Implementing Dialogue

THE PROBLEMS OF THE IMPLEMENTATION OF
TEACHING TRANSACTIONAL / INTERPERSONAL

DIALOGUES BASED ON SCHOOL BASED CURRICULUM
(KTSP)
(A CASE STUDY OF JUNIOR HIGH SCHOOL TEACHERS IN TEACHING

2008/2009 SEVENTH STUDENTS IN SEMARANG)
a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
in English
by
HESTI BUDI ASTUTI

2201906014
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2009
PERNYATAAN
Dengan ini saya,

Nama : Hesti Budi Astuti
NIM : 2201906014
Jurusan/Prodi : Bahasa dan Sastra Inggris/Pendidikan Bahasa Inggris S1
Fakultas : Bahasa dan Seni UNNES
Menyatakan dengan ini sesungguhnya bahwa skripsi/tugas akhir/final
project yang berjudul:
THE PROBLEMS OF THE IMPLEMENTATION OF TEACHING
TRANSACTIONAL / INTERPERSONAL DIALOGUE BASED ON
SCHOOL BASED CURRICULUM (KTSP) (The Case Study of Junior High
School Teachers in Teaching 2008/2009 Seventh Students in Semarang)
Saya tulis dalam memenuhi salah satu syarat untuk memperoleh gelar
sarjana ini benar-benar merupakan karya sendiri, yang saya hasilkan setelah
melalui penelitian bimbingan, diskusi dan ujian. Semua kutipan yang berwahana
elektronik, wawancara langsung, maupun sumber lainnya telah disertai keterangan
mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam
penulisan skripsi/tugas akhir/final project ini membubuhkan tanda tangan sebagai
tanda keabsahannya. Seluruh isi karya ilmiah ini tetap memjadi tanggung jawab
saya sendiri. Jika kemudian ditemukannya ketidakberesan, saya bersedia
menerima akibatnya. Demikian harap pernyataan ini dapat digunakan seperlunya.
Semarang, February 2009

Yang Membuat Pernyataan,
Hesti Budi Astuti

NIM. 2201906014
The beautiful life, not depends on how you are
happy, but how happy the others because of you.
To:
My lovely parents
My lovely friends
ACKNOWLEDGEMENTS
First of all, I would like to praise Allah the Almighty for the blessing and
mercy given to me during my study and in completing this final project.
In this opportunity, I would like to express my gratitude to the people
who helped me finish my final project.
My sincere gratitude goes to Dr. Dwi Anggani Linggar B., M.Pd, my
first advisor, for her patience in giving guidance as well as encouragement,
indispensable suggestion and advice.
My gratitude goes to Novia Trisanti, S.Pd, M.Pd, my second advisor, for
her patience in giving guidance and supports for the finalization of the final
project.
My thank also goes to the principals and the English teachers of Junior
High School in SMP Negeri 5, SMP Negeri 7, SMP Negeri 11, SMP Negeri 15,
SMP Negeri 16, SMP Negeri 21, SMP Negeri 27, SMP Negeri 30, SMP Negeri
40, SMP Negeri 41, for their cooperation in completing my final project.
I would like to dedicate my deepest gratitude to my beloved family who
gave spiritual and prayers to my success. I am also grateful to my best friends in
the English Department of UNNES for their support during my study, especially
English Transfer 2006 and all people who cannot be mentioned individually here.
ABSTRACT
Astuti, Hesti Budi, 2009. The Problems of the Implementation of Teaching

Transactional/Interpersonal Dialogues Based on School Based
Curriculum (KTSP) (A Case Study of Junior High School Teachers in
Teaching 2008/2009 Seventh Students Semarang). A Final Project.
English Department, Faculty of Languages and Arts, Semarang Stated
University. Advisor I: Dr. Dwi Anggani LB, MPd, advisor II: Novia
Trisanti SPd, MPd.
Key words: Teachers problems, Implementation Transactional/Interpersonal

Dialogue.
School Curriculum (KTSP), as the latest curriculum, brings new

paradigm in English language teaching in Indonesia. School Based Curriculum is
the revision from previous curriculum that is Competence Based Curriculum
(CBC). In the new curriculum, the materials are now arranged more appropriately
to develop Indonesian student’s ability to understand and to create spoken and
written discourse in four basic skills; listening, speaking, reading and writing.
This study is conducted to find out the kind of transactional/interpersonal
conversation stated in School Based Curriculum for the seventh grade junior high
school students and English teachers problems dealing with the implementation of
the 2006 English Curriculum (KTSP).
In this, study the writer used qualitative method. The respondents of this
research were the English teachers of junior high schools in Semarang. There
were ten public schools from ten districts in Semarang. In this research, the writer
used opened questionnaire and closed questionnaire. The form of this
questionnaire is the combination between multiple choice and essay questioner to
get the data.
Based on the data, it was obtained that the English teachers have less
understanding about 2006 English Curriculum, such as the language feature of
transactional /interpersonal, the literacy to be achieved by junior high school
student, the teaching-learning cycle and the competence to be achieved by seventh
grade student. However, they have practiced 2006 English Curriculum in the
field.
Referring to the data, the writer would like to offer some suggestions for
Indonesian government and especially for the English teachers. First, the
government should provide more funds to socialize the 2006 English Curriculum
to all English teachers and conduct training. Second, government should provide
facilities and supplementary books for the teacher and the students, which are
appropriate with the curriculum. Third, the teacher should be more creative to
make teaching and learning aid in order to make students understand. Fourth, the
teacher should read books related to the curriculum and join the 2006 English
Curriculum training.
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ………………………………………………… v
ABSTRACT ………………………………………………………………… vi
TABLE OF CONTENTS …………………………………………………… viii
LIST OF APPENDIXES …………………………………………………… x
CHAPTER
1. INTRODUCTION ……….…………………………………………….. 1
1.1 Background of the Study ……………………………………………….. 1
1.2 Reason for Choosing the Topic …………………………………………. 4
1.3 Limitation ………………….…………………………………………… 4
1.4 Statement of the Problem ………………………………………………. 5
1.5 Objective of the Study …………………………………………………. 5
1.6 The Significance of the Study ………………………………………….. 6
1.7 The Out Line of the study …………………………………………….. 6
2. REVIEW OF THE RELATED LITERATURE ……………….………. 8
2.1 The Definition of Transactional/Interpersonal ………………………… 9
2.2 School Based Curriculum …………………………………………….. 10
2.3 The Implementation ……………… …………………………………. 13
2.4 2006 English Curriculum for Junior High School …… ……………. 18
2.5 Speaking as Skill Based on 2006 English Curriculum ………………. 25
3. METHOD OF INVESTIGATION...…………………………….……… 32
3.1 The Subject of the Study ……………………………………………….. 33
3.2 Data ……………………………………………………………………. 35
3.3 Procedure of Collecting Data …………………………………………… 36
3.4 Procedure of Analyzing Data ………..………………………………….. 37
4. RESULT OF THE STUDY …………………...………..……………….. 38
4.1 Mapping the English Curriculum (Speaking Skill at Seventh Grade of
Junior High School)……………………………………………………… 39
4.2 The Kinds of Transactional/Interpersonal Based on School Based
Curriculum (KTSP) …………….…………………………………… 43
4.3 The English Teachers’ Problem in the Implementation of
School Based Curriculum (KTSP) …………….……………………… 44
4.4 Discussion ………………………………………………………………. 56
5. CONCLUSIONS AND SUGGESTIONS ……………….………………. 57
5.1 Conclusion ……………………………………………………………… 57
5.2 Suggestion ………………………………….…………………………… 58
BIBLIOGRAPY ……………………………………………………………... 58
APPENDICES ………………………………………………………………… 62
CHAPTER I
INTRODUCTION
1.1 General Background of the Study
Language as a means of communication has an important role in our daily
life, in case of communicating to another. English as a second language in
Indonesia has been taught from elementary school up to university. For many
years, learners have learnt it, but the facts show that many students who study
English as a foreign language are unable to apply in oral practice and the result of
teaching English is considered “far from satisfactory” (Ramelan 1992:3). The
general description of Indonesian students can be represented as follows:
“Most SMU graduates are still very poor in their reading

