CHAPTER IV
DATA ANALYSIS, RESEARCH FINDINGS AND SUBSTANTIVE THEORY
A. Data Analysis
From the data obtained, the researcher found a total of 110 points of data
are divided into two, namely positive and negative opinion from the teachers and
students of SMP 1 Magetan about abolition RSBI at their school. Positive
response is used to describe the positive side of what respondents perceived after
RSBI disbanded. While negative responses are negative things that respondents
perceived after RSBI disbanded.
The researcher divided the positive response
into two, namely the response based from the teachers and the students opinion.
And then, the researcher divided the negative response into two, based on the
opinion from the teachers and the students.
The positive response based on the opinion from the teacher consist of 18
data items, which are divided into three namely : non bilingual, no school fee, and
the last about no discrimination. The first category is “non bilingual learning”
consisting of 8 data items that are broken down into two, namely the students feel
easy to learn contains 3 of data items and the teacher feel enjoy to teach using
Indonesian contains 5 of data items. The second category about“no school
fee”contains of 3 data items and the last, for the third category about “no
discrimination”contains of 7 data items.
Next, all of the positive response based on the students discussed about
non bilingual which are divided into two, namely “more effective in writing” and
“simple conversation.” In terms of writing case, researcher broken the data into
two, namely “easy to make a note” contains 1 data item and “one type to
examination” contains 3 data items.
The second category of the positive response based from the students are
“simple conversation.” There are 14 data items which are divided into two,
namely “the students enjoy to have conversation in Indonesian” contains 4 data
items and “easy to understanding the subject in Indonesian” contains of 10 data
items.
The negative response based from the teachers contains of 74 data items
which are categorized into three : student input, complicated in curriculum
management and less finance. In student input, 18 data items are found trough 2
activities such as degradation of english learning that contains of 6 data items and
the lack spirit of learning that contains of 12 data items.
In complicated in curriculum management, the researcher finds out 7 data
items which are categorized into three : not sure to have good students, the impair
of existing system and no result for teacher workshop. In “not sure to have good
students” there are 3 data items. In “the impair of existing system” contains of 3
data items and the last “no result for teacher workshop” just have 1 data item. In
“less finance” 10 data items are found. The data are divided into three : less
income, disturbing the learning process and less competition. In “less income”
just have 1 data item. In “disturbing the learning process” contains of 5 data
items and “less competition” contains of 3 data items.
The negative response based from the students contains of 40 data items
which are categorized into three : less financial, less effective in learning and the
impact of psychology. In “less financial” there are 18 data items that broken
down into two, namely “complicated school program” and “the decreased to
facility.” In complicated school program, there are 11 data items that broken
down into three categorized : useless of bilingual books, the decreased of student
exchange and loss time to join an international event. There are 2 data items in
“useless of bilingual books.” In “the decrease of students” contains of 4 data
items and the last, “loss time to join an international event” contains of 5 data
items.
In less effective in learning, the researcher finds out of 16 data items which
are categorized into three, namely : no interest to learn english, disturbing the
learning process and no modern. In “no interest to learn English” there are 8 data
items. In “disturbing the learning process” there are 5 data items, and the last, in
“no modern” thre are 3 data items.
In the impact of psychology, there are 6 data items which are categorized
into two, namely : ridicules and dissapointment. In “ridicules” there are 3 data
items and in “dissapointment” there are 3 data items. To get a complete picture of
the research and the result of the final analysis, the researcher displays them in the
following chart.
TEACHERS AND STUDENTS RESPONSE TOWARD THE DISSOLUTION OF INTERNATIONAL STANDARD SCHOOLS PILOT PROJECT (RSBI)
AT SMPN 1 MAGETAN
POSITIF
TEACHER BASE
(18)
NEGATIF
No Bilingual Problem
from Students Side
(18)
TEACHER BASE
(34)
student input
(18)
Non
Bilingual
(8)
no
school
fee
(3)
crimination
3
4
STUDENT BASE (40)
Complicated
in
Curriculum
Management
(7)
No dis-
less finance
Less
less
The impact Of
Financial
effective in
Psychology
(18)
learning
(6)
(10)
(16)
(7)
degradation
The lack spirit
of english
of learning
learning (6)
(12)
9
10
easy to
learn
(3)
enjoy to teach
more
Simple
less
income
(1)
in Indonesian
effective in
Conversation
14
(5)
writing (4)
(14)
1
2
enjoy to have
conversation
in Indonesian
(4)
7
easy to
disturbing
the
learning
process (5)
less of
competition
15
16
the impair of
no result for
the complicated
existing
teacher
of school
(10)
not sure
to have
good
system (3)
workshop (1)
program (11)
8
students
12
13
understand
(3)
5
one type to
examination
(3)
6
process (5)
21
22
the
decreased
of facility
(7)
(3)
20
11
easy to
make a
note (1)
no
interest
to learn
english
(8)
useless of
the decrease
bilingual
of student
books (2)
exchange (4)
18
17
loss time to join
an international
event (5)
19
disturbing
no
the
modern
(3)
Learning
23
ridicules
dissapointment
(3)
(3)
24
25
The Name And The Meaning Of Category
Positif
Response
Negative
Response
1
2
3
4
5
6
without bilingual so student easy to learn the lesson
focus gives the material by using Indonesian
education cost are cheaper
There is no gap between the rich and poor pupils
writing using Indonesian more faster than using English
no direction examination
7
8
9
10
11
12
13
14
15
16
17
18
easy to learn
enjoy to teach in Indonesia
no school fee
no discrimination
easy to make a note
one type of examination
enjoy to have conversation in
Indonesian
easy to understand
degradation of english learning
the lack spirit of learning
not sure to have good students
the impair of existing system
no result for teacher workshop
less income
disturbing the learning process
less of competition
useless of bilingual books
the decrease of student exchange
19
loss time to join an international event
20
21
22
23
24
25
the decreased of facility
no interest to learn english
disturbing the learning process
no modern
ridicules
dissapointed
because the bilingual teaching of Mathematics and Science are not permitted, students
will have difficulty in following the international Olympiad
Laboratory practical work reduced because of limited funds
Not to feel again learn to use English
feel disappointed because the decision suddenly
Lack of creativity
Weakening of public expectation, because RSBI felt superior to other school
For students who are smart and want to advance his ideals disturbed
teachers teach in Indonesian, more easily to understood
student easy to understanding the lesson in Indonesian
The ability to communicate actively in English can be lost
Teachers who have learned to speak English is not very useful for teaching
teachers afraid not able to control he quality of students because no admission test
Undermine ongoing learning system
The teachers who have obtained through RSBI bilingual workshops be useless
Teaching and learning activities so backward as no funds
Discouraging in learning a language that is not fixed
Competition (Olympics, etc) are getting reduced due to limited funding
RSBI special bilingual books are not used
The exchange students are supposed to broaden students excluded
B. DESCRIPTION
Based on the chart above, the researcher displays the data of Teachers
And Students Response Toward The Dissolution Of International Standard
Schools Pilot Project (RSBI) at SMPN 1 Magetan caused by four major
catagories which can be explained as follows.
