Nama : Nurul Hikmah Nim : TE 090389 Kelas : BI VI C Judul proposal penelitian: The Implementation of Educational Unit Level Curricul

um (KTSP) in English Subject at Grade VII Islamic Junior High School A. Background The State of Indonesia is a developing country that needs a process to be develo ped, one of the process is to educate the children of the nation. With a good ed ucation or a true quality that can improve the intelligence of the nation. From age to age the existing system of education curriculum Indonesia there is always a change for the sake of educating the children of the nation. One of the new c urriculum system today is the SBC system (curriculum unit level of education). S ince rolled out in June 2006, many problems arise in the implementation of the E ducation Unit Level Curriculum (SBC) is the inadequacy of human resources capabl e of describing the quality of curriculum in the education unit, lack of complet eness of supporting the implementation of the curriculum, teachers do not fully understand the curriculum as a whole, both in terms of concept and its applicati on in the field. These problems were compounded by the absence of synchronizatio n between curriculum materials created by a number of publishers that SBC transl ates into many versions, making the concentration of the students are becoming i ncreasingly fragmented due to having to buy the book in many versions. Moreover, the reduction in the number of class hours as mandated by the curriculum is imp acting the earnings of teachers, because their earnings will automatically be re duced, especially teachers. Education is a life aspect that must be and certain walked on by every people in the earth’s surface since birth, for the growth time and development until reachi ng the maturity. It’s always along with the life of human beginning from the humbl e civilization country until the high civilization country. As one of the development country our nation is being active to do the developme nt especially in education aspect. The problem that’s faced by education in our co untry nowadays is the quality of our education is still low in every stage educa tional unit, especially elementary and secondary education. Many kinds of effort s that have been done to increase the quality of education, beginning from vario us training to increase the quality of teacher, completing the curriculum period ically, improving the facility of education, until the increasing of school mana gement quality. “Curriculum has central position in whole of the education process. It directs all of education activities for the sake achieve it the aims of education. In the o ther word that curriculum as tool to achieve the aim of education namely forming the human that suitable with nation life philosophy holds the necessary role in a system of education”. In striving for increasing the quality of education, one of the efforts by chang ing the curriculum. Our education curriculum has happened some changing, beginn ing from curriculum 1968, curriculum 1975, curriculum 1984, curriculum 1994, Com petence Based Curriculum (KBK, Kurikulum Berbasis Kompetensi), and now Education al Unit Level Curriculum (KTSP, Kurikulum Tingkat Satuan Pendidikan). Basically the changing of curriculum should be anticipated and understood by var ious sites. Because in its implementation the curriculum as the lesson plan has strategic position in whole learning activity, that will determine the process a nd the result study of students; moreover the eductional comprehensively. School as the implementer of education, either the headmaster, the teacher, and the ot her teaching staffs, moreover the students having an interest very much and will get the impact of each the changing of curriculum directly. Besides that, the s ociety, parent, the user of graduated, and the birocrat, both in center and in t