comprehension since they can not usually read or understand
articles in English dailies magazines, which are now in
circulation here; let alone there ability in writing which has
mostly been over-looked in our schools. In speaking skills is
another linguistics skill of our student which is least-
developed.”
Trying to catch up and improve the qualities of education especially in the
field of language teaching, the governments of Indonesia and the linguistics have
been doing some researches, but unfortunately, still no satisfactory improvement
can be gained (Huda 1999:ix)
The unsatisfactory result of English teaching is not merely because of the
students or the teachers themselves. There are many factors, which affect the
result of teaching such as time allotment, games, methodology, teaching material,

the use of visual aid and also other aspects like curriculum. All factors mentioned
above work together in affecting the result of teaching.
Now, our government has been applying the newest curriculum, namely
School Based Curriculum (KTSP) as revision of curriculum 2004. It is stated in
Government’s Rule (Peraturan Pemerintah no 19/2005) which is also supported
and issued in National Education Rule (Peraturan Menteri Pendidikan Nasional
RI no 24/2006).
The change of curriculum is made with the hope that there will be changes
in the teacher as the doers of curriculum, in the teaching and learning activities
and also the student output to be better than previously. To teach speaking using
the current curriculum proposed by government is not easy since teachers are
accustomed to the old system and not easy to change, not to mention that the
newest curriculum has not been completely fully understood by teachers.
The model of competence in newest curriculum is to be based on the
communicative competence, but it is also stated that teacher may use any kind of
method, approach, and teaching technique. Even so, the learning process must be
directed to the purpose of competence acquisition in which students are able to
use the language in communication. The approach, method and the technique
must be flexible. As a teacher, if one approach seems to be failing, teacher must
readily adopt another strategy.
The purpose of learning based on competence is to get the competence itself,
therefore the approach, method and teaching activities depend on the instructional
manager in line with the capacity and provided resource as long as the basic
competencies can be reached (Depdiknas 2003:9).
The fact says that some aspects like method of teaching, curriculum and
others which have been supporting teaching English skill especially in speaking,
have not been again and again revised. In other word, the success or the failure of
the English teaching depend on the factors involved in. Government as the policy
maker, teacher as the innovator, school principal as the motivator and student as
actors have to prove whether they can implement the curriculum well or not, or
unless it will always be questioned as a product or tradition of changing the
curriculum which not touching its practical order and not giving significant
changes in its speaking practice.
Speaking is human activity using the function of language to make language
in an ordinary, not a singing, to state the view, whispers or an act of spokesperson
(Hornby 1995:473). In this case, when we speak, we are giving reports, giving
advices, agreeing, complaining and apologizing (Judd and Wolfson 1983:19).
Actually, the processes of speaking consist of arranging the set of words
containing a subject talked about and the situation.
The implementation of the new curriculum offers wider opportunities to the
teachers to manage the whole classroom activities. Even so, teacher should be
considered and put into consideration before deciding the learning activities. It is
imperative to remember that activities were never intended to be replaced the
school curriculum, their purpose is that reinforcement and enrichment to the
curriculum itself (Howard 1968:113).

Curriculum is considered on essential main educational component, as a
basic source to carry out the learning process in school. Its function is a reference
in teaching and learning to all subjects and therefore needs serious attention. It is
also an instrument to reach the aim of education, thus its existence from the level
of elementary until university is absolutely important.
1.2 Reason for Choosing the Topic
The School Based Curriculum (KTSP) attracted the writer’s attention as it
still raises many questions among teachers themselves, especially to those who are
used to teaching with their old and conservative methods and to some new
teachers who do not have any proper training about curriculum. The main
questions basically, range from the limited knowledge of the teachers and
prospective teacher, to the problem in implementation and also how to change the
old-fashioned style of teaching in a very short time and the confusion that pops up
in the field for teachers to apply it.
The writer chooses specification in teaching speaking because in the
teaching-learning process, speaking-mastery is often viewed as the most
demanded skill. In another word, the process in teaching and also learning a
foreign language is often seen from the ability to use the target language orally.
Meanwhile, in the regular classroom, sometimes, the time allotment and the
proportion of speaking practice are low.
1.3 Limitation
In this research, the writer limits the problem as follow:

(1) This study only focuses the English Teachers’ problems in implementation
of KTSP for seventh grade.
(2) The writer made research to some public junior high schools in Semarang.
(3) The writer only conducts research on ten English teachers from different
schools.
1.4 Statement of the Problem
The problem of this final project can be stated as follow:
(1) What kinds of Transactional / Interpersonal conversation are stated in
KTSP for seventh grade students?
(2) What are the teachers’ problems in teaching transactional / interpersonal
dialogue based on KTSP for the seventh grade in Semarang?
1.5 Objective of the Study
The objective of the study is stated as follow:
(1) To understand what kind of transactional/interpersonal conversation stated in
KTSP for the seventh grade students, and (2) to know what are the teachers’
problems in teaching transactional/ interpersonal dialogue based on School Based
Curriculum in the seventh grade in Semarang.
1.6 The Significance of the Study

The writer hopes that the study will give a significant input to the school
principal; teachers and prospective teachers who might also find it relevant as
reference to apply the newest curriculum. The writer also has great expectations
for schools and curriculum developers in preparing and making the material more
accurately in various ways as well as supplying any other supporting aspects it
may need. Last, the writer hopes that she can get a more comprehensive and brief
knowledge about curriculum and its complexity and can put into practices to keep
up with most up-to-dated innovations.
1.7 The Outline of the Final Project
This final project is developed into five chapters.
Chapter I presents the introduction of the study. It consists of the general
background of the study, reason for choosing the topic, limitation, problem of the
study, objective of the study, significant of the study, outline of the study.
Chapter II provides the review of the related of literature that discuses things
concerning to the topic. It covers teacher, curriculum, competence standard, the
teaching cycle, the component of curriculum.
Chapter III provides the method of investigation that consists of research
design, the subject of the study, data, procedure of collecting data, and procedures
of analyzing data.
Chapter IV deals with the discussion and the results.
Chapter V contains conclusion and suggestion.

CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer wants to present the definitions of
transactional/interpersonal, school base curriculum, and the implementation.
2.1 The Definitions of Transactional/Interpersonal
In the context of education, English is used as instrument to communicate,
in getting information and in daily context, to make interpersonal relationship, to
alternate information, and enjoy language aesthetics in English culture.
According to English Curriculum 2004 (Kurikulum 2004, 2004:78),
transactional dialogue is conversation that have to do and the way to overcome the
communication difficulties. Transactional conversation is used for marketing,
invitation, ordering and so on. Interpersonal dialogue is conversation to make
relationship. It can be used in small talk.
Webster online dictionary states that the act of transacting within or between
groups (as carrying on commercial activities); "no transactions are possible
without him"; "he has always been honest is his dealings with me". Interpersonal
communication is the process of sending and receiving information between two
or more people.
In line with the statement above, Nunan (2005:97) explains transactional
speech involves communicating to get something done, such as the exchange of

goods and/or service. Interpersonal speech is communication for social purpose,
including stabling and maintaining social relationships.
Celce-Murcia (2001:56) comments that transactional language is message
oriented and can be viewed as “business-type” talk with the focus on content and
conveying factual or propositional information. Transactional language is used
for giving instruction, explaining, describing, and giving directions, ordering,
inquiring, relating, and checking on the correctness of details and verifying
understanding. Interpersonal language is “social-types” talk, it is person oriented
more than message oriented. The features of interpersonal language are those of
identifying with the other person’s concerns, being nice to the other person, and
maintaining and respecting “face”.
Jack (1994:87) has explained transactional uses of language are those in
which language is being used primarily for communicating information.
Examples of language being used for a transactional purpose include news
broadcast, lectures, descriptions, and instructions. Interpersonal languages are
those in which the primary purposes for communication are social. The goal for
the participants is to make social interaction comfortable and no threatening and
to communicate good will. Examples of interpersonal language are greeting,
making small talk, telling jokes, giving compliments, making casual “chat” of the
kind used to past time with friends or to make encounters with strangers
comfortable.
The writer may conclude that transactional and interpersonal is important
for daily life. By learning, the transactional and interpersonal dialogue can help
the students to overcome the communication difficulties and make
communication or small talk with others. When we are talking with someone
outside the classroom, we usually do interpersonal or transactional purposes.
2.2 School Based Curriculum
In this sub section, the writer wants to present definition of curriculum and
School Based Curriculum.
2.2.1 The Definition of Curriculum
The term “curriculum” which is derived from Latin or Greek word
“currere”, (see Soetopo et. all. 1993:12) is not found yet in the 1812 Webster
Dictionary and can be found for the first time in 1856 Dictionary. It is originally
used in sport, which means a range as running from start until finish.
In the Webster Dictionary, this term has been given meaning;
(1) A course especially a specified fixed course of study, as in