1. The positif response of the teachers
a. Teachers opinion about Bilingual
Bilingual education is the practice of teaching the core subjects in
at least two different languages as the media of instruction (Subadi,
2009). In bilingual education where English is used as a second or
foreign language, the students are taught math and sciences in the
foreign language and social studies in their native language (Williams,
2009). The purpose of this program is to improve the quality of the
human resources to compete in the global era. The teachers and the
students opinion were shown as follows.
1) Bilingual for the students
The following categories related to the phrase “easy” which
means the teachers feel enjoy to teach wih Indonesian language
and the students feel easy to learn the lessons. This category
contains three items.
The item data shown in the table 1 as
follows.
Table 1 Teachers opinion about the students bilingual
NO
1
2
3
SOURCE
siswa lebih paham pada waktu menerima pelajaran
(easy to understanding about the lesson )
siswa tidak diwajibkan untuk belajar dengan bilingual
(students are not required to learn with bilingual)
Tidak membebani murid dengan materi-materi yang harus dihafal dengan
2 bahasa yang belum pasti kelanjutannya.
(dont make the student going mad with all of the material to be
memorized with two language that uncertain language goes)
From the three points above, we can see that majority of
students feel happy when english language as medium in the class
complitely removed and Indonesian language commonly using
again. The students feel easy to understanding the lesson and
enjoy with the recitation. The word "bilingual" means that english
have a big portion in the lesson. If the students have less
vocabulary in english so the students would not understanding the
lesson.
In addition, the students feel burdened because they have to
memorize the subject matter with the English language. English
seems more important than the mastery of the subject matter itself.
Many students are complaining, learn Mathematics and Science in
Indonesian is difficult, especially combined with English. So the
burden of learning increases.The obstacle of the students is they
always using Indonesian when they have learning process from
kindergarten until elementary high school. So they feel shocked
when they must study using english in SMPN 1 Magetan. The
students skills are passive in English, so they making it less able to
follow the active learning.
The definition of bilingual or bilingual education has been
described by experts. According to Wei (2000: 6), "The word
'bilingual' primaliry describes someone with the possession of two
language." While Cohen argues that "Bilingual education is the
use of two languages as media of instruction for a chid or group
of children in part or all of the school curriculum. "
Based on the opinion from Wei and Cohen, it can be
concluded that bilingual education is the use of two languages as
media in the learning process. Bilingual learning goal is to provide
knowledge to the students so that they have the ability to
understand English language terms related to the content being
taught, able to understand written and verbal explanation of the
subjects presented in English and capable of expressing ideas,
provide answers, discuss in writing or orally using English.
2) Bilingual for the teachers
A bilingual classroom teacher should be a person who
are bilingual and fluent in both languages. The problem is
whether or not for the subject teachers are able to ready for a
bilingual teaching in two languages? How long does it take by
a teacher in order to be ready to teach. In addition, bilingual
skill level as what is needed or should be achieved by a teacher
to be able to teach bilingual classes. The researcher has got
five kinds of the data items. The items of data were shown as
follows.
Table 2 Teachers opinion about themselves in bilingual teaching
NO
1.
2.
3.
4.
5.
SOURCE
Memudahkan guru karena tidak perlu lagi menggunakan bahasa inggris
(teachers do not need to use English again)
fokus memberi materi dengan menggunakan bahasa Indonesia
(focus gives the material by using Indonesian )
guru fokus untuk mengajar karena tidak belajar dua bahasa
(teachers to focus on teaching because they do not learn two languages)
Penguasaan bahasa inggris tidak sedalam yang dijalankan
(teachers who have to use a lighter bilingual)
Persiapan perangkat lebih sederhana karena tidak perlu menggunakan
bahasa inggris (easy to preparation the learning administration in
Indonesian)
From five points above, we can see that all the teachers feel
enjoy to teach with Indonesian language than using english. The
teachers and the students have less in english so they feel confused
to have comunicate with each others. After RSBI disbanded, the
teachers can focus to give the lesson and they more enjoy to have
catechizing with students in the classroom.
RSBI/SBI schools should be supported by the components
of international standard. One component is the language that used
in teaching-learning process. RSBI/SBI schools should use English
as an international language in any school activity. But in fact, in
the process of learning, they still use Indonesian. Although the
language is only used as opening and closing of the lesson, but it is
already changing the essence of the international class itself.