he region will get the impact of the changing of curriculum. In the framework of preparing the educational graduate to enter the globalizatio n era which full of challenge and uncertain, it’s needed the arranged education ba sed on the real necessity in field. To that importance the government plans KTSP as the further action of the renewal Competency Based Curriculum (KBK). It is o ne of the efforts of government to achieve the superiority of society to obtain mastery of knowledge and technology like that has been emphasized in country dir ection. Actually there is no the essential difference between KBK and KTSP. The both are same a set of educational plan which oriented to the competence and the result study of students. The difference appears at the implementation techniqu e. If KBK is arranged by the central government, in this case Depdiknas (Departm ent of National Education; c.q. Puskur); KTSP is arranged by each educational un it level, in this case the school itself, although still refer to the national s ignals of the the guidance of arranging KTSP which is arranged by the independen t agency which is called The Educational Nation Standard Agency (BSNP). At the beginning, the policy of our country was centralization then changed beco me decentralization, which emphasize that the take of the educational policy mov e from the top government to the district government, which centered in city gov ernment and regency government. In this education decentralization era, will be happened various and kind of curriculum in every educational unity in each schoo l, because each school maybe different in developing the curriculum. Nevertheles s, this difference still be guided by The Educational Nation Standard (SNP, Stan dar Nasional Pendidikan/PP, Peraturan Pemerintah No.19 Year 2005) until the pack age of the different curriculum will be empty into vision, mission, and the same aim which are binded by SNP. The Educational Nation Standard functions as the binding of KTSP which is develo ped by each school and educational unity in various districts and regions. Thus, the implementation of KTSP in each school and educational unity will have the d ifferent colour each other, in accordance with the necessity of each district an d region; in accordance with the characteristic of each school and educational u nity; and also in accordance with condition, characteristic, and ability of the students. The advance of knowledge and technologies nowadays is very fast, because of that we must prepare our selves with various skills and knowledge in other to be abl e to face further challenges. In this era, English becomes the popular language that is commonly used as a mean of communicative tool among countries, not only in formal situation but also in daily activity. In Indonesia, it has a significa nt role in spreading information. As evidence, there are a number of books, maga zine, radio, television, internet, public instruction or product guidance using English. If we want to get information from them we must be able and mastery of English. It is not too easy for us moreover Indonesian. It’s happened because Engl ish is not our language. English is one of the subjects which are examinated in National Examination (UN, Ujian Nasional); it’s certainly get special attention fr om every school especially in the curriculum. In our new education curriculum th at’s KTSP, every school or educational unit free to develop the curriculum, but th e implementation binded by SNP. In the observation of the implementation of educational unit level curriculum (k tsp) the scripwriter choose in Islamic Junior High School in English subject. Th is is because the birocration at that school is enough friendly and easy. School . In addition, from the result of the first observation in Islamic Junior High Sch ool in English Subject the scriptwriter saw that in the learning the process th e students still passive whereas in KTSP the students are demanded to be active and creative. The indicator of passive are the students can’t see the learning cha nce, ignore the chance, let everything happened, avoid from the activity. Teache r holds the main role in class certainly will face many problems which are not e asy to implement the new curriculum. The success of learning depends on the teac

her. It’s clear that the aim KTSP is very good to increase the quality of Indonesi an Human Resourse. Based on the explanations above the scriptwriter interested to know how the impl ementation of KTSP esspecially in English subject. So, the title of this thesis is: THE IMPLEMENTATION OF EDUCATIONAL UNIT LEVEL CURRICULUM (KTSP) IN ENGLISH SU BJECT AT GRADE VII ISLAMIC JUNIOR HIGH SCHOOL B. The Formulation of Problem Based on the background above the formulation of problem in this research is: 1. How does the English teacher implement the KTSP in English subject at gr ade VII of Islamic Junior High School? 2. What are the inhibiting factors in implementing the KTSP at grade VII of Islamic Junior High School? C. The Limitation of Problem The limitation of problem in this research is only focused on the English teache r implements the KTSP in English subject and the inhibiting factors in implement ing the KTSP at grade VII of Islamic Junior High School X in academic year 2011 /2012. D. The Objective of Research The objective of this study is: a. To know how the implementation of KTSP in English subject at grade VII o f Islamic Junior High School X b. To know the inhibiting factors in implementing the KTSP in English subje ct at grade VII of Islamic Junior High School X. E. The Significance of Research a. Giving information and understanding about the implementation of KTSP in English subject at grade VII of Islamic Junior High School X. b. Giving acknowledgment to the scriptwriter in scientific research especia lly in education aspect. F. The Frame of Theory 1. Definition of implementation Implementation is a process of applying idea, concept, wisdom, or inovation in a practis action until giving the impact, form the change in knowledge, skill, va lue, and attitude. In Oxford Advance Learner’s Dictionary as quated in Mulyasa’s bo ok said that implementation is “put something into effect” (applying something that give effect or impact). Another definition of Implementation is carrying out so mething; realization; assemblying; applycation. The implementation of KTSP can be defined as a process applying of idea, concept , the curriculum wisdom (potencial curriculum) in a learning activity until the students master a set of certain competence as the result of interaction with th e environment. Besides that the implementation of curriculum can be defined as t he actualization of written curriculm in learning form. “in some cases implementation has been identified with instruction…”. Further explaine d that the implementation of curriculum is a process of applying concept, idea, program, or the curriculum arrangement in learning practice or new activities un til occuring a change at a group of people which is hoped to change. They also s aid that the implementation of curriculum is interaction process between the fac ilitator as the developer of curriculum and the students as the subject. Based on the explanation above Mulyasa concluded that the implementation of curr iculum is the operasionalization of curriculum concept which is still have poten cial characterictic (written) become actualize in learning activity form. Thus, the implementation of curriculum is the result translation of teacher toward the