school or college as one leading to a degree.
(2) The whole body of courses offered in an educational institution,
or department.
At the time, the meaning of term curriculum in education is an educational
expectancy that should be covered by student, purposed to acquire certificate by
learning through a curriculum. Studying through curriculum, students are able to
get certificate (Hamalik 1994:3).
Saylor and William as cited by Nasution write curriculum as “the sum total
of schools effort to influence learning whether in the classroom, on the
playground, or out of school. Harold views the curriculum as ‘all of activities that
are provided for student by the school’, while other experts like B. Othanael
Smith, W. et al saw curriculum as “a sequence of potential experiences set up in
the school for the purpose of disciplining children and youth in group ways of
thinking and acting (Nasution 1994:4)
The curriculum is what happens to children school because of what teachers
do. William B. Ragon explained that curriculum, traditionally, has meant the
subject taught in school, or the course of the study. This tendency in recent
decades has been used as the term in a broader sense to refer to the whole life and
program of the school. The term is used to include all the experiences of children
for which the school accept responsibilities (Ragon 1960:3).
Rene Ochs as cited by Subandiyah (1996:2) explains definition of
curriculum that is more complex as follows:
“This term often to design equally a program for given

subject matter for the entire cycle or even the whole rang of
cycle. Further, the term of curriculum is sometimes used in
a wider sense to cover the various education activities
through which the content is conveyed as well as material
used and methods employed” (Subandijah 1996:2).
From various interpretations and opinions about curriculum above
mentioned, it can be concluded that the classification of the definition of
curriculum are as follows:
(1) Curriculum can be seen as product, a result created by curriculum
developer, usually in a conference. The result is shaped in book or
curriculum guidance, as an example is filled by sum total of objects that
should be learnt.
(2) Curriculum can be seen as a program, an instrument used and
done by the school to reach the goals.
(3) Curriculum can be seen as things hope to be learnt by the
students like knowledge, attitude, certain skill, etc.
Curriculum also can be seen as students’ experiences, considering curriculum as
what actually have been done, happened, and become reality to every student.
2.2.2 The Definitions of School Based Curriculum
In 2006, our government has new regulation about education in Indonesia.
The change is the curriculum from CBC (Curriculum Based-Competence) to be
School Based Curriculum (KTSP).
Before we talk about School Based Curriculum furthermore, we need to
look the definition from the word of Kurikulum Tingkat Satuan Pendidikan first.
Curriculum is a set of plan and the arrangement of purpose, material and method
as the way to get the purpose it self (Kurikulum 2006:5).
The term Tingkat Satuan Pendidikan refers to the level of education, i.e.
primary school, junior high school, etc. Therefore, School Based Curriculum is
operational of curriculum that is made and to be implemented in every level of
education in Indonesia (Kurikulum 2006:5).
The School Based Curriculum is the operational curriculum which is
arrange by and done by in individual school. We can conclude the meaning about
School Based Curriculum as a set of plan that made by the government in
syllabus. Teachers can make the curriculum plan before they implement the
material in class. Teacher can feel free in choosing the textbook, method, and
media in implementing the curriculum.
2.3 The Implementation
In this sub section, the writer wants to explain about definition of the
implementation, the definition of teacher and teaching speaking.
2.3.1 Definition of Implementation
The word of implementation has many synonyms such as completion,
execution, accomplishment, realization, achievement, discharge, performance. As
in http://en.wikipedia.org/wiki/Implementation, implementation is the realization
of an application, or execution of a plan, idea, model,
design, specification, standard, algorithm, or policy.
In line with wikepedia.org, http://www.wordreference.com explained that
implementation have several meaning such as:
(1) the ach of implanting

(2) the stated of being implanted
(3) Pathology; (a) the movement of cells to a new region and (b)
metastasis, when spontaneous
(4) Medicine/medical, the application of solid medicine underneath the
skin
(5) Embryology, the attachment of the early embryo to the lining of
uterus
Based on http://www.wordreference.com, the synonym of implementation is
effectuation; it is the act of implementing (providing a practical means for
accomplishing something); carrying into effect.
Webster Dictionary explain that implementation is the act of performing; of
doing something successfully; using knowledge as distinguished from merely
possessing it; "they criticized his performance as mayor"; "experience generally
improves performance"
From the explanation above the writer may conclude that implementation is
the carrying out, execution, or practice of a plan, a method, or any design for
doing something. As such, implementation is the action that must follow any
preliminary thinking in order for something happen. In an information technology
context, implementation encompasses all the processes involved in getting new
software or hardware operating properly in its environment, including installation,
configuration , running, testing, and making necessary changes. The word
deployment it is sometimes used to mean the same thing.
2.3.2 Definition of Teacher
Generally, the teacher has been called as the ‘facilitator’ or ‘mediator’ of
learning. The successful teachers are able to create a situation where children like
and respect the teaching-learning process. The function of a teacher in class is to
guide the students, not to mention that, he or she facilities the students to learn
something and help them to gain their learning success. Teachers have duty to do
this job of helping students to learn, require planning aids which are available in
the classroom, materials readily adaptable by the classroom that teacher should
provide for his students. Curriculum guides, textbooks, course of the study,
resources unit, and teaching units are also part of the teaching plan.
The teacher also defined as the most significant factor in determining
success of new syllabus or materials. Past and present educational practices has
enthroned teacher as the final curriculum planners for the classes. Michael Kirst
as quoted by McNeil (1990:26) has shown that the teacher is a crucial maker of
curriculum policy. The teacher is not simply an implementer of policy; most of
the teacher has the opportunity to define instructional objectives within an overall
framework that indicates what is to be taught. Often the teachers can also design
and order learning activities to achieve the teaching-learning purpose.
Saylor, et al (1981:159) state that the teacher is actually the interpreter, the
arbitrator, and the guide in the implementation of the purpose of the institution.
Nasution (2003:330) states several traits that good teachers should possess:
(1) A view of teaching as basically-first and last-a human process.
(2) Feeling good about themselves and they have positive view of others. Thus,
they identify with people rather than withdrawing from them.
(3) Knowledge and well information on wide range of subjects.
(4) The ability to communicate effectively. The teacher must understand that the
communication process includes more than presentations.
To be a good teacher is a difficult work, because it requires a lot of physical
and mental energy. When examining all aspects of good teaching, the teachers
should remember that the student could bring enjoyment to the teaching process.
If the teachers could motivate the students, the students would enjoy studying and
the class would be interesting to their teaching.
2.3.3 Teaching Speaking
Basically, the teaching English materials are divided into two groups. They
are language components and language skills. Language components among
others are structure, spelling, and vocabulary, while language skills are reading,
writing, listening and speaking. From the four language skills mentioned here
only one that was discussed namely speaking.
As one of language skills, speaking is also aimed at enabling the students to
apply their English in real life for communication. Speaking itself cannot be
separated from pronunciation, and pronunciation cannot be separated from stress
and intonation from the context of the utterances. Either a word or a sentence
should meet those criteria in order to be understandable in communication.
Classroom is one of some communication settings. There are teacher,
students and educational media used for the classroom activities. An English
teacher should provide proper activities, which can promote communication
among students in the classroom. A language classroom in which communication
is the objective should include students-centered activities. It means that the
students should be active participants.
Besides providing proper materials, the teacher also creates positive
condition for having a good communication in the classroom. The student should
encourage interaction and communication between the teacher and the students
especially among the student themselves.

