An Evaluation Study on the Implementation of School-based Curriculum (Sbc) in the Teaching of English as a Foreign Language in SMP Negeri 3 Sakra Timur

摘要

This research is to evaluate the implementation of English school-based curriculum (ESBC) in SMP Negeri 3 Sakra Timur. This evaluation research used Context, Input, Process, Product (CIPP) model from Stufllebeam (1986). Context variable is limited only in school\u27s geography, school\u27s vision and mission, school program, school management/organization, and school\u27s SWOT. Input as the supporting point of the program concerns curriculum (SBC), teachers\u27 characteristics, facilities, school\u27s environment, and school\u27s budgeting. Process includes program development plan, teaching practices, assessment of students\u27 learning, and decision making. Product or output can be measured from two aspects, namely: students\u27 non-academic achievement, and students\u27 academic achievement. There were 5 participants used as the subjects of the present study and they were headmaster, vice headmaster of curriculum, and 3 English Teachers in year 2012/2013. The data were collected by using questionnaire, guided interview, observation and document analysis. The data were analyzed using descriptive quantitative and qualitative method. The result shows that: (1) context, input, and product variables were positive ( + ) means good, (2) process variable was negative ( - ) means not good. It could be concluded that the English teachers in SMP Negeri 3 Sakra Timur in East Lombok regency were good enough in implementing school-based curriculum in academic year 2012/2013. From the evidence, it is suggested that English teachers should be facilitated to strengthen their awareness in teaching English.