Bagaimana dengan guru yang sudah senior, yang mengalami
kesulitan untuk belajar bahasa Inggris dari awal. Tidak
mengherankan
apabila
banyak
guru
RSBI
yang
hanya
menggunakan bahasa Inggris pada saat membuka dan menutup
pelajaran saja. Atau hanya menerapkan penggunaan bahasa
Inggris di dalam beberapa soal UTS atau Ujian Semester.
Sedangkan, pada saat penyampaian pelajaran, guru menggunakan
bahasa
Indonesia
sebagai
bahasa
pengantar.
Padahal
sesungguhnya di Indonesia, salah satu indikator guru yang
mengajar di RSBI haruslah menguasai bahasa Inggris. Jika begitu,
tidak ada bedanya RSBI dengan sekolah biasa.
Hakikatnya
apabila sekolah benar-benar merupakan RSBI dan menerapkan
aturan yang sudah ditetapkan pemerintah, seharusnya guru-guru
tersebut menggunakan dwi bahasa atau bilingual pada saat
mengajar. Namun, akibat RSBI yang dipaksakan jadilah
kenyataannya seperti itu. Guru tidak menerapkan pembelajaran
bilingual di kelas, murid pun belajar sekenanya saja.
Tak heran ketika RSBI dihapuskan, semua orang bersorak
sorai gembira, tidak terkecuali dengan guru. Pembelajaran dikelas
kembali ke bahasa Indonesia sebagai bahasa pengantarnya, guru
tidak perlu bekerja dua kali untuk membuat perangkat mengajar
dalam dua bahasa. Pembelajaran dikelas juga lebih efektif karena
guru lebih menekankan ke pemahaman materi, tidak lagi sibuk
menghafalkan bahasa Inggris untuk bahan ajar.
From five points above, we can see that all the teachers feel to
teach enjoy with Indonesian language than using english. The teachers
and the students have less in english so they feel confused to have
comunicate with each others. After RSBI disbanded, the teachers can
focus to give the lesson and they enjoy to have more catechizing with
students
in
the
classroom.
RSBI core formation is the growing awareness of the need to continue
learning and reflection as well as the development of knowledge and
awareness of democratic and multicultural education. Teachers in RSBI
designed as a figure who really understand the meaning of the concept
of deep learning-learning, higher order thinking skills, and contextual
learning for students, and increasingly aware of the limitations and
benefits of learning rote learning that has been commonly used in
public schools. Meanwhile, progress on student attitudes shown by the
seemingly self-reliance, responsibility, ability to work together, honesty,
tolerance,
and
courage
to
face
risk.
What about using a bilingual teaching demands? A bilingual classroom
teacher should be a person who are bilingual and fluent in both
languages. The problem is Whether or not for the subject teachers are
Able to ready for a bilingual teaching in two languages? How long does
it take by a teacher in order to be ready to teach. In addition, bilingual
skill level as what is needed or should be Achieved by a teacher to be
Able
to
teach
bilingual
classes.
Many of the results Showed that the overall mastery of a foreign
language would be better if started from childhood, especially in the
control of speech. Adults, Including teachers in RSBI who learn English
again through courses or training, will be greatly affected by the
attitudes, motivation, talent, age, etc.., And these factors may Affect
learning
outcomes.
What about the older teachers, who find it difficult to learn English
from scratch. No wonder that many teachers RSBI that only use English
when opening and closing the lesson only. Or just apply the use of
English in the UTS or a matter of Semester Exam. Whereas, at the time
of delivery of lessons, teachers use Indonesian as a language of
instruction. When in fact in Indonesia, one of the indicators of teachers
who teach in RSBI must master the English language. If so, it makes no
difference RSBI with regular schools. Essentially if the school is truly a
RSBI and apply the rules that are set by the government, the teachers
should use the dual language or bilingual teaching at the time. However,
due to the fact RSBI be enforced as such. Teachers do not implement
bilingual teaching in the classroom, students have learned blindly.
No wonder when RSBI abolished, everyone cheered happily, is no
exception with the teacher. Classroom learning back into Indonesian as
a language of instruction, the teacher does not have to work two times
to make the teaching in two languages. Classroom learning is also more
effective because teachers put more emphasis to understanding the
material, no longer busy memorizing English for teaching materials.
b. No School Fee
NO
1.
2.
3.
DATA
Biaya pendidikan lebih murah
(Education costs are cheaper)
Beban biaya yang ditanggung wali murid berkurang
(the decreased costs borne of parents)
Penghapusan iuran SPP
(no school fee)
RSBI school was given the freedom to withdraw a due.
The freedom to draw contributions from the student parents are
sometimes less precise in withdraw and potentially corruptive
appears very possible 'illegal fees' with regard to the cost of
education. As international schools certainly have a lot of
activities and need a lot of money. If the funds are not sufficient
to cover all activities in international schools, then parents should
covered the fees. The more activity, the greater the chance seeded
withholding. This is where the difference or gap between the
operational cost international schools with national standard
schools.
Many activities that lead to the charge clearly can not be met
by students who have a weak economy. So, like it or not parents
who are financially a mediocre or even less would think a
thousand times to enroll their children to international schools,
despite the fact that the cognition and intelligence of the child is
eligible for admission to the school. Thus, the implementation of
international schools is impressed only for the rich only.
c. No Discrimination
NO
1.
2.
DATA
Tidak ada kesenjangan antara murid yang kaya dan miskin
(There is no gap between the rich and poor pupils)
Tidak ada diskriminasi diantara guru yang mempunyai
mata pelajaran penting atau tidak (There is no
3.
4.
5.
6.