curriculum (SK, Standar Kompetensi - KD, Kompetensi Dasar) which is spelled out in syllaby and lesson plan (RPP, Rencana Pelaksanaan Pembelajaran) as the writt en plan. The implementation of curriculum at least influenced three factors as follow: a. The characteristic of curriculum; included the scope of the new idea a c urriculum and the clearness to the user in field. b. The strategy of implementation; namely the strategy that used in the imp lementation, like in discussing profession, seminar, upgrading, workshop, suppl ying the curriculum book, and the activities that support the use of curriculum in field. c. The characteristic of curriculum user; included knowledge, skill, value, the attitude of teacher toward curriculum, and his ability to realize the curri culum (curriculum planning) in learning. Three factors that infulence the implementation of curriculum, namely the suppor t of the headmaster, the support of teacher colleague, and the internal support from the teacher itself. From the factors teacher is the determiner factor besid es the other factors. In other word, the successful of the implementation of KT SP at school is determined by teacher very much because although the facilties o f the education is good, the result of the implementation of curriculum will not satisfy if the teacher does’nt understand and implement the task well. 2. Definition of Curriculum The experts in field of development curriculum have different interpretation tow ard the definition of curriculum. The term of curriculum come from Greek, namely “Curriculae”, the meaning is the distance that must be passed through by a runner. In that time, the definition of curriculum was the time span of education that must be passed through by student to get certificate. The popular definition is “the curriculum of a school is all the experiences that pupils have under the gui dance of the school” i.e. the entire student’ experince at school under the guidance of school. The definition of curriculum as poured into UUSPN (Undang-Undang Standar Pendidi kan Nasional) No.20 year of 2003 chapter 1 section 1, curriculum is a set of pla nning and arranging about the aim, content, and the material of lesson and the w ay that’s used as the guidance the implementation of studying activity to achieved the certain aim of education. 3. Definition of Educational Unit Level Curriculum (KTSP) The regional autonomy in education field has been effected since 2001 based on t he Constitution No.22 year 1999 about the regional government. The regional auto nomy in this education filed try to return the education to its owner society (r egion) in order to live from, by and to the society in that region or try to be autonomous an institute or a region to take care of itself by making efficiency of human resource that in region. The biggest autonomy that has given in educat ion field is about the advance of curriculum, and then called as KTSP (Education al Unit Level Curriculum). KTSP is operational curriculum that arranged by and implemented in each educatio n unity (school). Whereas the center government only give the signs that need to be refered in the advance of curriculum, namely: (1) The Reconcilition No. 20/3 03 about the National Education System; (2) The Governmental regulation No. 19 y ear 2005 about the National Education Standard; (3) The Regulation of the Minist er of Education No. 23 year 2006 about Content Standard (SI, Standar Isi) to the Base and Middle Education Unity; (4) The Regulation of the Minister of Educat ion No. 23 year 2006 about Graduated Competence Standard (SKL, Standar Kompetens i Lulusan) to the Base and Middle Education Unity; (5) The Regulation of the Min ister of Education No. 24 year 2006 about the implementation of both of The Regu

