THE IMPLEMENTATION OF SMP-SBI IN SMPN 1 KOTA MOJOKERTO: A CASE STUDY INTRODUCTION The Indonesia’s education has been

facing a number of problems. One of them is the low quality of the education. The study conducted by International Educational Achievement Organization (IEA), for example, shows that the reading ability of the Indonesian elementary school students is very low. Indonesia is in the 38th level out of 39 countries. In SMP level, Indonesia is in number 39 out of 42 countries for the students’ ability in mathematics and in number 40 for the students’ ability in natural science (Syafarudin, 2002). Another study also shows the low quality of the education in Indonesia. The result of a survey conducted by Political and Economic Risk Consultant (PERC) in 2001 reveals that the quality of education in Indonesia is in the 12th position out of 12 Asian countries (The Jakarta Post, 19th of July 2001). Besides the very low quality of the education, Indonesian people have low competitiveness in the world. According to the data reported by The World Economic Forum in 2000, Indonesia is in the 37th position out of 57 countries. It also reports that Indonesia is only a follower in the technology among 53 countries in the world (Syafarudin, 2002). One of the causes of this is the low quality of the schools’ graduates in the mastery of science and technology. It is due to their limited knowledge on the English written learning sources. Besides, they cannot optimize the technology based learning sources to support their learning process. As one of the solutions to the problems, the government has imposed a policy to improve the students’ quality in the mastery of science and technology by establishing Sekolah Bertaraf Internasional (SBI) in SD, SMP, SMA, and SMK. Therefore, SBI, among other programs, is established to improve the Indonesia’s education quality in terms of the students’ mastery of English, math, natural science, and ICT in order that they have competitiveness in the global world. SMPN 1 Kota Mojokerto is the only SMP in Mojokerto that is appointed by the government to open SMP-SBI program. This paper is written and presented to

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describe the implementation of SMP-SBI in SMPN 1 Kota Mojokerto. It is expected that the paper will be useful for teachers, teacher students, and school administrators who are interested in implementing SMP-SBI in their schools. WHAT IS SMP-SBI? SMP-SBI is a national junior high school that implements both the national curriculum based on Standar Nasional Pendidikan (SNP) and the international standardized curriculum. The international standardized curriculum is a curriculum prepared by Direktorat Pembinaan SMP Direktorat Jenderal Manajemen Pendidikan to meet with the international requirements. Therefore, the graduates will be able to compete in the international world in the global era of science and technology (Soejono, 2007). The establishment of SBI is based on UU No. 20 year 2003 article 50 (3) about the national education system. The article states that the central government and/or a local government hold at least one unit of education at all levels to be improved as an international standardized unit of education (UU Sisdiknas). Hence, each Regent and Mayor have appointed (a) school/s in their regency or town (city) as a pilot project to be improved as (an) international standardized school/s since 2006. This year, there are already 100 international standardized junior high schools all over Indonesia officially appointed by Dirjen Mandikdasmen Direktorat Pengembangan SMP. In East Java alone, there are 24 SMP-SBI (Widiarto, 2007). A school can be appointed an international standardized school (SBI) if it complies with the requirements. First, it is considered the best school in town (city) which has already implemented national standardized school (SSN) or has already implemented a bilingual program. Second, a school is successful in implementing SSN program. It is shown by the students’ achievement in a level of a town (city), province, country, and international world. Besides, the students’ achievement in the nationwide Test (UN) is considered important. To be selected, the students’ average score of UN should be at least 8.0 for English, Math, and Bahasa Indonesia. The UN passing percentage of the students is also taken into account. A school that has met the requirements will be given SK by Direktorat Jenderal Manajemen Pendidikan

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Dasar Dan Menengah Departemen Pendidikan Indonesia. The appointed school, however, will be accredited by Badan Akreditasi Sekolah Nasional (BASN) and Badan Akreditasi Sekolah Internasional (BASI) later (Kompas, 26th of April 2007). In SMP-SBI, English is used as the instructional language for the teaching and learning of mathematics, natural science, and information and communication technology. In addition, the process of teaching and learning is based on information and communication technology (ICT). Accordingly, the students of SBI classroom are expected to master the ICT so that they can optimally make use of internet as a source of learning. The graduates of SBI schools will have two advantages. First, they will hold national and international diploma. Second, they can continue their study in Indonesia or abroad. THE IMPLEMENTATION OF SMP-SBI PROGRAM IN SMPN 1 KOTA MOJOKERTO DATA COLLECTION To gather the data about the implementation of SBI program in SMPN 1 Kota Mojokerto, a number of instruments, i.e. questionnaire, interview, and observation were employed. Questionnaire was used to obtain the data concerning with the school, teachers, and the students’ preparation. Interview was conducted with the teacher responsible for the school curriculum to crosscheck the data obtained from the questionnaire. Interview was also carried out with some SBI students’ parents to find out their opinion about the program. Observation was done to observe the teachers conducting the teaching and learning process in the classroom and the facilities prepared by the school for the SBI class. The data obtained from the official documents are employed to support the data obtained from questionnaire, interview, and observation.