7.
discrimination between teachers who have important
subjects or not)
Tidak menimbulkan kecemburuan sesama pelajar (no
jealousy between students)
Mengurangi kecemburuan antar sekolah (to reduce
jealousy among school)
Hilangnya diskriminasi antara mapel MIPA dengan yang
lainnya dimana pada era RSBI pemerintah terkesan peduli
dengan 4 mapel (no discrimination between Mathematics
subjects with others, where in RSBI era the government
seemed to care MIPA lesson)
hilangnya kecemburuan antara mapel standart internasional
dengan mapel lain (loss of jealousy between international
standart subjects and the other subjects )
kesenjangan antara sekolah RSBI dan non RSBI sudah
tidak ada
(the gap between RSBI school and non RSBI was gone)
Organization of international schools labeled with SBI or
RSBI actually lead to discrimination and caste of society in
education between the rich and the poor. Schools labeled with SBI
or RSBI tend to have a high-cost, so that only the upper middle
class are able or capable of studying in this school. Indeed,
students who go to this kind of school is very tight selective
students because the tests are not easy.
Beside they are clever and smart, the students which go to
international schools also must have a background in adequate
finance. So, what about the students who are smart and intelligent
but doesn’t have a good financial resources for their back up or we
can say it in rough word, “poor”? Can they study in schools
labeled RSBI or SBI? Indeed, none of the government regulations
that prohibit poor students studying in international schools.
However, it is precisely the absence of standard rules governing
about the contributions and expenses of
study in this school
already become a red light for them.
2. The positif response of the students
a. Students Opinion about bilingual
1) More effective in writing
a. Easy to make a note
All of the students have the same difficulties, that is
“writing a note in English.” They take a time because they
have less in English. This category just have one item. There is
the data as follow.
Table 2.1.a) Students feel easy to make a note
NO
1
DATA
Nyatetnya tidak pakai bahasa inggris
(useless english to make a note)
Writing according Cambridge Advanced Learners
Dictionary is the activity of creating pieces of written work,
such as stories, poems or articles.
Henry Guntur Tarigan says that writing is ideas for
activities or ideas using written language as a medium conveys.
According to Gebhardt and Dawn Rodrigues says writing is
one of the most important things you do in college. Good
writing skills using to writing a report, proposal or assignment
in the school. In the other hand, Eric Gould, Robert DiYanni,
and William Smith says writing is a creative act, the act of
writing is creative because its requires to interpret or make
sense of something: a experience, a text, an event.
Barli Bram says write means to try to produce or
reproduce writen message. From the opinion above, the
researcher can make a conclution that writing have a goal to
invite, to inform, to persuade the others, or to urge the reader.
b. One type to examination
When RSBI going on, the students followed two kinds
of examination. The first examinations from directorate and
the second from local school programs like Midsemester test
and Semester test.
The
following table is the students
opinion related with “Bilingual Test.” The data are as follows.
Table 2.1b) one type of examination
NO
1
2
3
DATA
tidak belajar untuk ulangan dari direktorat lagi
(relax, no study for directorate examination again)
Ulangan mid semester yang semula 2 menjadi 1
(only one midsemester test)
Tidak adanya ulangan dari direktorat
(no directorate examination)
Ujian akhir RSBI merupakan upaya pengendalian mutu
pendidikan di lingkungan sekolah RSBI sebagai bentuk
akuntabilitas penyelenggaraan pendidikan di tingkat satuan
pendidikan. Ada tiga mata pelajaran yang diujikan, yakni
Matematika, Ilmu Pengetahuan Alam (IPA), dan Bahasa
Inggris
Ujian
akhir
itu
dilaksanakan
untuk
mengukur
ketercapaian kompetensi standar isi SNP ditambah KD dan
indikator, yang merupakan pendalaman dan pengembangan
SNP. Mata pelajaran yang diujikan meliputi Matematika 50
soal, IPA 50 soal, dan Bahasa Inggris 50 soal. Semuanya dalam
bentuk multiple choice (pilihan ganda). “Penjagaan sistem
setengah silang dan khusus mata pelajaran Matematika dan IPA
100 persen soal berbahasa Inggris,” Soal yang dikemas dalam
bahasa Inggris semata untuk menyiapkan siswa agar mampu
berkompetisi secara global.
RSBI final exam is the effort to control the quality of
education in the school environment RSBI as a form of
accountability of education at the unit level of education. There
are three subjects tested, namely Mathematics, Natural
Sciences (IPA), and English
The final exam was conducted to measure the
achievement of the content standards of competence and SNP
plus KD indicators, which is the deepening and development of
SNP. Subjects tested include Mathematics 50 questions, 50
questions science, and English 50 questions. Everything is in
the form of multiple choice (multiple choice). "Babysitting
systems and special cross half the subjects of Mathematics and
Science 100 percent about the English language," The issue is
packed in English exclusively to preparing students to be able
to compete globally.
2) Simply Conversation
a. Enjoy to have a conversation in Indonesian
The following data related to the category titled “Simply
Conversation” which can mean the students and teachers can
comunicated with simple conversation in Indonesian language.
The data are as follows.
NO
1.
2.
3.
4.
DATA
Pelajaran lebih fokus ke 1 bahasa yaitu bahasa Indonesia
(focus to the Indonesian language)
guru mengajar dengan bahasa Indonesia
(teachers teach with Indonesian)
tidak kesulitan untuk menghafal
(not difficult to memorize)
Tidak perlu bicara bahasa inggris pada saat mapel IPA, MAT
(No necessary to speak English when MIPA subjects)
Conversation adalah face to face talks, discussion or
negotiation. From four points above, we can see that conversation have
big portion when learning process in the classroom going on. The
teachers teach with Indonesian language, the colloquial in our country.
The students feel enjoy with catechizing process in the classroom.
b. Easy to understand
The following categories describe what the result for the
students in the learning process after RSBI disbanded. The data are as
follows.
NO
1.