To conduct a successful communication activity in the classroom, the
attention should be focused on the four aspect of the classroom interaction that
enhance communication; social climate, variety in the learning activities
opportunity for the student participation, feedback and correction (Murcia,
2001:4).
Harmer (2001:31) mentions some activities that can be done in the speaking
classroom, namely;
(1) Acting from a Script
It is an activity that we can ask from our students, to act from plays, their course
books, or sometimes filming the result. Students will often act out dialogues they
have written themselves. This frequently involves them in coming out to the front
of the class.
(2) Communication Games

Games which are designed to provoke communication between students
frequently depends on an information gap so that one student has to talk to a
partner in order to solve a puzzle, draw picture, put things in the right order or
similarities and differences between picture.
(3) Discussion
One of the reasons that discussion fail is that students are reluctant to give an
opinion in front of the whole class, particularly if they cannot think of everything
to say and are not; anyway, confident of the language they might use to say it.
Many students feel extremely exposed in discussion situations.
(4) Prepared Talk

A popular kind of activity is the prepared talk where students make a presentation
on a topic of their own choice. Prepared talks represent a defined and useful
speaking genre, and if properly organized, can be extremely interesting for both
speaker and listeners.
(5) Simulation and Role-play

Many students derive great benefit from simulation and role-play. Students
stimulate a real-life encounter as if they were doing so in the real world, either as
themselves in that meeting or airplane. Stimulation and role-play can be used to
encourage students.
2.4 2006 English Curriculum for Junior High School
Before talking about 2006 English Curriculum for junior high school, we
need look at the conception of curriculum, the objective of curriculum, and the
component of curriculum.
2.4.1 The Conception of Curriculum
Prevailing conceptions of curriculum can be classified into four major
categories: Humanistic, Social Deconstructionists, Technological, and Academic
(McNeil: 1990:3-93)
(1) Humanistic Curriculum
Those with a humanistic orientation hold that the curriculum should provide
each learner with intrinsically rewarding experiences that contribute to personal
liberation and development. To humanist, the goal of education is dynamic
personal process related to the ideals of personal growth, integrity, and autonomy.
The new humanists are self-actualizers, who view curriculum as a liberating
process related that could meet the need for growth and personal integrity. The
humanistic curriculum increases self-awareness; it allows learners to seek typical
personal pattern in their own responses to a series of activities. Observing one’s
of own feeling believed that self-awareness is to be best attained. A humanistic
curriculum demands the context of an emotional relationship between student and
teacher. The teacher must provide warmth and nurture emotions while continuing
to function as a resource center. He or she should present materials imaginatively
and created challenging situations to facilities learning. Humanistic teachers
motivate their students through mutual trust.
(2) The Social Reconstructions curriculum
Social Reconstruction is interested in the relationship between curriculum
and social, political, and economic development of society. They are also
interested in the effect of the curriculum upon the community. The primary
purpose of the Social Reconstructions curriculum is to confront the learner with
the many serve problems that humankind faces. Social Reconstructions stresses
societal needs over individual interests. They place primary responsibility on the
curriculum to affect social reform and generate a better future for society. They
emphasize the development of social values and their use in the critical thought
process.
Social Reconstruction hold that all teachers are political persons who must
choose either to serve whoever is in power (conservative) or present options to
those in power (social reconstruction). Teachers must relate national, world, and
local purposes to the students’ goals. Students thus use their interest to help find
solutions to the social problems emphasized in their classes. They are expected
also to evaluate their own learning and reflect as a group about the actions they
have taken. Social deconstructionists look at society with the intent of building a
curriculum by which students can improve the real world.
(3) The Technologist curriculum
Technologies view curriculum making as a technological process for
achieving what ever ends policymakers demand. They consider them selves
accountable by producing evidence, which indicates that their curriculum attaints
intended objectives. One weakness in the technologist’ model for curriculum
development is that it does not sufficient attention to implementation of the
products and the dynamics of innovation. Efficiency and accountability are
overriding values to the technologist.
(4) The Academic curriculum
Person with an academic orientation see curriculum as the vehicle by which
learners are introduced to subject matter discipline and to organized fields of
study. They view the organized content of subjects as a curriculum to be
persuaded rather than as source information for dealing with local and personal
problems.
In general, people know there are two kinds of curriculum; formal and
informal curriculum. The formal curriculum includes the plan organizational
structure and the instructional delivery system, which are designed to help
students achieve the learning goals, outcomes and objectives of the institution; the
instructional plan which are integral part of the instructional system of an
institution, and; the evaluation system for determining the degree to which
students achieve the specified outcomes. The informal curriculum (co-curricular
or extra-curricular) is composed of other planned activities which are not directly
related to particular class or subject but which are considered as supplementary to
the formal curriculum. Many curriculum theories consider that the curriculum
include all of the planned activities and events, which take place under the
auspicious of educational institution-both formal and informal.
2.4.2 The Objective of Curriculum
Curriculum is something that schools sell to their customers. Curriculum
can actually describe the qualification and outcome competences of the school
program, and through curriculum, the school can make a plan to achieve those
competence. Therefore, the better curriculum planned by school, the more
customers are interested in that school. It is just similarly like quality assurance
of the school that proposed the customers.
Some general objectives in organizing curriculum are written down in the
Tucson Public School Guidance and Counseling Services. These general
objectives tie together the other phases of the curriculum:
(1) To assist in making the educational process more personal, giving
individual help to each child in accordance with his needs.
(2) To bring about satisfactory mutual adjustment with their selves and
others.
(3) To help students make desirable personal adjustment with their selves
and others.
(4) To assist young people to discover their vocational, physical, educational
and social possibilities.
(5) To help students recognize their moral responsibilities.
(6) To provide the students with experiences in the practices of making
decisions.
(7) To provide the teacher with background information for better
understanding of students.
(8) To provide leadership for in-service education for teachers to help the use
the guidance program effectively.
D.C. Philips as cited by Musgrave (1974:17) explains that curriculum
should achieve something more basic. It should prepare the student in such a way
that he could deal effectively with whatever facts turned up in the future. In
addition, the way to achieve this, is to make the student “at home” in the
discipline he was studying, was for the curriculum to concentrate on structure
(Musgrave, 1974:17).
The need of curriculum is described by Alexander English as quoted
by Wirokuswoyo (1988), which explains six functions of curriculum
(Wiryokusumo, et all, 1988:8-12).
(1) Curriculum must be able to arrange the condition of community in order to be
brought to the school environment and made it as a course object.
(2) The Integrating Function.

Curriculum must be able to prepare learning experiences which can educate
individuals who could do an integration appropriate to the norms of
community.
(3) The Differentiating Function
The function of curriculum here is must be able to serve the development of
individual potency that will live and enter in social environment.
(4) The Prapaedetic Function
Curriculum must be able to prepare learners to continue their study of reach
higher and deeper in knowledge with having more wide range.
(5) The Selective Function
Curriculum must be able to do selection about learning experiences
selectively to get mature programs to support and develop every student.
(6) The Diagnostic Function
Finally, the function of curriculum is to detect results. Curriculum reached
the stage instructing students so they can understand themselves, give an
instruction for their selves, and adapt with their environment and family,
school and or ever their community.
2.4.3 The Component of Curriculum
A component of curriculum means some parts or section of the curriculum,
which work functionally and in an integrated way. Commonly, curriculum has
three components; goals, content and methods.