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DATA PRESENTATION Why is SMPN 1 Kota Mojokerto Appointed SMP-SBI? SMPN 1 Kota Mojokerto first established in the era of Dutch colonialism is the oldest school in Kota Mojokerto. Since its existence it has developed into the best school in the town. In the academic year of 2007/2008, the school has 800 students, 54 teachers, and 16 administration staff. It has 21 classrooms with 7 classrooms for each grade. It has 3 SBI classrooms, 2 seven grade classrooms consisting of 24 students each and 1 eight grade classroom consisting of 25 students. Each non SBI classroom consists of 40 students. The school has been appointed SMP-SBI because of its achievement in the town, province, national and international level. In the town level, the students have won several English contests such as the English Speech Contest and English Debate held by Dinas P & K Kota Mojokerto and other institutions. In 2006, one of the students was selected as “Gus Kota Mojokerto”. In the province level, the school has often received an award in a number of contests. In the English language, one of the students got the award of the best writer in 2006. In addition, in 2005 and 2006, a group of students from the school consisting of four students won the first prize in an English debate. In 2006 a group of students won the competition of social and natural science. In 2007 the students representing the school got a gold medal in the Natural Science Olympiad. In the national level, the school is also considered a reputable junior high school. In the last two years, the school has created a graduate with the best score in the nationwide test (UN). In a different event, a group of students won the bronze medal in the Natural Science Olympiad. Besides, in the sport competition a group of students won a gold medal in Karate. In the international level, two students were selected as the representatives of the school for the student exchange program in 2006. They were sent to Singapore for one week. The Preparation of the Facilities Before implementing the SBI program, the facilities needed for the SBI classroom were prepared. For this purpose, a multimedia room and three SBI

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classrooms were built. The multimedia room is equipped with one LCD projector and twenty-five computers that can be used to access internet. Meanwhile, each SBI classroom is equipped with a set of computer, television, VCD player, and LCD projector. Each classroom is also provided with a student locker to keep the students’ properties. To make the teaching and learning process comfortable, two sets of AC are installed in each SBI classroom. The Teachers’ Selection A number of teachers who would be responsible for teaching Math, Natural Science and ICT in the SBI classroom were selected by the school authority. Then they were sent to Surabaya to join the national selection test of SBI teachers conducted by Direktorat Pembinaan Sekolah Menengah Pertama Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah Departemen Pendidikan Nasional. From this selection test, one teacher of each subject was appointed based on his English and subject mastery. The English mastery was based on the score of the TOEFL test and the mastery of the subject was measured based on the test result. Next, the selected teachers were trained nationally in Yogyakarta with other teachers from all over Indonesia for three weeks. In the training, they were trained how to prepare the materials and the lesson plans. Besides, they were also trained how to conduct the teaching and learning process and assessment. One English teacher was also selected but only by the school authority. The selection was based on the teacher’s English competence. It was shown by the result of the TOEFL test. The minimum required TOEFL score is 500. However, the highest selected teacher TOEFL score was 450. The selected English teacher would also be responsible for the English improvement of Math, Natural Science, and ICT teachers in the school because it is hoped that all SBI classroom teachers get at least 500 of the TOEFL score. In that case, he had to set up a plan for a regular training for them. The Students Selection The selection of SBI classroom students refers to the direction of Direktorat Pengembangan SMP Dirjen Mandikdasmen Departemen Pendidikan Nasional. Two

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stages of the selection were employed. First, the students were selected based on their score of Bahasa Indonesia, Natural Science, and Mathematics of grade 3 to grade 6 of the elementary school. The students who got at least 7.00 at each subject were selected in this stage. Second, the students who were selected in the first stage had to join two kinds of test, i.e. paper and pencil test and English oral test. Seven subjects were tested in the first kind, i.e. Bahasa Indonesia, Natural Science, General Science, Mathematics, English, Computer, and IQ. Based on their score of the tests, the best 48 students were selected to study in the SBI classrooms. The Preparation of the Instructional Materials Before the government supplies the required instructional materials that comply with the SBI curriculum, the instructional materials used in the teaching and learning process are taken from the workshop program conducted in Yogyakarta and from a Singapore school. Besides, for further preparation the school has cooperated with a publisher. The school has also cooperated with State University of Surabaya. In that case, a group of lecturers of Mathematics and Natural Science Faculty has been appointed consultants. Their duty is to give the teachers assistance to prepare and develop the instructional materials and assessment. The Curriculum The curriculum is called A Model of Kurikulum Sekolah Menengah Pertama Bertaraf Internasional (SMP-SBI). It is prepared by Departemen Pendidikan Nasional that was issued in May 2007. The model is developed to comply with the internationally required curriculum. Therefore, there are a number of differences between SBI program and other existing programs (Regular and Bilingual Program). (See Table 1) The differences can be seen from the modification of the competence standard and basic competences of English, Mathematics, Natural Science, and ICT. Besides, the weekly time allocation of English, Mathematics, and Natural Science are added. Based on the 2006 Content Standard English, Math and Natural Science get 4 hours but based on SMP-SBI Curriculum, English gets 6 hours and the latter subjects get 5 hours.

