THE QUALITY OF ENGLISH SYLLABUS FOR SECOND YEAR STUDENTS DEVELOPED AT STATE SENIOR HIGH SCHOOLS IN PAMEKASAN

YUSMIATI, YUSMIATI (2008) THE QUALITY OF ENGLISH SYLLABUS FOR SECOND YEAR STUDENTS DEVELOPED AT STATE SENIOR HIGH SCHOOLS IN PAMEKASAN. Other thesis, University of Muhammadiyah Malang.

[img]
Preview
Text
THE_QUALITY_OF_ENGLISH_SYLLABUS.pdf

Download (81kB) | Preview

Abstract

This study concerns with the quality of English syllabus developed at State Senior High Schools in Pamekasan. The purpose of this study was to investigate the quality of English syllabus for second year students developed at State Senior High Schools in Pamekasan. 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 second year students developed at SMAN 3 Pamekasan. This school represented the State Senior High Schools in Pamekasan because English syllabuses of State Senior High Schools in Pamekasan are composed 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 83.07 %. So, the quality of English syllabus was categorized as Good. And the score of each criterion was: the syllabus contains eight syllabus components suggested by the School-Based Curriculum was 100 % and categorized as Excellent; the relationship between one component and another was 100 % and categorized as Excellent; the learning experiences of syllabus are various was 66.67 % and categorized as Sufficient; the learning experiences center on students was 100 % and categorized as Excellent; the learning experiences are sequentially ordered was 100 % and categorized as Excellent; the learning experiences of syllabus involve three aspects of competencies: cognitive, affective, and psychomotor was 41.67 % and categorized as Poor; the indicators are developed based on basic competence was 100 % and categorized as Excellent; the indicators use operational verbs was 100 % and categorized as Excellent; the indicators involve three aspects of competencies: cognitive, affective, and psychomotor was 16.67 % and categorized as Very Poor; the assessment should be suitable with the leaning experiences was 100 % and categorized as Excellent; the assessment is based on indicators was 100 %and categorized as Excellent; the assessments involve three aspects of competencies: cognitive, affective, and psychomotor was 66.67 % and categorized as Sufficient; and the sources/instruments enhance the students’ learning experiences was 100 % and categorized as Excellent.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of English
Depositing User: Rayi Tegar Pamungkas
Date Deposited: 11 Jun 2012 06:04
Last Modified: 11 Jun 2012 06:04
URI: http://eprints.umm.ac.id/id/eprint/7076

Actions (login required)

View Item View Item