lation of the Minister of Education; (6) the guidance of BSNP, Badan Standar Nas ional Pendidikan (The Educational Nation Standard Agency). KTSP is operational curriculum that’s arranged and implemented by each educational unit/school. Another defenition of Educational unit level curriculum is an ope rational curriculum designed by and implemented at each educational unit. KTSP consists of the goal of educational unit level, the structure and the content of educational unit level curriculum, the educational calendar, and the syllaby. S yllaby is the lesson plan in a or a group of certain subject which include the c ompetence standard, the basic competence, the main material/learning, indicator, evaluation, the time allocation, and source/material/learning media. Syllaby is the spelling out of the competence standard and the basic competence in the mai n material/learning, the learning activity, and the indicator of the competence achievement indicator to the evaluation. KTSP is a concept that offers autonomy at school to determine the policy of scho ol in increasing the quality, and efficiency of education in order to modify the desire of local society and work out a closer cooperative among school, society , industry, and government in forming the personal of student. The main aim of KTSP is to be autonomous and efficiency the school in developing the competence that will be said to the students, suitable with the environment condition. 4. The implementation of Educational Unit Level Curriculum (KTSP) in Englis h Subject at SMP/MTS KTSP is a model of developing school base curriculum which demands the autonomou s of teachers. It demands the teachers to prove their profesionalism, they deman d to develop the lesson plan (RPP) based on based competency (KD) which can be d igged and developed by the students. The tasks of teachers do not to be exerting and supplying the students with various knowledge, but they function as motivat or, mediator, and learning facilitator. 5. The Implementation of Learning The implementation of KTSP will empty to the implementation of learning, namely how the content or messages of curriculum (SK-KD) can be dissolved by the studen ts exactly and optimally. Teacher must try that the students can form their self competence based on what has been lined in curriculum (SK-KD), as spelled out i n Lesson Plan (RPP). Generally the implementation of learning includes three activities, namely openi ng activity, competence forming activity, and closing activity. a. Opening Opening is the first activity that must be done by the teacher to begin or to op en the learning. The aim this activity is to create the readyness of mentality and to atract the attention of the students optimally, in order to concentrate f ully to learn. The efforts that can be done by teacher among others: Relating the competence that has been had by the students with the mater y that will be presented. Conveying the aim that will be achieved and the broad outline of matery that will be learnt (in the certain thing, the aim can be formulated together wi th the students). Conveying the learning activity steps and the tasks that must be overcom ed to achieve the aim that has been formulated. Using the various media and the source of learning effectively suitable with the presented matery. Asking question, both to know the students’ understanding toward the learn ing that has been pass and to sound out the first ability related to the matery that will be learnt. There are many ways wchich can be done by teacher to begin or to open the learni ng in the implementation of KTSP, namely:

1. Establisment of Intimacy In this establisment of intimacy teacher should pay attention the individual dif ference and the characteristic of the students. The aim of this activity is to c ondition the students that they are ready to learn and that they recognize each other. The establisment of intimacy is very important to develop the opening at titude in learning activity and to establish the students’ competency. The steps that can be done in the establisment of intimacy: a. In the beginning of the first meeting, teacher introduce himself or hers elf to the students by giving greeting, saying name, address, the latest educati on, and his or her main task at school. b. Teacher checks the students’ presence by calling their names based on the presence list book. c. Based on the presence list book order, all of teachers asked to introduc e themselves by giving greeting, saying name, address, the experience in daily l ife, the reason why they choose to learn at this school, and their hopes toward school. 2. Pretest (the fisrt test) Pretest is done after the establisment of intimacy activity. It’s done before the main learning activity and establish of competency is begun. Because of that it’s very important in the implementation of learning. b. Competence Forming The students’ competence forming is the learning main activity, among others inclu ding the conveying of information about the main matery or the standard matery, discussing the standard matery to form the students’ competency, and changing the experience and opinion in discussing the standard matery or overcoming problem t hat’s faced together. A competence forming can be said effective if all of the students involved activ ely, either their mentality, their physic, or their social. It’s signed by the stu dents’ participation in managing the learning (participative instruction, realated to their task and their responsibilty in holding the learning program. The stu dents’ task is study and their responsibility is including their participating in establishing and developing the learning activity which has been aggreed and has been decided together in arranging of program. c. Closing Closing is the final activity that’s done by teacher to end the learning. There ar e some activities which can be done in implemeting KTSP, among others: 1. Reviewing Concluding the main matery is the activity that’s done in reviewing. It’s done to ge t steady the points of matery which has been presented. This activity can be don e by the student under guiding of teacher, or student together with teacher. 2. Evaluating By doing evaluation teacher can know the effectiveness of learning and the estab lismnet of competence, and can know whether the basic competence and the aims of learning has been achieved or not. It can be used to give evaluation toward the student and also to recover the learning program. 3. Following-up Following-up is done after learning and the establisment of competence by the st udent. It need given by teacher to get steady at the student toward the establis hment of basic competence and the achieveness of the learning aim which has been formulated.