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The modification of competence standard and basic competences of English, Mathematics, Natural Science, and ICT can be illustrated as follows. English The structure of SBI English curriculum is the English curriculum of Standar Nasional Pendidikan (SNP) + X1, X2, X3, X4, and X5. X1 means that English is used as a medium of instruction in the teaching of English, Math, Natural Science, and ICT. X2 means that the teaching and learning of English should cover the topics that have been discussed in Math, natural Science, and ICT. X3 means that the teaching and learning of English is conducted by making use of ICT. X4 means that the teaching and learning of English should include cross-cultural understanding and X5 means that the teaching and learning of English should support the development of the students’ multiple intelligence (Depdiknas, 2007) Besides, some phrases are added to the competence standard of listening, speaking, reading, and writing. The phrases are “…..bersifat interaktif dan noninteraktif, dalam situasi formal dan informal …..dan/atau dalam konteks akademik” (Depdiknas, 2007). It means that the students of SMP-SBI, in addition to the 2006 Content Standard, are also required to be able to use English formally and informally, interactively and non interactively in the academic contexts ( related to Mathematics, Science and Technology). The students should also learn five more text types and at least three functional texts. The added text types are exposition, explanation, news items, poems, and songs. The functional texts are advertisements, notices, and announcements. Mathematics New added materials are tessellation, estimation, and approximation, strategy of solving problems, and ICT. The basic competences of tessellation are added to the Geometry and measurement. They are (1) to use tessellation principle to get a good design and (2) to identify the basic pattern of a tessellation (if any) from a design. One basic competence of estimation and approximation is inserted into the competence standard of number at grade VII semester 1. It is to determine estimation of the result of complete integer and fraction operation to the determined nearest

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unit. Besides, another one basic competence is added to competence standard of geometry at grade VII semester 2. It is to determine the size of an angle. In addition to that, at grade IX semester 1, one basic competence is included to statistics and opportunities. It is to make estimation of mean, median, data modus including estimation with round numbers. (Depdiknas, 2007) The strategy of solving mathematical problems is added to improve the students’ ability in Mathematics. The competence standard of this is to be able to use a number of strategies to solve a problem such as working with a simpler problem, using a systematic list, drawing a picture/diagram/table, working backward, guessing, and checking, changing point of view, and using appropriate notion. This competence standard will be achieved if the students are able to (1) know a variety of solving problem strategies, (2) use and work with a suitable strategy to solve a problem, (3) solve a problem using more than one strategy, and (4) judge the effectiveness and efficiency of a strategy. (Depdiknas, 2007) The standard competence of ICT is attached to math. It is to be able to dig out information from internet and present it to other people using an interesting presentation. This competence will be achieved if the students are able to (1) collect articles/ information available in the internet suitable with the determined themes, (2) select the most relevant information with the assignment, (3) present the information in the spoken or written form, or action that can make others interested in learning it. (Depdiknas, 2007) Natural Science Some basic competences are added to Natural Science. The competences are (1) to make graphics based on the data of measurement result, to analyze and communicate them, (2) to describe the process of earthquake and tsunami, (3) to write the electron configuration of simple atom, (4) to explain the arrangement of periodic table based on electron configuration, (5) to describe ion and covalent bond, and (6) to identify ion and covalent bond (Depdiknas, 2007).

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Information and Communication Technology The ICT curriculum is directed to help students master Mathematics, Natural Science, and global information and technology. Therefore, the competences that should be achieved by the students are much more about the practices that can be used to solve their problems in the global market. Such competences are to use internet to get information, to design WEB, and to use software of graphic design to present information. Besides, the students are to learn about technique system, technology of construction, and technology of control. Two elective subjects of applied technology are also available. They are technology of production and technology of water purification (Depdiknas, 2007). Table 1 The Differences and Similarities of SBI-Program, Bilingual Program and Regular Program

No
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SBI PROGRAM
Cur: SNP Plus (the plusses are international standardized curriculum determined by Depdiknas).

BILINGUAL PROGRAM
Cur: SNP (but can be added (by the school itself) with an international curriculum by adopting it from an International school such as Cambridge School, Schools of Singapore, or New Zealand’s Schools ) English is used as a medium of instruction of Math and Natural Science.

REGULAR PROGRAM
Cur: SNP (the 2006 Content Standard)

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English is used as a medium of instruction of Math, Natural Science, and ICT. The teaching and learning process is supported with the use of ICT facilities (VCD, TV, internet line, LCD projector) in an AC classroom. The teaching and learning materials are prepared by Depdiknas or can be taken from any other sources that

The medium of instruction is Bahasa Indonesia.

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The teaching and learning process is supported with the use of ICT facilities (VCD, TV, internet line, LCD projector) in an AC classroom. The materials of math and natural science are developed by the school teachers or adopted from

The facilities are not supposed to be as complete as those of SBI Program and Bilingual Program. The teaching and learning materials are prepared by Depdiknas or can be taken from any sources that

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comply with the SBI curriculum.

its international school partner.

comply with SNP (the 2006 Content Standard).

Note: Most schools that implement a bilingual program have been appointed SBI schools. Later, all bilingual schools are to implement SBI curriculum.