In the present study, six components are initially formulated; Objectives,
Curriculum Plan, Teaching Methods and Learning Activities, Learning Materials,
Evaluation Procedures, and Curriculum Implementation (Nasution, 2003:8).
(1) Objectives
The curriculum objectives are statements about what the curriculum should
accomplish. Those statements may be made at many levels of inclusiveness, such
as at the national level, for the entire school stage, for different grade level of
schooling or for different subject matter areas. The objective, basically, is the
objective of each educational program that will be given to the students. This
includes the institutional, subject matter (curricular), and instructional objectives.
(2) Curriculum Plan
The curriculum plan is a formal design for implementing the objectives. It
is usually thought of as incorporating two important facets: the first defining
curriculum content and second specifying teaching-learning processes. The
curriculum plan is usually a written document that has emerged from a complex
interactive process.
(3) Teaching Methods and Learning Activities
The manner in which teaching and learning is finally carried out represents
the real implementation of the objectives of the curriculum as mediated by the
curriculum plan. It is obvious that discrepancies can arise between educational
objective themselves, the plans derived from those objectives, and the real events
that occur during the learning process.
(4) Learning Materials

The materials utilized in the learning process include textbooks and exercise
materials as well as a variety of other aids, such as museums and exhibitions.
(5) Evaluation Procedures
Evaluation refers here primarily to pupil assessment, either formal or
informal. Curriculum evaluation aims at improving and completing the students’
education and strategy of implementing the program.
(6) Curriculum Implementation
There are many elements in implementing the curriculum. Among others are;
degree and level of education, learning process, information guidance, supervision
administration, curricular means, and evaluation.
2.5 Speaking as Skill Based on 2006 English Curriculum
Competence standard of English for junior high school is to communicate
orally and written by using appropriated language. In this sub-title the writer may
presents the teaching learning cycle, speaking as skill, elements of speaking, and
speech act theory.
2.5.1 The Teaching Learning Cycle
Classroom programming is based on four stages in a Teaching-Learning
Cycle, which are aimed at providing support for learners as they move from
spoken to written text. They involve the selection and sequencing of classroom
task and activities and are related to the starting point of topic or type of text.
There are four stages in the teaching learning cycle. Each stage, therefore,
is associated with different types of activities.

Diagram: The Four Stages of Teaching Learning Cycle
(Jenny Hammond et, al, 1992:17)
According to Jenny Hammond et al (1992:17-23), as cited in kurikulum
2004 (2004:66) the four stages in the Teaching Learning Cycle are:
Stage One: Building Knowledge of the Field
Building Knowledge of the Field can be assumed as the first stage which
supplies background knowledge to the learners about the topic will be discussed
later on. Its aim is to lead learners’ cognitive aspects to the discourse or topic the
teacher wants to reach. The significance of this stage is based on the held-out
belief that learners have already had particular knowledge gained from experience
and previous learning, which can be called out when they encounter new
information. Therefore, to bring about new information; teacher should facilities
his learners current abilities to understand and learn, thus, to go to the further
stage.
Stage Two: Modeling of the Text
Its title suggests “model” is an excellent example that deserves to be
imitated or something that is copied or use as the basis for a related idea, process
or system. In this stage, learners are overwhelmed by representative model of the
text.
The real example in the classroom is in procedure text-spoken cycle,
teacher demonstrated the step of how to make of coffee in front of the class by
using an instant coffee. Students internalize the step by watching teacher’s
presentation. Another example is by distributed the text of dialogue and read a
loud.
Stage Three: Joint Construction of the Text
The aim of Joint Construction of the Text is to work together for the teacher
and students to construct the text. The emphasis of this stage is on the teacher
providing guidance and support in order to convert and reshape the language from
the spoken to the written mode. The teacher and the students can share their
ideas, as well as negotiate meaning to construct text together, by all means,
discussion, negotiation, and communication are not only the way to promote
cooperation. As long as the purpose is achieved, whatever ways deemed to be
reliable are suggested.
Stage Four: Independent Construction on the Text
Having seen that learners are ready to construct the text independently,
teacher can move on this stage. When learner is ready at this stage, he must be
able to generate the text by himself with assistance neither from the teacher nor
from his friends. The function of Independent Construction on the Text stage is
twofold. It does not only serve as the time for student to perform independently.
Students are able to apply what they have learned previously. By then, teacher can
assess their performance independently to measure to what extent students can
grasp the materials.
2.5.2 Speaking as a Skill
The British linguist, Halliday (Longman Dictionary 1990:116) considers
language as having three main functions:
(1) The ideational function is to organize the speaker or writer’s experience of
real or imaginary world, language refers to real or imagined persons, things,
actions, events, states, etc.
(2) The interpersonal function is to indicate, establish, or maintain social
relationship between people. It includes forms address, speech function, etc.
(3) The textual function is to crate written or spoken texts which cohere within
themselves and which fit the particular situation in which they are used.
English is used to communicate orally or written. In this case, to
communicate is defined as to understand and to give information, thought, feeling,
and to develop science, technology, and culture through language.
The ability in communicate in the intact meaning is said as

Discourse Competence, it means that if someone is good in
communication orally or written, he or she implicate the
discourse. Discourse is a communication event, which is
influenced by the topic that is communicated, the
interpersonal relationship between people who
communicated, and the communication lane, which is used
in one context of culture (Kurikulum 2006, 2004: 277).
When students are learning of foreign language, they need to know the
certain of grammar and vocabulary. The basic problems are to prepare learners to
be able to use grammar and vocabulary themselves. In speaking, our brain is
forced to produce correct grammar and vocabulary faster than in writing.
Since English structure is quite different from Indonesian structure, it is
important to pay attention to some aspect like aim, time, subject, etc. To test
whether the learners can speak, it is necessary to get them to say something. And
to do this they must act on knowledge of grammar and vocabulary. By giving
learners, speaking practice and oral exam we can organize that there is a
difference between knowledge about a language and skill in using it. This
distinction between knowledge and skill is crucial in teaching of speaking (Byget,
1987:3).
2.5.3 Elements of Speaking
The ability to speak fluently presupposes not only knowledge of language
feature, but also the ability to process information and language on the spot.
According to Harmer (2001:269) the elements that are necessary for spoken
production are the following;
(1) Connected Speech
Effective speakers of English need to be able not only to produce the
individual phonemes of English but also to use fluent ‘connected speech’. In
connected speech, sounds are modified, omitted, added or weakened. For this
reason, involving students in activities designed specially to improve their
connected speech is should be done.
(2) Expressive Devices

Native speaker of English changes the pitch and stress of particular part of
utterance vary volume and speed, and shows by the other physical and non-verbal
mean how they are feeling. The use of these devices contributes to convey
meanings. They allow the extra expression of emotion and intensity. Students
should be able to deploy at least some of such super segmental feature and devices
in the same way if they are to be fully effective communicators.
(3) Lexis and Grammar
Spontaneous speed is marked by the use of a number of common lexical
phrases, especially in the performance of certain language function. Teacher
should therefore supply a variety of phrases for different functions such as
agreeing or disagreeing, expressing surprises, shock or approval. Where students
are involved in specific speaking context such as job interview, they can be
primed, in the same way with the certain useful phrases, which they can produce
at various stages of an interaction.
(4) Negotiation Language
Effective speaking benefits from the negotiator language that use to seek
clarification and to show the structure of what we are saying.
2.5.4 Speech Act Theory
Based on Richards, Platt, and Weber (1990:265) statements speech act is a
sentence or utterance that has both propositional meaning and illocutionary force.
(1) Propositional meaning (also known as locutionary meaning). This is the basic
literal meaning of the utterance, which is conveyed by the particular words
and structures, which the utterance contains.

(2) Illocutionary meaning (also known as illocutionary force). This is the effect
the utterance or written text has on the reader or listener.
The essential insight of speech act theory is that language performs
communicative acts. In Searle’s (1969:21) words;
The hypothesis that speech act is the basic unit of

communication, taken together with the principle of
expressibility (whatever can be meant can be said), suggested
that there are the series of analytic connections between the
nation of speech act, what the speaker means, what the speaker
intends, what the hearer understands, and what the rules
governing the linguistic elements are.
Candlin and Widdowson (2001:35) describe speech act theory, which
relates the function of utterances to sets of felicity conditions and the knowledge
of the participants that these conditions exist, may help us to understand the unity
of exchanges in communication.
Longman Dictionary of Applied Linguistic (1994:90) illustrated the

classification of speech acts;
(1) Commissive; a speech act that commits the speaker to doing something in
the future, such as a promise or a tread.
(2) Declarative; a speech act which changes the stated of a affairs in the word.
(3) Directive; a speech act that has the function of getting the listener to do
something, such as suggestion, a request or command.
(4) Expressive; a speech act in which the speaker express feelings and
attitudes about something, such as an apology, a complaint, to thank
someone, to congratulate someone.

