The Implementation of Ability Grouping in English Classroom in SMKNegeri 1 Singosari

ABSTRACT Rahmawati, Zurriat Nyndia.. 2013. The Implementation of Ability Grouping in English Classroom in SMK Negeri 1 Singosari. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Prof. Mohammad Adnan Latief, M.A., Ph.D. Key words: ability grouping, English classroom, vocational high school This study was intended to describe the implementation of ability grouping in English classroom in SMKN 1 Singosari in terms of the aims, the practices and the students’ opinion toward its implementation. It is descriptive qualitative research. The subjects of the study were grade XI students and the English teachers. The data were gathered through questionnaires, interviews, document analysis, and observations during February until March 2013. The result of this study showed that: (1) the aim of the ability grouping implementation was to improve the quality of English teaching and learning activities to provision the students with sufficient English skills for national examination, TOEIC, and work field, (2) the placement test for students’ grouping was in form of writing test which is given in the beginning of the semester, (3) the students’ grouping was divided into four sessions in which each session has five to seven groups represent the level of English skills, (4) the teachers focused on teaching separated skills in which they taught one skill for each meeting, (5) the course design was not adjusted with the need of students in different level, (6) the teaching and learning activities in ability grouping were similar to non- ability grouping classes, yet the teachers give various treatment to match the students’ characteristic in each level, (7)most students gave positive responses to the implementation of ability grouping for their learning results and socialization and they gave some suggestions for better practices. Based on the findings, some suggestions are given as follows: (1) the teachers must be stricter in placement test, provide clear schedule and test result, make curriculum adjustment, and create good learning atmosphere, (2) the principal and curriculum advisor have to support the implementation of ability grouping by conducting evaluation and training to improve the quality of the teaching and teachers, (3) experts from related field should give more attention to the teaching of English for vocational high school, and (4) the future researcher may do more research on the implementation of ability grouping in Indonesia in different level of institution.