The Financial Support According to the teacher responsible for the school curriculum, the program will be financed by three financial sources, i.e. the central government, the provincial government, and the local government. The composition of the financial aids is 50% from the central government, 30% from the province, and 20% from the local government. The total financial support will be Rp. 800 millions per annum. Since the school has not yet received the financial support from the government, the program has been run with the support of the students’ parents. Based on the result of the interview with five students’ parents, at the beginning of the program each parent has to provide a financial support and every month they have to pay the school fee. The amount of money they have to pay for the beginning fee and monthly fee varies. It depends on the amount of money they have written on the questionnaire. Two parents of five who were interviewed said that they paid Rp. 150.000 monthly. Two others said that they paid Rp. 200.000 and one parent said she paid Rp. 250.000. For the beginning fee, one parent said she paid Rp. 1.000.000. One other paid Rp. 1.500.000. Two parents paid Rp. 2.000.000 and one parent paid Rp. 3.000.000. The parents said they felt happy because they were involved in making decision on how much they had to pay. Therefore, they said that the school fee was still in their reach. According to them, the monthly fee was still not much more than that of a favorite private SMP in Kota Mojokerto. They could also pay the beginning fee in three-time-installment within a year. The Teachers’ Preparation To teach in the SBI program a number of preparations should be done by the teachers. Based on the answers of the questionnaire, the teachers should prepare the instructional materials in English. Since the materials are not available, they said that they had to be able to select the materials from any sources. Two of the sources are

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the materials from the workshop in Yogyakarta and from a school in Singapore. Besides, they had to develop a syllabus but according to them the syllabus were still written in Bahasa Indonesia. In addition to that, they prepared the lesson plans in English. (See Appendix 17) The Teaching Learning Process SBI program in SMPN 1 Kota Mojokerto began in the academic year of 2006/2007 referring to the Mayor Decision Letter no. 344/667/436.5.6/2006. It was stated that SMPN 1 Kota Mojokerto was appointed pionering school in Kota Mojokerto to implement SBI program. As the SBI pioneering school, one SBI classroom consisting of 25 students was opened. The teaching learning process, however, was still based on the 2006 Content Standard because the curriculum for the SBI classroom was not set up yet. However, the teachers already made use of ICT facilities. The multimedia room equipped with an LCD projector and internet line might be used. In the teaching and learning process of Math, Natural Science, and ICT, English was used as 25 % of the medium of instruction. Nevertheless, the instructional materials of math, Natural Science, and ICT were still written in Bahasa Indonesia but for the tasks and tests, some items were already written in English. To answer the tasks and tests the students had to use English. In the academic year of 2007/2008, however, the SBI students of 2006/2007 are taught based on Model Kurikulum SMP-SBI since it has been issued by Direktorat Jenderal Manajemen Pendidikan Dasar Dan Menengah Direktorat Pembinaan SMP. The use of English as a medium of instruction is increased until 50%. The implementation of SBI program in the academic year of 2007/2008 refers to the Decision letter issued by Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah Departemen Pendidikan Indonesia no. 533/C3/DS/SSN-2007 dated 13 March 2007. As the previous program, the school implements it by class project. It means that the program is applied by opening SBI classrooms as a pilot project. In that case, two SBI classrooms were opened. Each classroom consists of 24 students. It is

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in line with the direction of the Direktorat Pembinaan SMP stating that the number of students in the SBI classroom is 20 to 30. SMPN 1 Kota Mojokerto took 24 students since the multimedia room and the classrooms were designed for that number of students. The curriculum for the SBI program of 2007/2008 academic year is Model Kurikulum SMP-SBI prepared by Direktorat Jenderal Manajemen Pendidikan Dasar Dan Menengah Direktorat Pembinaan SMP in May 2007. The curriculum is completed with the examples of lesson plans in English and in Bahasa Indonesia. Hence, the teachers of Math, Natural Science, and ICT of the SBI classroom are supposed to be able to write a lesson plan in both English and Bahasa Indonesia by themselves. The teaching and learning process of Math, Natural Science, and ICT is conducted in both Bahasa Indonesia and English. As the medium of the instruction, English is used about 50% in the process of teaching and learning. When explaining a new concept, the teachers frequently use Bahasa Indonesia. It is also used when the students do not understand what the teachers talk about. In this case, the teachers often switch from English to Bahasa Indonesia or on the other way around. English, however, is often used for a review in the opening and closing stage of the lesson and the discussion of the tasks. English is also used to write the items of the tests or the tasks. The proportion of the use of English in this case is 50%. The minimun passing requirement of the SBI students is a little bit higher than that of regular students. For SBI students it is 75, whereas for regular students it is 70 for each subject. Obstacles Based on the students’ answer on the questionnaire, the problem is their difficulty to understand the concept when it is delivered in English. To cope with the problem, some attempts were done, i.e. taking an English course, asking to the teachers, taking a private lesson, and practicing speaking English outside the class. According to the teachers, some peroblems are (1) the books for the students are not available, (2) the English terms used in math and natural science are different

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from those of general English, (3) The students often misunderstand the concept when it is delivered in English, and (4) they cannot speak English fluently. To cope with the problem, a number of efforts have been done and will be continued to do. First, a weekly meeting of the teaching team is held on Saturdays. In this meeting, the teachers of math and natural science accompanied by the English teacher prepare the lesson which will be taught in the next week. Second, the discussion between the teaching team and the consultans from Unesa is held once in two months. In the discussion the teachers usually share their problems which they are facing. The duty of the consultants is to help them solve the problems both related to the content and the language of instruction.Third, they photocopy the materials for the students. Fourth, they take an English course. Fifth, they try to communicate in English with SBI teachers outside the classroom. DISCUSSION The use of English as a medium of instruction in the teaching of Math, Natural Science, and ICT makes both the teachers and students get more difficulties. In fact, it is not a must to teach non-English subjects using English. If the government wants to set up an international standardized school, the strength should be on the curriculum. So that the focus is on the curriculum and the teachers quality. The students English competence should be improved through English subject not through math and natural science. If the teaching and learning of English is conducted well and correctly, it is enough for the students to achieve their English communicative competence. Besides, developing students’ competences in certain subjects such as math and natural science only does not suit with the complxity of human’s intelligences. Gardner (1983) claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened, or ignored and weakened. He believes each individual has nine intelligences. They are: (1) Verbal-Linguistic Intelligence: Well-developed verbal skills and sensitivity to the sounds, meanings, and rhythms of words. (2) Mathematical-Logical Intelligence: Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns.

