anderson. 2001. Taxonomy: a Revision of Bloom Taxonomy
Nguyen, Long V. 2008. Technology-Enhanced EFL Syllabus Design and Materials Development. New Zealand.
Macalister, John. 2010. Language Curriculum Design. New York: Routledge
Nunan, David. 1988. Syllabus Design. Oxford: Oxford University Press.
Rabbini, R. (2002). An Introduction to Syllabus Design and Evaluation. The Internet TESL Journal, 8 (5). Available /www.iteslj.org/Articles/Rabbini-
Syllabus.html [Accessed May 12, 2004].
Richard, Jack.C.2001.Curriculum Development In Language Teaching. USA: Cambridge University Press.