(5) Representative; a speech act that describe states or event in the world, such
as an assertion, a claim, a report.
From the explanation above, we can summarize that speech act theory is
concerned with what people “do” with language – with the function of language.
The speech act also belief that language that is used to perform an actions.
33
CHAPTER III
METHOD OF INVESTIGATION
This chapter deals with methods adopted for the study. It is crucial in every
research since it can be used to achieve the objective of the study, which has been
studied before hand. In connection with the discussion of the study, in this
chapter the writer would like to discuss the subject of the study, data, procedure of
collecting data, and procedure of analyzing data.
3.1 The Subject of The Study
3.1.1 Population
In encyclopedia of Educational Evaluation as cited by Arikunto (2002:108),
a population is a set (or collection) of all elements possessing one or more
attributes of interest. Population is also defined as any group of individuals that
have one or more characteristics in common that are interest to the researcher
(Best, 1981:8). The term ‘group individuals’ refers not only people, but also
things, animals, vegetables, phenomena and so on. While, ‘one or more
characteristic’ like sexes, the color of skin, figure, or unnatural ones, such as class,
economy, activity, etc.
Based on that statement above, the writer chose the English teachers who
teach the seventh grade students of junior high school in Semarang as the
population of the study.

34
3.1.2 Sample
In order to study a problem more effectively, a researcher has to select a
sample, Best (1981:9) points out that a sample is a small proportion of a
population selected for observation and analysis. This means that sample is only a
part of population. It is a finite part of the population whose properties are studied
to gain information about the whole population. The appropriateness of the
sample determines the generalizability of the result. Therefore, a good sample is
one that is representative of the population from which it is selected.
Since the population in this research was large enough, the writer took some
members of population as the sample. In this study, she selected the English
teachers of private and state junior high school in Semarang. As the writer
thought that the number English teachers of private and state junior high school
Semarang is too big for this purpose, she selected purposive random sampling,
and only ten teachers from ten junior high schools in Semarang.
3.1.3 Sampling Technique
The selection of the examples is very important step in conducting a
study. For studying requires data collection, inevitably a kind of sampling
technique to determine which respondents to be taken as subjects of investigation
has to be clearly described. Arikunto (2006:134) states that samples are not
selected haphazardly, they are chosen randomly in a systematic way so that all
members of the population have the same chance to be selected. In general, there
are several techniques of sampling that the researcher can do her investigation.
35
Those are random sampling and cluster sampling. However, the writer chose the
random sampling technique to take sampling.
3.2 Data
According to Arikunto (2006:129), there are three kinds of data that can
categorized into triple P, that are;
P = person, the data source is person,
P = place, the data source is place,
P = paper, the data source is symbol.
The brief explanations of them are:
(1) Person is a data source that can give data in oral answer through interview or
written answer through questionnaire.
(2) Place is data that serves display in motionless and move things.
Motionless : for examples room, equipment, shape, color, etc.
Move : for examples activities, performance, acceleration,
rhythm, dance, film, etc.
(3) Paper is a data source that serves symbol of letters, numbers, pictures, or the
others. It means the data can be rock, wood, bone, etc that are suitable with
the use of the documentation method.
The data sources in the study are English teachers in seventh grade in
Semarang. The writer chooses ten public schools from ten districts in Semarang.
She uses questionnaire to get the data.

36
3.3 Procedure of Collecting Data
The writer uses questionnaire method to collect data. According to Arikunto
(2006: 151), a questionnaire is a number of written questions that are used to
gather information from the respondents about themselves or other things to
know. She states that a questioner can be distinguished into three kinds they are:
(1) From the way how to answer the question, there are two types of questions;
(a) Opened questionnaire, the respondents can answer the question using their
own sentences.
(b) Closed questionnaire, the respondents can directly choose the appropriate
answer.
(2) From the form questionnaire, there are four types;
(a) Multiple choices, it is similar to closed questionnaire.
(b) An essay questionnaire, it is similar to opened questionnaire
(c) Checklist questionnaire, respondent just put check (V) on the appropriate
column.
(d) Rating scale questionnaire, the statements are followed by rating column,
for example; from “extremely agree to extremely disagree”.
(3) From the given answer, there are two types;
(a) Direct questionnaire, the respondents answer about them selves.
(b) Indirect questionnaire, the respondents answer the question about other
things.
In this research, the writer used opened questionnaire and closed
questionnaire. This questionnaire is included direct questionnaire because the

37
English teachers are answers based on their experience or their condition. The
form of this questionnaire is the combination between multiple choices and essay
questionnaire to get the data completely.
3.4 Procedure of Analyzing Data
According to Patton as cited by Moleong (2000:103), analyzing data is a
process to arrange and organize the data in a certain pattern and category.
Analyzing data in the technical research is executed inductively; it means, this
analysis is started from data reduction, data display, and data verification (Miles
and Huberman, 1992:16).
(1) Data Reduction
Data reduction can be said as the process of choosing, focusing on,
simplifying, abstraction and transformation.
(2) Data Display
Data display is limited as a group of information, which gives possibility
about the presence of drawing conclusion and salutation. Data display helps the
writer to see all or certain parts of the research data. From the data display, the
writer can make a conclusion. To get a clear description from the data display, we
must make the data display in good systematic.
(3) Data Verification
Verification is a slight thinking about information which occurs during the
result. It is recall to the note has been made. From the research data of the
38
questionnaire and interview, the writer tries to find the relation in the research
data. Then the writer made conclusion and then it was verified.
This is the sequence of the procedures above;
Data Collecting
Data Display
Data Reduction
Conclusion / Verification
(Miles and Huberman, 1992:20)

CHAPTER IV
RESULT OF DISCUSSION
4.1 Mapping the English Curriculum (Speaking Skill at Seventh