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(3) Musical Intelligence: Ability to produce and appreciate rhythm, pitch and timber. (4) Visual-Spatial Intelligence: Capacity to think in images and pictures, to visualize accurately and abstractly. (5) Bodily-Kinesthetic Intelligence: ability to control one's body movements and to handle objects skillfully. (6) Interpersonal Intelligence: Capacity to detect and respond appropriately to the moods, motivations, and desires of others. (7) Intrapersonal Intelligence: Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. (8) Naturalist Intelligence: ability to recognize and categorize plants, animals and other objects in nature (9) Existential Intelligence: Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. It is true that a student has certain strength on a certain subject. It is also correct that s/he is talented in a certain field. However, the education should equip the students with all skills in life. It means that the education should improve all intelligences of the students. Many people, for example, are not successful in their life despite his being good at math or physics just because they do not have adequate interpersonal intelligence. This intelligence is important for people to be improved for socialization in a community. Without having this, people cannot get along well with others. Therefore, the implementation of the SBI program should consider all aspects of the students’ intelligences. The international standardized curriculum should not kill one of their potencies. Indonesian people will not be able to compete with the international people without having a good skill of negotiating. Therefore, the mastery of natural science and technology is not everything but one of the things which should be considered. CLOSING REMARKS The establishment of SBI program in Indonesia is intended to improve the quality of national education. With the the improvement of the education quality, the

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graduates are expected to be able to compete with people all over the world in the global market. The implementation of the program, however, faces a number of problems, i.e. teachers’ readiness, learning sources, infrastuctures, and facilities. Besides, it is worried that the program will create people who are very much like a robot. They are only good at certain subjects such as math and natural science without having other skills such as socializing, negotiating, and understanding others. In fact, the success of the students depends on many kinds of skills. Accordingly, the implementation of the SBI program should include the development of the students’ multiple intelligence. REFERENCES Depdiknas. 2007. Kuriulum Bahasa Inggris Sekolah Menengah Pertama-Bertaraf Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen. Depdiknas. 2007. Kurikulum Matematika Sekolah Menengah Pertama-Bertaraf Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen. Depdiknas. 2007. Kurikulum Ilmu Pengetahuan Alam Sekolah Menengah PertamaBertaraf Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen. Depdiknas. 2007. Kurikulum TIK Sekolah Menengah Pertama-Bertaraf Nasional (SMP-SBI). Jakarta: Dirjen Mandikdasmen. (accessed on 10 September 2007) Gardner, Howard. 1983. Frames of Mind. http://www.infed.org/thinkers/gardner.htm (accessed on 01 October 2007). Soejono. 2007. Merindukan Sekolah Bertaraf Internasional. http://groups.google.co.id/group/beasiswas/browse_thread/thread/fa2a1f311 0d0ea22/828e2308f6064379?hl=id&lnk=st&q=sekolah+bertaraf+internasio nal&rnum=3#828e2308f6064379 (accessed on 10 September 2007). Syafarudin, 2002. Manajemen Mutu Terpadu dalam Pendidikan. Jakarta: Grasindo. Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: BP. Media Pustaka Mandiri. Widiarto. 2007. Sekolah Internasional Bersiap Diri. http://www.pendidikan.net/mod.php?mod=publisher&op=viewarticle&cid= 22&artid=606&PHPSESSID=561942... (accessed on 10 September 2007).

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APPENDICES Appendix 1 KUESIONER UNTUK SEKOLAH (Diwakili oleh Bpk. Mulib, S.Pd, Guru Bidang Kurikulum SMPN 1 Kota Mojokerto)

Yang Terhormat, Bapak Mulib, S.Pd Guru Bidang Kurikulum di SMP Negeri 1 Kota Mojokerto Dengan hormat, Saya mahasiswa Program Studi Bahasa Inggris Program Pasca Sarjana Universitas Negeri Malang. Saya saat ini sedang menulis makalah tentang implementasi SMP-SBI di SMP Negeri 1 Kota Mojokerto sebagai salah satu tugas dari mata kuliah Issues on Language Instruction. Makalah ini akan dipresentasikan dalam seminar kelas pada bulan September 2007. Oleh karena itu, untuk memperoleh data yang saya perlukan, saya mohon Bapak bersedia menjawab pertanyaan-pertanyaan pada kuesioner berikut. Atas jasa baik dan kesediaan Bapak, saya ucapkan terimakasih. Mojokerto, 20 Agustus 2007 Hormat Saya,