6. The Principles of the Development of Educational Unit Level Curriculum KTSP is developed in accordance with it’s relevantion by every group or educationa l unit under the coordination and the supervision of educational official or the Department of Religious Affair office Regency/City to the basic educational and

the province to the middle educational. The development of KTSP refers to the C ontent Standard (SI) and the Graduate Competence Standard (SKL) and guided with the curriculum arrange guidance which is arranged by BSNP, and pay attention to the consideration of school committee. KTSP is developed based on the principles as follow: 1. Centered to the potencial, the development, the need, and the importance of the students and the environment. 2. Various and integrated. 3. Perceive toward the development of knowledge, technology and art. 4. Relevant with the life need. 5. Comprehensive and continuous. 6. Study along the life. 7. Balanced between the national importance and the regional importance. RESEARCH PROCEDURE A. Scope of Research The approach in this research is descriptive qualitative approach that explains any thing data that is field. The location taken place at grade VII of Junior Hi gh School X in academic year 2011/2012 B. Kinds and Sources of Data Data is the essential part in the research. 1. Kinds of Data a. Primary data, that is data is found out directly and soon from the sourc e of data. It can be formed information about main problem in research. The data that will be taken form information from the interview and observation that in connection with: 1. The implementation of KTSP in English subject at grade VII of Islamic Ju nior High School X. 2. The inhibiting factors in implementing of KTSP in English subject at gra de VII of Islamic Junior High School X. b. Secondary data is the data have been collected to support the primary da ta. Secondary data in this research are: 1. Historical and geographical condition. 2. Organization structure of Islamic Junior High School. The condition of t eachers, Administration Staffs and students of Islamic Junior High School 3. The facilities of Islamic Junior High School 2. Sources of Data The data source is subject where data is found . The sources of data in this res earch are: a. The English teacher of Junior High School as the key informan. b. The headmaster of Junior High School and the grade VII of students of Ju nior High School as the supporting informan. c. Documentation and literatures which are related to the study. C. The Research Subject The representive concept of sample in the framework of generalization that preva ils to the population is unknown in qualitative research. The research subject in this research is one English teacher as the key informan , headmaster and some of the students as the supporting informan at grade of VII of Islamic Junior High School X The researched subjects are taken by using the purposive random sampling technique. D. The Methods of Collecting Data 1. Observation Observation consists of activities to give attention towards a subject by using whole of sense instrument. Observation observes the object of the research dire ctly, in order to portray the activities or any studied as Ridwan said “Observatio n is doing the observation directly to the research object to see from near the

activity which is done or the thing which is researched”. The objects of observat ion include: a. The general condition of Junior High School X. b. The implementation of KTSP in English subject at grade VII of Junior Hi gh School X 2. Interview Interview that often called oral questioner is a dialogue done by interviewer to get information from informant. The purpose of using interview is to get infor mation orally. The researcher do interview to head master, English teacher and s tudents of. Junior High School

3. Documentation Documentation is looked for data about something or variables such as notes, tra nscript, newspaper, magazine, epigraphy, notes of meeting, agenda, legger, etc. it’s used to collect the data from the source non human. This technique is used to know general illustration about Islamic Junior High Sc hool such as teachers’ and students’ condition, facilities and another data that’s nee ded in this research. E. Data Analysis Analysis is group, make an order, manifulate, and shorten the data until easy to be read. Generally the data of qualitative in form of words statement or descr iption about something which is asserted in explanation form with words or writi ng. The data of qualitative concerning with the identification of what is the co ncerns and what is the issue. In doing this identification there are some analyses which need to be done, name ly: 1. Functional analysis Function is a usage of something, usefulness. Functional means viewed from its f unction; based on position. Another meaning of fuctional is practical and usefu l with little or no decoration or having a practical use, not decorative. Based on the definition above functional means the usage of something viewed fro m its function has walked as its function. By using this analysis the scripwrite r describe how the Implemetation of KTSP in English Subject at Grade VII of Juni or High School X whether its implemenation has walked based on its function or n ot. 2. Descriptive analysis The collected data formed words, picture, and not numbers. All of collecteds pro bably be the key toward what has been researched. It means that the research rep ort will fill the data quatations to give the description about the presenting r eport. The data can be from interview text, field note, photo, videotape, privat e document, note or memo, and another official document. By doing descriptive analysis we can make description systematicly, factually, a nd accuratly about the facts, characteristics and the relation between phenomeno n which is researched. a. Inductive analysis Inductive analysis is an analysis which analyzes the data from the specific beco me general. The general aim of inductive analysis enable the research findings e merge from “general condition”, the dominat themes and the significant which is in t he data, without ignoring the emerge things by its methodology structure. The i nductive analysis is meant to help the understanding about the meaning in the di