Grade Student)
To know the types of dialogue whether it is transactional or interpersonal, it
is important to map the standard competence, basic competence and speech
functional expressed in KTSP. Therefore, the following is the mapping of English
Curriculum of seventh grade junior high school in Semarang.
Speech Functional
Smtr Standard Competence Basic competence
Expression
I 3. Uttering purpose in 3.1 Carrying out • Greeting
simple interaction with the
transactional and closest surrounding
interpersonal which involves mode • Self introducing
conversation to of speech action; and others
interact with the greeting
closest stranger/familiar
environment. figure, self- • Making
introduction, also command/prohib
introduction others and ition
making comment and
prohibition.
3.2 Uttering meaning in • Asking and
transactional giving
conversation (to get information
things done) and
interpersonal (to • Expressing
socialize) in using a gratitude
very simple mode of
spoken language
accurately, fluently • Asking
and receivable to forgiveness
interact with the
closest environment,
which involves mode • Expressing
of speech action: manner
asking for, giving
information,
expressing gratitude,
asking forgiveness and
expressing manner and
courtesy.
4. Uttering meaning 4.1 Uttering meaning of • Giving
in very short mode of speech in a instruction
functional spoken very simple mode of
text to interact spoken language
with the closest accurately, fluently • Making shopping
environment. and receivable to list
interact with the
closest environment.
4.2 Uttering meaning of • Greeting
idea and concept in a
very simple mode of
spoken language
accurately, fluently • Making
and receivable to announcement
interact with the
closest environment.
II 9. Uttering purpose in 9.1 Uttering meaning in
simple transactional transactional • Asking and
and interpersonal conversation (to get giving service
conversation to things done) and
interact with the interpersonal (to
closest environment. socialize) in using a
very simple mode of
spoken language
accurately, fluently and • Asking and
receivable to interact giving thing
with the closest
environment which
involves mode of
speech action: asking
for, giving things,
refusing the offering, • Asking and
giving things, refusing giving fact
things, giving
information, denying
information, asking
opinion, giving
opinion, disagreeing
opinion and offering/
accepting/ refusing
things.
9.2 Uttering meaning in
transactional • Asking and
conversation (to get giving
things done) and information
interpersonal (to
socialize) in using a
very simple mode of
spoken language • Asking and
accurately, fluently and giving opinion
receivable to interact
with the closest
environment which • Asking and a
involves mode of agreeing on
speech action: asking something
and agreeing on
something, responding
statement, giving • Asking
attention to the speaker, clarification
starting/exploring/closi
ng conversation on the
phone • Giving attention
to the speaker
10. Uttering meaning 10.1 Uttering meaning in
in functional spoken the very short
text in a very simple functional spoken text • Giving
and short monologue by using mode of instruction orally
in recount and spoken language
narrative to interact accurately, fluently and
with the closest receivable to interact • Mentioning list
environment. with the closest of item
environment.
10.2 Uttering meaning of
spoken language in a
very simple and short
• Giving
monologue of recount
information
and narrative to interact
with the closest
environment. • Giving
congratulation
From the mapping above-mentioned, it can be concluded that Standard
Competence and Basic Competence are the guidance and manual to develop the
basic materials, teaching-learning process and the indicator of the expected
competence achievement at seventh grade of junior high school.
4.2 The Kinds of Transactional/Interpersonal Based on School
Based Curriculum (KTSP)
From the Standard Competence and Basic Competence we could categories
transactional / interpersonal into Speech Functional Expression. They are can be
categories;
No Transactional Interpersonal
1 Making command / prohibition Greeting
2 Giving information Self introducing and others
3 Asking and giving information Expressing gratitude
4 Giving instruction Asking forgiveness
5 Making shopping list Expressing manner
6 Making announcement Giving attention to the speaker
7 Asking and giving service
8 Asking and giving thing
9 Asking and giving fact
10 Asking and giving opinion
11 Asking and a agreeing on something
12 Asking clarification
13 Giving instruction orally
From the table above we can see the kinds of transactional / interpersonal
which seventh grade students of junior high school have to achieve. The speech
functional expressions are the guidance of the teacher to make teaching-learning
process and the expected basic competence achievements.
4.3 The English Teachers’ Problem in the Implementation of
School Based Curriculum (KTSP)
To know the problems in implementation of 2006 English Curriculum in
junior high school, the writer did the research in some junior high schools. As the
result, we got the data as stated below:
(1) SMP Negeri 5 Semarang
The name of English teacher in the seventh grade is Dwi Setyaningsih. She
took KTSP training in Semarang. The trainers in this training were the trainer
from teachers in MGMP. In fact, the teacher still does not understand KTSP
English Curriculum. For example, the teacher does not understand about:
(a) The characteristic of spoken language
(b) The teaching learning cycle
(c) Theoretical background of the 2006 English Curriculum
(d) The main purpose of English lesson
(e) Literacy level to be achieved for Junior High School graduated

Therefore, teacher’s less understanding about the 2006 English Curriculum
becomes a problem in implementation of the 2006 English Curriculum. Besides
that problem, the other problems in the teaching learning process are:
(a) The number of the student is too big so that makes the teacher difficult
when explaining Transactional / Interpersonal Dialogue.
(b) The students lack of vocabulary
(c) The teacher does not understand about the materials of Transactional /
Interpersonal Dialogue.
Related to the newest method, the teacher’s problem is about the limited
time to make evaluation of the student’s achievement in this method.
The name of English teacher in the seventh grade is Kurnia Setyono. He
had not taken yet KTSP training, but he studied by himself. In fact, the teacher
still does not understand KTSP English Curriculum. For example, the teacher
does not understand about:
(a) The characteristics of the spoken language
(c) The competence to be achieve by language education
(d) The literacy level to be achieved for Junior High School
(a) The number of the student is too big so that it makes the teacher difficult
(b) The student is no much interest to the Transactional / Interpersonal
Dialogue
(c) The student feels difficult to understand the language feature related to
Transactional / Interpersonal Dialogue
(d) The teacher does not understand about the materials of Transactional /
time to make evaluated in this method. The teacher should give more motivation
to the student in order to make them feel comfortable in the teaching learning
process.
The name of English teacher in the seventh grade is Suparmi. She took
KTSP training in Semarang. The trainers in this training were the trainer from
teachers in MGMP. In fact, the teacher still does not understand KTSP English
Curriculum. For example, the teacher does not understand about:
(c) The literacy level to be achieved for Junior High School
(d) The competence to be achieve by language education
(e) The language feature of Transactional / Interpersonal

(a) The lack of teaching learning facilities that the teacher uses when it is
compared to the ideal facilities that the 2006 English Curriculum requires.
(b) The number of the student is too big, it makes the teacher difficult to
controll the student.
(c) The student lack of language feature in Transactional / Interpersonal
Dialogue.
(d) The students are lack of vocabulary, it makes students are not responsive
in Transactional / Interpersonal Dialogue.
Related to the newest method, the teacher faces a problem for limited time
to make scoring to the all students in Transactional / Interpersonal Dialogue.
The name of English teacher in the seventh grade is Primanica Siswanto,
S.Pd. She took KTSP training in Semarang. The trainers in this training were the
trainer from National Education Department. In fact, the teacher still does not
understand KTSP English Curriculum. For example, the teacher does not
understand about:
(a) The competence to be achieved by language education
(b) The characteristics of the spoken language
(d) The characteristics of the expressing language

(b) The lack of student vocabulary
(c) The student does not understand in using the language expression
(d) The students less understand in responding the language expression, when
the teacher used it in the dialogue
(e) The students get difficulties in grammatical features
to make scoring to the all student in Transactional / Interpersonal Dialogue.
The name of English teacher in the seventh grade is Dra. Sri Hartati. She
from National Education Department. In fact, the teacher still does not
understand about:
(d) The competence to be achieve by language education
(e) Theoretical background of the 2006 English Curriculum

becomes a problem in implementation of the 2006 English Curriculum. Beside
(b) The teacher less understands about Transactional / Interpersonal Dialogue.
(c) The lack of teaching learning facilities that the teacher uses when it is
compared to the ideal facilities that the 2006 English Curriculum requires.
Related to the newest method, the teacher faces problems for limited time to
make scoring to the all students and make the students understand in
Transactional / Interpersonal Dialogue.
The name of English teacher in the seventh grade is Solichah. She took
lecture from UNNES. The teacher understands less about theoretical background
of the 2006 English Curriculum and literacy level to be achieved for Junior High
School graduated.
In the implementation of the 2006 English Curriculum at SMP 21 Semarang
result no much difficulties. The students at this school are students with good
achievement. In addition, the school also has complete facilities as one of the
national standard. SMP 21 will be international school in Semarang.

The name of English teacher in the seventh grade is FX. Kun Artomo. He
understand about:
(c) Theoretical background of the 2006 English Curriculum
So that, teacher’s less understanding about the 2006 English Curriculum
(a) The lack of student vocabulary and grammatically
(b) The student gets difficulties in using language feature of Transactional /
Interpersonal materiel.
(c) The student just focuses on translation word per word.
(d) The students are not interested in the Transactional / Interpersonal
Dialogue.
Related to the newest method, the teacher faces problems for limited time to
make scoring to the all students and give motivation to the students to join in

The name of English teacher in the seventh grade is Sri Rahayu. She took
National Education Department. In fact, the teacher still does not understand
KTSP English Curriculum. For example, the teacher does not understand about:
(a) The main competence to be achieved by language education
(b) The characteristic of spoken language
(c) The teaching learning cycle
(d) Theoretical background of the 2006 English Curriculum
Therefore, teacher’s less understanding about the 2006 English
Curriculum becomes a problem in implementation of the 2006 English
Curriculum. Beside that problem, the other problems in the teaching learning
process are:
(a) The lack of the students understanding related to the Transactional /
(b) The student does not confident when they responded the Transactional /
(c) The lack of students vocabulary and pronunciation
(d) Some of supplementary books are not available
time to make evaluation of the student’s achievement in this method.
The name of English teacher in the seventh grade is M. Hadi Utomo. He
understand about:
(a) The characteristic of spoken language
(a) The students lack of vocabulary since the students of SMP 40 are the
students with low achievement.
(b) The students cannot follow the teacher’s explanation well, so that the
teacher works more actively.
(c) The teacher understands less related to the material of Transactional /
(d) The teacher gets difficulties to explain to the students related to the culture
between Indonesia and English.
Related to the newest assessment method, the teacher’s problem is about too
much aspect to evaluated and limited time to score from those aspects in this
method.
The name of English teacher in the seventh grade is Atri Martanti. She took
KTSP training in Semarang. The trainers in this training were the Curriculum
vice headmaster. In fact, the teacher still does not understand KTSP English
Curriculum. For example, the teacher does not understand about:
(b) The language feature of Transactional / Interpersonal Dialogue
(c) The competence to be achieve by language education
(b) The students lack of vocabulary since the students of SMP 40 are the
students with low achievement.
(c) The students’ lees understand in language feature that is used in
(d) The lack of teaching learning facilities including the teaching and learning
aids that helps the teacher.
to make scoring to the all student in Transactional / Interpersonal Dialogue.
Teacher also has difficulties in explained the materials because of the facilities
and teaching and learning aids.