MOCHAMAD ZAENURI

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PERTANYAAN: 1. Sejak kapan SMP-SBI diimplementasikan di SMP Negeri 1 Kota Mojokerto? 2. Apa dasar pelaksanaan SMP-SBI secara umum? 3. Apa dasar pelaksanaan SMP-SBI di SMP Negeri 1 Kota Mojokerto? 4. Apa perbedaan Kurikulum SMP- NON SBI dan SMP-SBI? 5. Apa tujuan dari implementasi SMP-SBI? 6. Bagaimana persiapan yang dilakukan SMP Negeri 1 Kota Mojokerto dalam melaksanakan SMP-SBI dalam hal……. a. Persiapan Guru? b. Persiapan Sarana-Prasarana? c. Persiapan Buku? d. Persiapan biaya? e. Lainnya? (Bila ada mohon disebutkan) 7. Bagaimana pemilihan guru-guru yang mengajar di kelas SBI? 8. Ada berapa kelas SBI untuk tiap-tiap jenjang kelas? 9. Ada berapa siswa pada tiap kelas SBI? 10. Apabila jumlah siswa pada kelas SBI berbeda dengan jumlah siswa pada kelas NON SBI, apa dasar dan tujuan dari jumlah yang bebeda tersebut? 11. Bagaimana pemilihan siswa yang masuk kelas SBI? 12. Berapa biaya yang harus ditanggung oleh setiap siswa kelas SBI? 13. Dalam hal sarana dan prasarana pembelajaran, apakah ada perbedaan antara kelas SBI dan kelas NON SBI? 14. Bila jawaban no.12 YA, sejauh mana pebedaan tersebut? 15. Pada mata pelajaran apa bahasa Inggris digunakan sebagai bahasa pengantar? 16. Apa tujuan dari penggunaan bahasa Inggris sebagai bahasa pengantar pada mata pelajaran tersebut? 17. Untuk kesiapan penggunaan bahasa Inggris sebagai bahasa pengantar di kelas, apa upaya yang dilakukan baik oleh guru mata pelajaran non bahasa Inggris tersebut maupun sekolah? 18. Untuk mendukung pemakaian bahasa Inggris secara aktif oleh siswa kelas SBI baik di dalam maupun di luar kelas, kegiatan atau program apa yang disiapkan oleh sekolah?

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19. Bagaimana pelaksanaan evaluasi belajar siswa kelas SBI dalam hal…. a. Waktu pelaksanaan? b. Penyusunan soal? c. Bentuk soal? d. Bahasa yang digunakan dalam soal? e. Lainnya? (Bila ada mohon disebutkan) 20. Apakah ada ujian akhir nasional tersendiri untuk kelas SBI? 21. Apakah prestasi/kemajuan belajar siswa kelas SBI lebih baik daripada siswa kelas NON SBI? 22. Apa kendala pelaksanaan SMP-SBI di SMP Negeri 1 Kota Mojokerto 23. Bagaimana mengatasi kendala tersebut?

18

Appendix 2 LEMBAR WAWANCARA UNTUK SEKOLAH (Diwakili oleh Bpk. Mulib, S.Pd, Guru Bidang Kurikulum SMPN 1 Kota Mojokerto)

1. Kapan SMPN 1 Kota Mojokerto berdiri? 2. Berapa kelas yang ada di sekolah ini? 3. Berapa jumlah siswa per kelas non SBI? 4. Berapa jumlah siswa seluruhnya? 5. Berapa jumlah guru dan pegawai? 6. Apa prestasi yang pernah diraih oleh sekolah ini mulai dari tingkat kota sampai dengan tingkat internasional? 7. Mengapa SMPN 1 Kota ditunjuk sebagai sekolah rintisan SBI? 8. Seberapa banyak bahasa Inggris digunakan sebagai bahasa Pengantar mata pelajaran IPA, Matematika dan ICT? 9. Apa tugas pendamping dari Universitas Negeri Surabaya? 10. Bagaimana perbandingan jumlah dana yang diperoleh dari Pemerintah pusat, provinsi dan Kota? 11. Lembaga apa yang berwenang untuk mengadakan seleksi siswa SBI? 12. Apa kriteria yang dipakai sebagai dasar penerimaan siswa SBI? 13. Ada berapa guru yang mengajar kelas SBI? 14. Bagaimana mennentukan dan memilih guru-guru yang mengajar di kelas SBI? 15. Untuk menjadi SMP-SBI, apa sekolah ini harus mendapatkan sertifikat standar mutu internasional? 16. Ada berapa model SBI yang bisa dikembangkan? 17. Model yang mana yang dikembagkan di sekolah ini?

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Appendix 3 KUESIONER UNTUK GURU BAHASA INGGRIS Yang Terhormat, Guru mata pelajaran Bahasa Inggris kelas SBI di SMP Negeri 1 Kota Mojokerto Dengan hormat, Saya, mahasiswa Program Studi Bahasa Inggris Program Pasca Sarjana Universitas Negeri Malang, saat ini sedang menulis makalah tentang implementasi SMP-SBI di SMP Negeri 1 Kota Mojokerto sebagai salah satu tugas dari mata kuliah Issues on Language Instruction. Makalah ini akan dipresentasikan dalam seminar pada 3 Oktober 2007. Oleh karena itu, untuk memperoleh data yang saya perlukan, saya mohon Bapak/Ibu bersedia menjawab pertanyaan-pertanyaan pada kuesioner berikut dan mengisi data pribadi yang tersedia. Namun bila diperlukan, saya akan merahasiakan data pribadi tersebut. Atas jasa baik dan kesediaan Bapak/Ibu, saya ucapkan terimakasih. Mojokerto, 1 Oktober 2007 Hormat Saya,

