THE QUALITY OF ENGLISH SYLLABUS FOR THIRD YEAR STUDENTS DEVELOPED AT STATE SENIOR HIGH SCHOOLS IN BANYUWANGI

WAHYUNI, SRI (2009) THE QUALITY OF ENGLISH SYLLABUS FOR THIRD YEAR STUDENTS DEVELOPED AT STATE SENIOR HIGH SCHOOLS IN BANYUWANGI. Other thesis, University of Muhammadiyah Malang.

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Abstract

This study concerns with the quality of English syllabus developed at State Senior High School in Banyuwangi. The purpose of this study was to investigate the quality of English syllabus for third year students developed at State Senior High School in Banyuwangi. The design of this study was descriptive research because the writer wanted to describe the current status of problem. The current status of problem in this study was the quality of English syllabus. The object of this study was the English syllabus for third year students developed at SMAN 2 Genteng. This school represented the State Senior High Schools in Banyuwangi because English syllabuses of State Senior High Schools in Banyuwangi are same compose by The Association of English Teachers. In this study, the writer used documentation as instrument. After getting the data, then, the writer analyzed by using checklists. The finding of this study showed that the score percentage of English syllabus was 84.62%. It was categorized Excellent. So, in general the quality of English syllabus in banyuwangi was categorized Excellent. And the score of each criterion was: the syllabus contains eight syllabus components suggested by the School­Based Curriculum for syllabus 1 and syllabus 2 was 100% and categorized Excellent; the relationship between one component and another both of syllabuses was 100% and categorized Excellent; the learning experiences of syllabus are various, syllabus 1 was 83.33% categorized Good and syllabus 2 was 87.5% categorized Excellent; the learning experiences of syllabus center on students for syllabus 1 and syllabus 2 was 100% and categorized Excellent; the learning experiences are sequentially ordered was100% for both of syllabuses and categorized Excellent; the learning experiences of syllabus involve three competence aspects: cognitive, affective, and psychomotor was 41.67% for syllabus 1 and categorized Poor and was 37.5% for syllabus 2 and categorized Poor; the indicators are developed based on basic competence, both of syllabuses was 100% and categorized Excellent; the indicators use operational verbs, syllabus 1 and syllabus 2 was 100% and categorized Excellent; the indicators involve three competence aspects: cognitive, affective, and psychomotor, syllabus 1 was 16.67% categorized Very Poor and syllabus 2 was 25% categorized Very Poor also; the assessment should be suitable with the learning experiences, both of syllabuses was 100% categorized Excellent; the assessment is based on indicators was 100% for both of syllabuses and categorized Excellent; the assessment involve three competence aspects: cognitive, affective, and psychomotor, syllabus 1 was 58.33% categorized Sufficient and syllabus 2 was 50% categorized Poor; and the sources/instruments enhance the students’ learning experiences for both of syllabuses was 100% and categorized Excellent.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English
Depositing User: Anggit Aldila
Date Deposited: 06 Jul 2012 03:50
Last Modified: 06 Jul 2012 03:50
URI: http://eprints.umm.ac.id/id/eprint/11272

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