fficult data by depeloving the themes which is summarized from the rough data. Qualitative research uses the data analysis inductively. The inductive data anal ysis is used because some reasons. First, the inductive proces more can find the plural facts as in the data. Second, inductive analysis more can make the relat ion between researcher-respondent be explisit, can be recognized, and accountabl e. Third, the analysis more can elaborate the background fully and can make the decisions about can or not the transfer at another background. Fourth, inductive analysis more can find the together influence which sharpens the relationships. Fifth, the analysis can account the values explicitly as the part of analitic s tructure. The qualitative research try to learn a problem by the frame of inductive though t, namely try to get conclusion about a problem which is being learnt based on t he various information which relates with the problem. b. Deductive analysis Deductive analysis is the contrary of inductive analysis. Deductive analysis is an anlysis wchich analyze the data from the general become the specific. 3. Categorical analysis Category means the arrangement of category. Category is a mound of a group of a mound which is arranged based on thought, intuition, opinion, or certain criteri a. Another meaning of Category is process in rearranging the note from the obse rvation result or interview becomes systematic form. The report made in some sys tematic categories. Category is the first step in analysing the data wchich div ides the data on group or categories. Some characteristics of categories in maki ng category, namely: The category which is made must suitable with the problem and the aim of research. The category must complete (exhaustive). The category must be free and separated. Each category must come from one clasification norm. Each category must be in one level. Besides is the • quently • • the characteristics of categories in making category above the following guidance in making category, namely: Attention the regularity. Regularity means the frequently emerge things. The fre emerge things may be can be one category. Check systematicly. The category doesn’t too wide and narrow.

E. Trianggulation Trianggulation is a technique that’s used to test the trustworthness of data by ex ploiting the things that is outside the data to hold the filling up or as the di scussant toward the collected data. It compares and rechecks the validity of inf ormation that’s obtained by the different time and tool in qualitative method. It can be obtained by: 1. Distinguish the data of observation result and the data of interview res ult. 2. Compare what people say in front of public with what he says personally. 3. Compare what people say about the research situation with what he says d aily statement. 4. Compare the situation and someone’s perspective with various opinions and people’s perspective such as the common people, the middle educated people or the high educated people, the well to do family or the governmental people. 5. Compare the the interview result with the content of a correlated docume nt. In this research to rechecks the validity of information that’s obtained, the scri ptwriter will use the first step, namely: distinguishing the data of observation result and the data of interview result which the sciptwriter will distinguish

the data of observation result about the implementation of Educational Unit Leve l Curriculum (KTSP) in field between the data of interview result. The steps are by cheking the data which has been gotten from some of sources. The sources wil l be the English teacher, the head master and the students of Islamic Junior Hi gh Schooli. The scriptwriter also use the fifth step, namely: comparing the inte rview result with the content of a correlated document.

References E. Mulyasa. (2008). Implementasi Kurikulum Tingkat Satuan Pendidikan Kemandirian Guru dan Kepala Sekolah. Jakarta: PT. Bumi Aksara. Hartoyo. 2011. Curriculum and Material Development=syllabus/courseoutline Progra m Pascasarjana, Universitas Muhammadiyah Prof. DR. HAMKA. html?m=1 Joko Susilo. (2007). Kurikulum Tingkat Satuan Pendidikan Manajemen Pelaksanaan d an Kesiapan Sekolah Menyongsongnya. Yogyakarta: Pustaka Pelajar. Kusnandar. 2007. Guru Profesional Implementasi Kurikulum Tingkat Satuan Pendidik an (KTSP) dan Sukses dalam Sertifikasi Guru. Jakarta: PT Raja Grafindo Persada. Lexy J. Moleong. (2008). Metodologi Penelitian Kualitatif. Bandung: PT Remaja Ro sdakarya. Masnur Muslich. (2007). KTSP Pembelajaran Berbasis Kompetensi dan Kontekstual. J akarta: PT. Bumi Aksara. Muhaimin, Sutiah, Sugeng Listyo Prabowo. (2008). Pengembangan Model Kurikulum Ti ngkat Satuan Pendidikan (KTSP) pada Sekolah dan Madrasah. Jakarta: PT. Raja Graf indo Persada.. Nazir. (2005). Metode Penelitian. Ciawi: Ghalia Indonesia. Sugiyono.(2012). Metode Penelitian Pendidikan:Pendekatan kualitatif, kuantitatif , dan R & D. Bandung: Alfabeta

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