MOCHAMAD ZAENURI

20

DATA PRIBADI Nama Alamat No HP/Telp Status Kepegawaian : __________________________________________ : __________________________________________ __________________________________________ : __________________________________________ : PNS/GTT/Lainnya sebutkan ___________________

Lama mengajar di sekolah ini : __________________________________________ Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang disediakan. 1. Mengapa Anda ditunjuk mengajar di kelas SBI? 2. Apa ada seleksi khusus untuk guru kelas SBI? (Jika ada tolong jelaskan) 3. Apa kretiria guru bahasa Inggris kelas SBI? 4. Sebagai guru bahasa Inggris yang ditunjuk sebagai pendamping guru IPA, Matematika, dan ICT, apa tugas dan wewenang Anda? 5. Persiapan apa yang Anda lakukan sehubungan dengan tugas Anda di atas? 6. Apa masalah yang Anda hadapi berhubungan dengan tugas Anda tersebut? 7. Bagimana Anda mengatasi masalah tersebut? 8. Apa perbedaan Mata pelajaran bahasa Inggris kelas SBI dan kelas reguler? 9. Apa saja yang Anda persiapkan untuk mengajar kelas SBI? (materi, silabus, media, strategi atau teknik pembelajaran, dll) 10. Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas reguler? 11. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas reguler? 12. Berapa nilai ketuntasan siswa kelas SBI? 13. Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas SBI? 14. Apa yang Anda lakukan untuk mengatasi kendala tersebut? 15. Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme dan ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

21

Appendix 4 KUESIONER UNTUK GURU MATEMATIKA

Yang Terhormat, Guru mata pelajaran Matematika kelas SBI di SMP Negeri 1 Kota Mojokerto Dengan hormat, Saya, mahasiswa Program Studi Bahasa Inggris Program Pasca Sarjana Universitas Negeri Malang, saat ini sedang menulis makalah tentang implementasi SMP-SBI di SMP Negeri 1 Kota Mojokerto sebagai salah satu tugas dari mata kuliah Issues on Language Instruction. Makalah ini akan dipresentasikan dalam seminar pada 3 Oktober 2007. Oleh karena itu, untuk memperoleh data yang saya perlukan, saya mohon Bapak/Ibu bersedia menjawab pertanyaan-pertanyaan pada kuesioner berikut dan mengisi data pribadi yang tersedia. Namun bila diperlukan, saya akan merahasiakan data pribadi tersebut. Atas jasa baik dan kesediaan Bapak/Ibu, saya ucapkan terimakasih. Mojokerto, 1 Oktober 2007 Hormat Saya,

MOCHAMAD ZAENURI

22

DATA PRIBADI Nama Alamat No HP/Telp Status Kepegawaian : __________________________________________ : __________________________________________ __________________________________________ : __________________________________________ : PNS/GTT/Lainnya sebutkan ___________________

Lama mengajar di sekolah ini : __________________________________________ Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang disediakan. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Mengapa Anda ditunjuk mengajar di kelas SBI? Apa ada seleksi khusus untuk guru kelas SBI? (Jika ada tolong jelaskan) Apa kretiria guru Matematika kelas SBI? Apa yang membedakan mata pelajaran matematika untuk kelas SBI dengan kelas reguler? Apa saja yang Anda persiapkan untuk mengajar kelas SBI? (materi, silabus, lesson plan (RPP), media, strategi atau teknik pembelajaran, dll) Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas regular? Apa nilai ketuntasan siswa kelas SBI sama dengan kelas reguler? Berapa nilai ketuntasan siswa kelas SBI? Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas SBI? Apa yang Anda lakukan untuk mengatasi kendala tersebut? Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme dan ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

23

Appendix 5 KUESIONER UNTUK GURU IPA

Yang Terhormat, Guru mata pelajaran IPA kelas SBI di SMP Negeri 1 Kota Mojokerto Dengan hormat, Saya, mahasiswa Program Studi Bahasa Inggris Program Pasca Sarjana Universitas Negeri Malang, saat ini sedang menulis makalah tentang implementasi SMP-SBI di SMP Negeri 1 Kota Mojokerto sebagai salah satu tugas dari mata kuliah Issues on Language Instruction. Makalah ini akan dipresentasikan dalam seminar pada 3 Oktober 2007. Oleh karena itu, untuk memperoleh data yang saya perlukan, saya mohon Bapak/Ibu bersedia menjawab pertanyaan-pertanyaan pada kuesioner berikut dan mengisi data pribadi yang tersedia. Namun bila diperlukan, saya akan merahasiakan data pribadi tersebut. Atas jasa baik dan kesediaan Bapak/Ibu, saya ucapkan terimakasih. Mojokerto, 1 Oktober 2007 Hormat Saya,

MOCHAMAD ZAENURI

24

DATA PRIBADI Nama Alamat No HP/Telp Status Kepegawaian : __________________________________________ : __________________________________________ __________________________________________ : __________________________________________ : PNS/GTT/Lainnya sebutkan ___________________

Lama mengajar di sekolah ini : __________________________________________ Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang disediakan. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Mengapa Anda ditunjuk mengajar di kelas SBI Apa ada seleksi khusus untuk guru kelas SBI? (Jika ada tolong jelaskan) Apa kretiria guru IPA kelas SBI? Apa yang membedakan mata pelajaran matematika untuk kelas SBI dengan kelas reguler? Apa saja yang Anda persiapkan untuk mengajar kelas SBI? (materi, silabus, lesson plan (RPP), media, strategi atau teknik pembelajaran, dll) Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas reguler? Apa nilai ketuntasan siswa kelas SBI sama dengan kelas regular? Berapa nilai ketuntasan siswa kelas SBI? Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas SBI? Apa yang Anda lakukan untuk mengatasi kendala tersebut? Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme dan ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

25

Appendix 6 KUESIONER UNTUK GURU ICT

Yang Terhormat, Guru mata pelajaran ICT kelas SBI di SMP Negeri 1 Kota Mojokerto Dengan hormat, Saya, mahasiswa Program Studi Bahasa Inggris Program Pasca Sarjana Universitas Negeri Malang, saat ini sedang menulis makalah tentang implementasi SMP-SBI di SMP Negeri 1 Kota Mojokerto sebagai salah satu tugas dari mata kuliah Issues on Language Instruction. Makalah ini akan dipresentasikan dalam seminar pada 3 Oktober 2007. Oleh karena itu, untuk memperoleh data yang saya perlukan, saya mohon Bapak/Ibu bersedia menjawab pertanyaan-pertanyaan pada kuesioner berikut dan mengisi data pribadi yang tersedia. Namun bila diperlukan, saya akan merahasiakan data pribadi tersebut. Atas jasa baik dan kesediaan Bapak/Ibu, saya ucapkan terimakasih. Mojokerto, 1 Oktober 2007 Hormat Saya,

MOCHAMAD ZAENURI

26

DATA PRIBADI Nama Alamat No HP/Telp Status Kepegawaian : __________________________________________ : __________________________________________ __________________________________________ : __________________________________________ : PNS/GTT/Lainnya sebutkan ___________________

Lama mengajar di sekolah ini : __________________________________________ Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang disediakan. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Mengapa Anda ditunjuk mengajar di kelas SBI Apa ada seleksi khusus untuk guru kelas SBI? Apa kretiria guru ICT kelas SBI? Apa yang membedakan mata pelajaran ICT untuk kelas SBI dengan kelas regular? Apa saja yang Anda persiapkan untuk mengajar kelas SBI? (materi, silabus, lesson plan (RPP), media, strategi atau teknik pembelajaran, dll) Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas regular? Apa nilai ketuntasan siswa kelas SBI sama dengan kelas regular? Berapa nilai ketuntasan siswa kelas SBI? Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas SBI? Apa yang Anda lakukan untuk mengatasi kendala tersebut? Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme dan ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

27

Appendix 7 KUESIONER UNTUK SISWA KELAS SBI Petunjuk: 1. Jawablah pertanyaan-pertanyaan berikut dengan singkat dan jujur di lembar yang disediakan. 2. Kamu tidak perlu menuliskan identitas kamu. 3. Tuliskan nomor telepon rumah kamu. Nomor telepon rumah saya adalah ______________________________ 1. Apakah kamu tahu yang dimaksud SMP-SBI? (Jika tahu tolong kamu jelaskan) 2. Darimana kamu tahu tentang kelas SBI? 3. Mengapa kamu masuk kelas SBI? 4. Siapa yang menyuruh kamu masuk kelas SBI? (Kamu sendiri atau orang tua? 5. Bagaimana kamu bisa masuk kelas SBI? 6. Apa kamu merasa senang belajar di kelas SBI? Mengapa? 7. Apa kamu merasa berbeda dengan siswa kelas reguler? Mengapa? 8. Selama belajar di kelas SBI, apa kamu merasa ada kesulitan? (Bila ada tolong sebutkan) 9. Bagaimana kamu mengatasi kesulitan tersebut? 10. Setelah lulus dari SMP, kemana kamu akan melanjutkan studimu? Pilih salah satu. a. SMA-SBI b. SMA biasa c. SMA luar negeri d. Lainnya (sebutkan)

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Appendix 8 KUESIONER UNTUK ORANG TUA SISWA KELAS SBI Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat dan jujur. 1. Apakah anda tahu yang dimaksud SBI? (Jika Anda tahu tolong jelaskan) 2. Atas kemauan siapa anak Anda masuk kelas SBI? (Kemauan anak sendiri atau orang tua) 3. Bagaimana perkembangan belajar anak Anda setelah masuk kelas SBI? 4. Apakah Anda menganggap bahwa biaya sekolah di kelas SBI mahal? Mengapa? 5. Bagaimana sekolah menentukan biaya belajar anak Anda? 6. Apakah Anda dilibatkan dalam proses penetuan biaya sekolah anak Anda di kelas SBI? 7. Ada pro dan kontra mengenai kelas SBI antara lain munculnya eksklusivisme dan ketidakadilan. Bagaimana pendapat Anda mengenai hal itu?

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Appendix 9

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Appendix 10

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Appendix 11 CONTOH JAWABAN SISWA

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35

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Appendix 12

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Appendix 13

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Appendix 14

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Appendix 15

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42

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Appendix 16

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Appendix 17 CONTOH LESSON PLAN IPA

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Appendix 18 CONTOH LESSON PLAN MATEMATIKA

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