4.4 Discussion
Based on finding above, we can see that government had been trying to
make guidance for teachers in teaching-learning process by making revision the
curriculum from Competence Based Curriculum (CBC) to School Based
Curriculum (KTSP). In the School Based Curriculum, government hopes that the
English lesson can help the students to communicate with others in the real life.
Moreover, the common problems that are faced by the English teachers of
seventh grade of Junior High School in Semarang are:
(1) The English teachers in Semarang still do not understand the 2006 English
Curriculum , especially (a) the main competence to be achieved by
language education; (b) the characteristic of spoken language; (c) the
teaching learning cycle; (d) theoretical background of 2006 English
Curriculum; (e) the language feature of Transactional / Interpersonal
Dialogue; (f) the literacy level to be achieve by junior high school; (g) the
competence to be achieve by language education.
This problem appears because the teachers do not have the 2006 English
Curriculum training well and clearly. This problem almost happens in most of
school in Semarang. The teacher should have more training about this
curriculum.
(2) The lack of supplementary books that can be used by the teacher and students
that are appropriate for the 2006 English Curriculum.

There are many books published by publisher which are not exactly
appropriate for curriculum. Almost all the teachers in Semarang are using LKS to
support the teaching learning process, because it is economically.
(3) Schools that are lack of teaching learning facilities, aid that support, and help
the teacher and student activities in English lesson.
Not all schools in Semarang have enough funds to complete themselves with
good teaching and learning facilities. Therefore, they only have very limited
facilities to support the teaching and learning process. As a result, the students’
achievement might be less satisfactory when it is completed to school with good
facilities.
(4) The students still find difficulties to deal with vocabulary, grammar, and
pronunciation.
This becomes a problem in teaching learning process because they get
difficulties when they join the English class. The teacher does not get response or
feedback from student, it makes teaching and learning process is stuck. Teacher
has to work more actively because the students are lack of language feature.
(5) The number of the students in a class is too big so that it gives the difficulties
to the teacher in explaining and makes scoring in transactional / interpersonal
material.
An ideal number of students for each class are suggested that is around 20 to
25 students. The school cannot reduce the number of the students for each class
by placing them in other classes, because the school has limitation of facilities,
including the classroom and the teacher.

39
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion
From this study, the writer can conclude that the kind of
transactional/interpersonal in KTSP is the way for students to communicate with
others in the real life. Government gives Standard Competence and Basic
Competence to be the guidance and manual to develop the basic materials,
teaching-learning process and the indicator of the expected competence
achievement.
Moreover, the teachers’ problems in the implementation the 2006 English
curriculum for the junior high school at seventh grade students in Semarang are:
(1) The English teachers in Semarang still do not understand the 2006 English
Curriculum, especially; (a) the main competence to be achieved by language
education; (b) the characteristic of spoken language; (c) the teaching learning
cycle; (d) theoretical background of the 2006 English Curriculum; (e) the
language feature of Transactional / Interpersonal Dialogue; (f) the literacy
level to be achieve by Junior High School; (g) the competence to be achieve
by language education.
(2) The lack of supplementary books that can be used by the teacher and students
that are appropriate for the 2006 English Curriculum.

40
(3) The lack of teaching learning facilities, aid that support, and help the teacher
and student activities in English lesson.
(4) The student still fined difficulties to deal with vocabulary, grammar, and
pronunciation.
(5) The number of the student in a class is too big so that it gives the difficulties
to the teacher in explaining and making scoring in transactional / interpersonal
material.
5.2 Suggestion
In order to implement the 2006 English curriculum well, the writer proposes
the following suggestion;
(1) The government should give more attention to the implementation of 2006
English curriculum. The attention can be done by providing more funds to
socialize the curriculum to all English teachers or conducting practical training
about this curriculum.
(2) The government should provide the facilities and supplementary books for the
teachers and the students that are appropriate for the curriculum.
(3) The teachers should get more understanding about the curriculum by reading
all book related the curriculum and joining the 2006 English curriculum
training.
(4) The teacher should more creative in the teaching learning process and use the
teaching learning aids appropriately.

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THE PROBLEMS OF THE IMPLEMENTATION OF

TEACHING TRANSACTIONAL / INTERPERSONAL

(A CASE STUDY OF JUNIOR HIGH SCHOOL TEACHERS IN TEACHING

HESTI BUDI ASTUTI

Dengan ini saya,

Semarang, February 2009

Hesti Budi Astuti

mercy given to me during my study and in completing this final project.

In this opportunity, I would like to express my gratitude to the people

who helped me finish my final project.

My sincere gratitude goes to Dr. Dwi Anggani Linggar B., M.Pd, my

first advisor, for her patience in giving guidance as well as encouragement,

indispensable suggestion and advice.

My gratitude goes to Novia Trisanti, S.Pd, M.Pd, my second advisor, for

I would like to dedicate my deepest gratitude to my beloved family who

gave spiritual and prayers to my success. I am also grateful to my best friends in

Astuti, Hesti Budi, 2009. The Problems of the Implementation of Teaching

Key words: Teachers problems, Implementation Transactional/Interpersonal

School Curriculum (KTSP), as the latest curriculum, brings new

TABLE OF CONTENTS …………………………………………………… viii

LIST OF APPENDIXES …………………………………………………… x

1.1 General Background of the Study

Language as a means of communication has an important role in our daily

life, in case of communicating to another. English as a second language in

teaching English is considered “far from satisfactory” (Ramelan 1992:3). The

general description of Indonesian students can be represented as follows:

“Most SMU graduates are still very poor in their reading

Trying to catch up and improve the qualities of education especially in the

been doing some researches, but unfortunately, still no satisfactory improvement

can be gained (Huda 1999:ix)

The unsatisfactory result of English teaching is not merely because of the

result of teaching such as time allotment, games, methodology, teaching material,

above work together in affecting the result of teaching.

School Based Curriculum (KTSP) as revision of curriculum 2004. It is stated in

Government’s Rule (Peraturan Pemerintah no 19/2005) which is also supported

and issued in National Education Rule (Peraturan Menteri Pendidikan Nasional

newest curriculum has not been completely fully understood by teachers.

The model of competence in newest curriculum is to be based on the

directed to the purpose of competence acquisition in which students are able to

must be flexible. As a teacher, if one approach seems to be failing, teacher must

readily adopt another strategy.

The purpose of learning based on competence is to get the competence itself,

competencies can be reached (Depdiknas 2003:9).

unless it will always be questioned as a product or tradition of changing the

changes in its speaking practice.

Speaking is human activity using the function of language to make language

in an ordinary, not a singing, to state the view, whispers or an act of spokesperson

advices, agreeing, complaining and apologizing (Judd and Wolfson 1983:19).

Actually, the processes of speaking consist of arranging the set of words

containing a subject talked about and the situation.

The implementation of the new curriculum offers wider opportunities to the

imperative to remember that activities were never intended to be replaced the

school curriculum, their purpose is that reinforcement and enrichment to the

curriculum itself (Howard 1968:113).

of elementary until university is absolutely important.

1.2 Reason for Choosing the Topic

The School Based Curriculum (KTSP) attracted the writer’s attention as it

in the field for teachers to apply it.

The writer chooses specification in teaching speaking because in the

teaching-learning process, speaking-mastery is often viewed as the most

proportion of speaking practice are low.

In this research, the writer limits the problem as follow: