THE DEVELOPMENT OF ENGLISH SYLLABUS AND LESSON PLANS AT SMK NEGERI 8 MALANG

ABSTRACT Istiqomah, Herny. 2013. The Development of English Syllabus and Lesson plans at SMK Negeri 8 Malang. Thesis, English Department, Faculty of Letter, State University of Malang. Advisor: Prof. Dra. Hj. Utami Widiati, M.A, Ph.D Key words: the development, English syllabus, English lesson plans This study was intended to describe how English syllabus and lesson plans at SMK Negeri 8 Malang are developed. This study was a descriptive qualitative research. The study was conducted in SMK Negeri 8 Malang. The subject of the study was the Vice Principal of Curriculum Affairs and three English teachers. The data were obtained from the Vice Principal of Curriculum Affairs and three English teachers of grade X which coded as Teacher 1 (T1), Teacher 2 (T2), and Teacher 3 (T3). The research used questionnaires and interview guide to collect all data and information. Based on the findings, the research concluded that the development of English syllabus and lesson plans at SMK Negeri 8 Malang is influenced by the vision and missions of the school and the curriculum use for English subject which combines the curriculum of SMK and SMA. The formats of the syllabus and lesson plans follow the criteria of KTSP syllabus and lesson with character values. The procedures of developing the syllabus do not completely follow the criteria of KTSP while the procedures of developing the lesson plan follow the criteria of KTSP. It could hereafter be seen upon descriptions as follows. Firstly, to reach the vision and missions of the school, the time allocation for English subject is bigger than the minimum requirement that is set in the Standard of Content. In addition, the curriculum use is aimed to prepare the students to compete with SMA students in facing the National Examination. Secondly, the format of the syllabus follows the criteria of KTSP which consists of syllabus identity, standard of competence, basic competence, indicator, instructional materials, learning activity, assessment, time allocation, and learning sources. In addition, the syllabus is categorized as characterized syllabus since the character values is put in the syllabus. Furthermore, the format of the lesson plan follow the standard lesson plan of KTSP which consists of standard of competence, basic competence, indicator, learning objectives, instructional materials, learning methods, learning stages, learning sources, and assessment. The character values are also put in the lesson plans. Therefore, the lesson plans of T1 and T3 are considered as characterized lesson plans while the lesson plan of T2 are not considered as a characterized lesson plan since there is no character values in the lesson plan. The last, the procedures of developing the syllabus do not completely follow the procedures of developing the syllabus by KTSP since the syllabus does not change significantly in every year while the procedures developing the lesson plans follow the procedures of developing the lesson plan of KTSP. In fact, the development of syllabus and lesson plans at SMK Negeri 8 Malang does not take significant roles in determining the learning outcomes of the students. In contrast to the potential of the school which is accredited as A and implements the ISO 9001:2008 as the management quality system, the syllabus and lesson plans are only for the documentation of school administration. Based on the aforementioned evidences, the researcher provides some suggestions. For English teachers, they should develop the syllabus and lesson plan not just for the documentation of school administration, but as the planning that will determine the learning outcome of the students and establish good communication among the teachers to have the same idea of developing the syllabus and lesson plans, especially in putting the character values in the lesson plan. For the Vice Principal of Curriculum Affairs, he should check the documentation of school administrations and evaluate the development of syllabus and lesson plan at school thoroughly. At last, the future researchers can do a study focusing in the implementation of the syllabus and lesson plans at school.