2.
DATA
Pelajaran lebih santai
(Lesson more relaxed)
Semua pelajaran menggunakan bahasa Indonesia
(All lessons using Indonesian)
3.
pembelajaran dengan bahasa inggris menyulitkan para murid
(learning English make difficulties for students)
Pembelajaran matematika dan IPA saya lebih mengerti
(Better understand to learning math and science)
Lebih mudah menerima pelajaran dengan berbahasa Indonesia
5.
(Easy to learning Indonesian language)
Gampang memahami pelajaran karena memakai bahasa
6. Indonesia
(easy to understand the lesson because using Indonesian)
Pembelajaran lebih mudah dipelajari dan dipahami
7.
(easier to learn and understanding the lesson)
saya merasa lebih ringan karena pembelajarannya seperti SMP
8. lain
(enjoy to study because the lesson like the other school)
Dapat menerima pelajaran MIPA dengan baik
9.
(easy to learn MIPA lesson)
Pembelajaran cepat karena pakai bahasa Indonesia
10.
(Faster in learning because using Indonesian language)
4.
The definition of easy according to www.yourdictionary.com
is something that can be done with ease, is not hurried, is not difficult,
is free from anxiety or is comfortable. In the other hand, Merriam
Webster Dictionary says that understand is have the power of
comprehension, to achieve a grasp of the nature, significance, or
explanation of something, to believe or infer something to be the case.
The researcher make a conclution that easy to understand means that
we can enjoy to comunicate with the others.
3. THE NEGATIVE RESPONSE OF THE TEACHERS
a. Student Input
1) Degradation of english learning
NO
1
2
3
4
5
6
DATA
Kemampuan berkomunikasi aktif dalam bahasa inggris bisa
hilang (The ability to communicate actively in English can
be lost)
Buku-buku ilmu pengetahuan mayoritas berbahasa inggris
(the science books majority in English language)
Karena pengajaran MIPA tidak diijinkan bilingual, siswa
akan mengalami kesulitan dalam mengikuti olimpiade
tingkat Internasional (because the bilingual teaching of
Mathematics and Science are not permitted, students will
have difficulty to following the international Olympiad )
Kemampuan berbahasa Inggris di mapel IPA dan
Matematika akan hilang (English proficiency in mathematics
and science will be lost)
Anak-anak didik tidak dituntut untuk berbahasa inggris di
kelas (Proteges are not required to speak English in class)
Siswa yang sudah biasa menggunakan bahasa inggris dalam
mata pelajaran tertentu, sayang kalau diberhentikan
penggunaan bahasa inggrisnya
(students who are
accustomed to using English language in a particular
subject, unfortunately if stopped the use of the English
language)
Degradation is worsening condition.
Audioenglish.org
definited that degradation has two senses. First, changing to a lower
state (a less respected state).
second,
a low or downcast state.
Longman dictionary definite that degradation is [uncountable and
countable] an experience or situation that makes you feel ashamed and
angry, a life of poverty and degradation. Second, [uncountable] the
process by which something changes to a worse condition. From the
opinions, we can make a conclution that You use word “degradation”
to refer to a situation, condition, or experience which you consider
shameful and disgusting, especially one which involves poverty or
immorality.
2) The lack spirit of learning
NO
1
2
3
4
5
6
7
8
9
DATA
Semangat belajar anak-anak semakin berkurang karena
merasa dimudahkan (the lack spirit of learning because of
more children feel easier to learn)
Melemahnya harapan masyarakat, karena RSBI dirasakan
lebih unggul dari sekolah yang lain (Weakening of public
expectation, because RSBI felt superior to another school)
Pesimis dalam menghadapi era global dan pasar bebas
(Pessimistic in the global era and the free market)
Banyak orang tua yang merasa kecewa karena mengambil
keputusan yang secara mendadak dan menyeluruh (Many
parents feel disappointed because the decision suddenly
and thoroughly)
Hilang, lunturnya semangat dan motivasi peserta didik
untuk belajar disekolah karena orientasi keluar negeri telah
sirna (lost, the erotion of morale and motivation of the
students to learn in school because of the orientation to
join student exchange have gone out)
Mematahkan semangat anak-anak dan pendidik yang
selama ini sudah berusaha belajar dan mulai bisa mengerti
segala sesuatu yang baik (Discouraging children and
educators who have been trying to learn and begin to
understand everything that was good)
Semangat anak untuk berbahasa inggris menjadi menurun
(the lack spirit of English learning)
Anak kehilangan gairah dalam pembelajaran karena tidak
ada tantangan (less interest in learning because there is no
challenge)
Semangat untuk berpacu dalam kwalitas pendidikan
menyusut (The passion for racing in the quality of
10
11
12
education are shrink)
Berpengaruh terhadap mental dalam pembelajaran karena
mereka masuk ke RSBI dengan sejuta harapan, akhirnya
kandas/pupus ditengah jalan (make some mental effect on
learning as they enter RSBI with a million hopes,
eventually foundered / dashed middle of the road)
Bagi siswa yang cerdas dan ingin maju merasa terganggu
cita-citanya (Disturbing the smart students who want to
advance his future)
Menurunnya motivasi untuk maju, baik bagi siswa maupun
guru (Decrease in motivation to move forward, both for
students and teachers)
Anak-anak yang duduk di bangku SMP atau SMA pada
umumnya menghabiskan waktu sekitar tujuh jam dalam sehari di
sekolahnya. Ini berarti hampir sepertiga dari waktunya setiap hari
dilewatkan
di
sekolah.
Sehingga
pengaruh
sekolah
terhadap
perkembangan jiwa anak cukup besar. Hal ini terjadi disebabkan tidak
menariknya materi pelajaran yang disampaikan oleh guru tersebut dan
terlalu serius. Ditambah lagi dengan mata pelajarannya yang sulit.
Kenyataan seperti ini rasanya sudah umum terjadi di seluruh negeri ini.
Mengenai materi pelajaran sering dikeluhkan oleh para siswa
sebagai hal yang membosankan, terlalu sulit, terlalu banyak bahannya
untuk waktu yang terbatas, dan sebagainya. Akan tetapi lebih utama
dari faktor materi pelajaran, sebenarnya adalah faktor guru.
Berkurangnya bersemangat belajar para siswa, pada akhirnya akan
menyebabkan kurang betahnya siswa untuk mengikuti proses belajar di
sekolah. Guru dituntut pandai mengembangkan materi dan membuat
kelas terasa hidup sehingga siswa enjoy untuk mengikuti pelajaran.
Children who are in junior high or high school generally spend
about seven hours a day in school. This means that nearly one-third of
his time each day spent in school. So that the influence of the mental
development of school children large enough. This happens due to not
pull the subject matter presented by the teacher and too serious.
Coupled with a difficult subject area. The reality as it is common
throughout the country.
Regarding the subject matter is often complained of by the
students as being boring, too hard, too much material for a limited time,
and so on. But more important than the subject matter factor, teacher
factor actually is. Reduced students eager to learn, would ultimately
lead to less betahnya students to follow the learning process in schools.
Teachers are required to develop intelligent materials and make the
class seem to live so that students enjoy the course.
b. Complicated in Curiculum Management
According to B. Alberty says that curriculum is all of the
activities that are provided for the students by the school. In the other
hand, Franklin Bobbit says... that series of things which children and
youth must do and experience by way of developing abilities to do the
things well that make up affairs of adult life and to be all respect what
adult should be. So, the researcher make conclution that curriculum as
the masterplan for the teachers to develop the student abilities.
Manajemen Kurikulum merupakan upaya untuk mengelola
agar kurikulum di sekolah berjalan baik, dalam hubungan ini
pengelolaannya harus diarahkan agar proses pernbelajaran dapat
berjalan dengan baik, tolok ukurnya adalah bagaimana pencapaian
tujuan oleh siswa sebagai akibat proses pembelajaran, menurut
Djam’an Satori (2000) tugas-tugas yang tercakup dalam bidang
kurikulum adalah menyelenggarakan perumusan tentang tujuan-tujuan
kurikulum, menyelenggarakan isi (content), susunan (scope) dan
organisasi kurikulum, menghubungkan kurikulum dengan waktu,
fasilitas-fasilitas fisik dan personil yang tersedia, menyelenggarakan
bahan-bahan, sumber-sumber dan perlengkapan buat program
pengajaran, dan menyelenggarakan supervisi pengajaran.
Dari pendapat di atas nampak bahwa manajemen kurikulum
menitik beratkan pada upaya untuk mengelola proses pembelajaran
siswa agar dapat mencapai tujuan yang diharapkan, lebih jauh
Depdiknas (2000 : 67-70) secara lebih rinci dalam buku Panduan
Manajemen Sekolah disebutkan kegiatan kegiatan yang harus
dilakukan dalam manajemen kurikulum yaitu : menjabarkan GBPP
menjadi Analisis Mata Pelajaran, menyusun Program Tahunan,
menyusun Program Catur Wulan, menyusun program satuan pelajaran,
membuat rencana pengajaran, melakukan pembagian tugas mengajar,
menyusun jadwal pelajaran, menyusun jadwal kegiatan pengayaan,
menyusun jadwal ekstrakurikuler, dan menyusun jadwal penyegaran
guru.
Berdasarkan pendapat diatas, dapat disimpulkan bahwa
kegiatan manajemen kurikulum sangat penting dilakukan demi
keberhasilan proses belajar mengajar yang bisa mengakomodir
kebutuhan guru dan siswa.
Salah satu kegiatan tahunan sekolah
adalah penerimaan siswa baru. Salah satu akibat dihapuskannya
RSBI/SBI membuat program seleksi penerimaan siswa baru
dihapuskan dan menerima berdasarkan danem.
Sekolah-sekolah
unggulan takut tidak bisa mendapatkan siswa unggulan juga.
1) Not sure to have good students
NO
1
2
3
DATA
Dengan tidak adanya tes masuk, sehingga untuk sekolah-sekolah
unggulan tidak bisa mengontrol mutu anak didik yang masuk
(with no selection test, so the schools can not control the quality
of the new students)
Dengan tidak adanya test masuk sekolah, tidak mampu
mengontrol mutu anak didik
(no test for new student, school can not control the quality of the
students)
tidak ada test masuk sekolah sehingga mutu penerimaan siswa
tidak bisa menyeleksi (there is no test in school so that quality
can not selected)
2) The impair of existing learning
NO
1
2
3
DATA
Merusak system pembelajaran yang sedang berjalan
(Undermine ongoing learning system)
Program-program pemerintah yang diharapkan dapat memajukan
dan meningkatkan mutu pendidikan harus pupus ditengah jalan
(the government programs that are expected to promote and
improve the quality of education had dissapeard)
Upaya meningkatkan layanan pendidikan kepada peserta didik
menurun (the decreased to improve educational services for
students)
3) No result for teacher workshop
NO
1
DATA
Ilmu yang sudah didapatkan guru melalui workshop RSBI
menjadi percuma (the useless workshop through the teachers)
.................................................................................................................
..............................................................................................................................
Perlu diperhatikan adanya usaha meningkatkan kemampuan guru
sebagai berikut: guru mengerti secara mendalam tentang fungsi atau kegunaan
media pendidikan, guru mengerti pengunaan media pendidikan secara tepat
dalam interaksi belajar mengajar, pembuatan media harus sederhana dan
mudah, dan memilih media yang tepat sesuai dengan tujuan dan isi materi
yang akan diajarkan.
Walaupun fasilitas ditambah tetapi akan sia-sia jika
guru tidak bisa memanfaatkan fasilitas tersebut.
c. Finance
1) Less income
NO
1
DATA
Segala pembiayaan berkurang, aktifitas yang menuju ke kemajuan
juga terhambat (All funding is reduced, leading to progress
activity is also inhibite)
Wakil Menteri Pendidikan Nasional Fasli Jalal, mengakui dana
untuk RSBI tidak seluruhnya digunakan untuk meningkatkan kualitas
proses
belajar-mengajar
dan
kualitas
guru,
melainkan
untuk
pembangunan fisik seperti perbaikan ruangan kelas, pembangunan
laboratorium, pemasangan mesin pendingin ruangan, dan pagar atau
gerbang sekolah.
Vice Minister of National Education Fasli Jalal, acknowledge funding
for RSBI not entirely used to improve the quality of teaching-learning process
and the quality of teachers, but rather to the physical construction of such
improvements
classroom,
laboratory
construction,
installation
of
air
conditioner, and fence or gate school.
2) Disturbing the learning prosess
NO
1
2
DATA
Banyak kegiatan disekolah yang batal dilaksanakan karena tidak ada
dana (no development fund, so many school programs canceled)
Beberapa fasilitas disekolah menjadi tidak berfungsi terkait
pembiayaan yang besar (Some school facilities are not functioning
related to big cost)
3
4
5
Pembelajaran dilab berkurang karena keterbatasan dana (Laboratory
learning reduced because of limited funds)
sekolah tidak mampu mendanai pembelajaran seperti RSBI (schools
are not able to supply fund as RSBI learning)
Kegiatan belajar mengajar jadi mundur karena tidak ada dana
(Teaching and learning activities going backward because there is no
fund)
3) Less of the competition
NO
1
2
3
DATA
Ajang kompetisi (olimpiade, dll) semakin berkurang karena
terbatasnya dana (Olympics, etc are getting reduced due to limited
funding)
Kompetisi dibatasi (Competition is restricted)
Tidak bisa mengikuti olimpiade diluar negeri (Could not follow
The Overseas olympics)
4. The negative response of the students
a. Less financial
Biaya merupakan hal mendasar dan penting yang menjadi
salah satu faktor dihapuskannya status RSBI diseluruh Indonesia.
Pemerintah sudah mengucurkan biaya pendidikan cukup banyak
dibandingkan dengan sekolah yang non-RSBI tetapi sekolah RSBI
masih memungut biaya lebih dari setiap siswa.
Setelah RSBI dihapuskan, SMPN 1 Magetan menghentikan
iuran SPP dan hanya mengandalkan BOS saja. Jika kita berbicara
tentang biaya pendidikan, kita tidak hanya berbicara tentang biaya
sekolah, namun kita juga berbicara tentang pendukung lainnya seperti
buku dan biaya transportasi yang ditempuh untuk dapat sampai ke
sekolah. Di sekolah negeri, memang benar tidak ada iuran SPP, namun
ada kebutuhan lainnya yang memerlukan biaya tidak sedikit seperti
buku teks pengajaran, alat tulis, seragam dan lain-lain.
Dampak penghapusan RSBI lainnya adalah beban anggaran guna
membayar honor para guru tidak tetap (GTT) dan pegawai tidak tetap
(PTT). Selama ini, untuk membayar mereka diambil dari sumbangan
orang tua dan biaya operasional sekolah (BOS). Setelah RSBI dihapus,
maka hanya mengandalkan BOS saja.
Cost is fundamental and important to be one factor abolition RSBI
status throughout Indonesia. The government has disbursed education
costs quite a lot compared to the non-RSBI schools but RSBI school
still
allowed
to
charge
more
than
any
student.
After RSBI abolished, SMPN1 Magetan stop and just rely on tuition
fees alone BOS. If we talk about the cost of education, we are not just
talking about the cost of school, but we also talked about other support
such as books and transportation costs are taken to be able to get to
school. In public schools, it is true there are no tuition fees, but there
are other needs that need not cost a bit like teaching textbooks,
stationery,
uniforms
and
others.
Another is the impact of the removal RSBI financial burden to pay the
teachers' salaries are not fixed (GTT) and temporary employees (PTT).
During this time, to pay their contributions taken from parents and
school operating costs (BOS). After RSBI removed, then just rely
BOS alone.
1) Complicated school program
1.1 Useless of bilingual books
NO
1
2
DATA
Buku-buku berbahasa asing yang telah dibeli tidak
dipergunakan lagi (Foreign language books that have been
purchased are not used anymore)
Buku bilingual khusus RSBI jarang digunakan (RSBI
special bilingual books are rarely used)
1.2 The decrease of student exchange
NO
1
2
3
4
5
DATA
Tingkatan lomba juga menurun (Competition levels also
decreased)
prestasi atau lomba-lomba hanya sampai kabupaten
(accomplishments or competitions just to district level)
acara yang diselenggarakan sekolah tidak semeriah dulu
(event organized schools are not as vibrant as before)
Perlombaan keluar daerah dibatasi (Race out the restricted
area)
Bakat siswa tidak berkembang karena tidak ada dana
untuk memajukan bakat siswa (students are not
developing talent because there are no funds to advance
student talent)
1.3 Loss time to join an international event
NO
1
2
3
4
DATA
Tidak jadi ke Singapura padahal sudah mengikuti tes
(study abroad has canceled although the students was take
the test)
tidak bisa melakukan pertukaran pelajar ke luar negeri
(can not do an exchange student)
tidak ada studi banding keluar negeri (there are no
comparative studies abroad)
Ditiadakannya sister school (dissolution of sister school)
2) The decrease of facility
NO
1
2
3
4
5
6
7
DATA
Tidak nyaman dalam PBM karena fasilitasnya berkurang
(Uncomfortable in PBM because less of facility)
Sarana prasarana terkendala pendanaan (less infrastructure)
Pembelajaran jarang menggunakan LCD (Learning rarely
use the LCD)
Meja dan kursi menjadi jelek (Tables and chairs not good
anymore)
Listriknya sering mati (Electricity often die)
Wifi-nya sulit digunakan (sometimes wifi difficult to use)
disuruh hemat listrik kalau disekolah, biasanya pas RSBI
nggak gitu-gitu juga (the teachers asked to save the
electricity. Not the same when RSBI era, we can free to
use the electricity)
Learning is a complex activity that supremely tests students
motivation and physical condition. Teaching resources, teachers' skill,
and curriculum -- these all play a vital role in a child's education.
But what about the physical condition and design of the actual school
facility itself? How do they shape a child's learning experience?
Recent research continues to point to a small but steadily
positive relationship between the quality of a public school facility and
a range of academic and community outcomes. This study reviews the
literature on: Facilities & academic outcomes, School building
systems, and School facility condition and community factors
b. Less affective in learning
1) No interest to learn english
NO
DATA
1
PBM terganggu (Disturbing the learning process)
Materi diulang karena materi RSBI lebih dulu dari yang reguler
2
(material in RSBI must repeated, because the material ahead of
the regular)
setelah RSBI dibubarkan materinya menjadi sama seperti SMP lain
3
(afterRSBI disbanded, the material is the same with the other)
Pengetahuan tentang dunia internasional berkurang
4
(less in International knowledge)
5
Berwawasan sempit (petty minded)
2) Disturbing the learning process
NO
1
DATA
Guru-guru semula mengajar menggunakan bahasa inggris
menjadi bahasa Indonesia (in the past, teachers teach
using English, but now using Indonesian)
2
Guru-guru yang telah belajar bahasa inggris tidak terlalu
bermanfaat untuk mengajar (English is not useful for
teacher in learning because they dont teach in Bilingual
class again)
3
Penurunan kecakapan berbahasa inggris (Decline in
English proficiency)
4
Pembelajaran bahasa inggris untuk pelajaran MIPA
sekarang tidak diperdalam lagi (English bilingual for
Mathematics and Science lessons will not learn again )
5
Berkurangnya pengetahuan saya dalam bahasa inggris
(less knowledge in english)
6
Terbiasa menggunakan bahasa inggris, bingung
menggunakan bahasa Indonesia (always using English,
confused to use Indonesian)
7
tidak dapat bersaing secara internasional (can not compete
internationally)
8
Berkurangnya penggunaan bahasa inggris, bahasa yang
ingin saya kuasai. (less in English Language, the language
that i want to learn it)
3) No modern
NO
1.
2
3
DATA
computer mundur
Pengetahuan
(less in computer
knowledge)
Pelajaran tikom jadi mengulang, menyamakan SMP
reguler lain (ICT lessons redoing again, the same with
another junior high school)
Berkurangnya materi pelajaran yang modern, maju dan
canggih (less in modern, advanced and sophisticated
lesson)
Di era serba komputerisasi, ketakutan orangtua adalah jika anaknya
gaptek. Gagap teknologi adalah ketidak mampuan seseorang dalam
menggunakan perangkat teknologi modern, biasanya komputer.
Kemajuan TIK sebenarnya membuat siswa malas membaca dan
malas berpikir. Jika ada tugas, mereka dengan mudah mendapatkan
jawabannya melalui internet. Padahal jawaban yang ada di internet
informasi hanya sepotong-sepotong, berbeda dengan buku yang
menyajikan materi dari awal sampai akhir.
Langkah-langkah yang perlu ditempuh oleh guru dengan tidak
hanya menggunakan fasilitas internet saja dalam pembelajaran. Tetapi
juga ditambah dengan materi dari buku-buku. Misalnya, dengan
mengajarkan mereka membuat blog dan mengarahkan menulis apa saja
yang mereka suka. Sehingga siswa mampu menciptakan informasi
melalui media internet, tidak hanya menggunakan internet sebagai media
memperoleh informasi. Jika ada siswa yang berbakat dalam menulis,
media internet ini bisa meningkatkan mereka berprestasi untuk menulis.
In the era of computerization, the fear is if his parents are clueless.
Stuttering technology is the inability to use one's in a modern
technological devices, typically computers.
ICT progress is actually
made students lazy to read and lazy thinking. If there is a task, they can
easily get the answer over the internet. Though the answer is on the
internet just bits and pieces of information, which is different from the
book
presents
the
material
from
start
to
finish.
The steps to be taken by the teacher to not only use the internet facility in
the course of learning. But also coupled with the material from the books.
For example, by teaching them to make a blog and direct write whatever
they like. So that students are able to create information through internet,
not only using the internet as a medium of information. If there are
students who are talented in writing, this internet media can improve their
achievement to write.
c. Psychology
RSBI or SBI seems to have a magnet to many parents who want to
register their children to these schools. They feel understanding that
these schools are more qualified than the regular.
But after the
dissolution of RSBI, many parents feel dissapointed. Parents feel to
have more prestige when their children can go to RSBI/SBI,
sometimes not considering the cost that they must have to pay. There
are student opinion about dissapointed.
1) Dissapointment
NO
1
2
3
DATA
Pengubahan yang ada sangat membuat bingung siswa
Conversion of existing very confuse students
Pendidikannya tidak seperti yang diinginkan Education is
not as desired
Pengubahan cara pembelajaran sering membuat bingung
Changing the way of learning often confuse
2) Ridicules
NO
1
2
3
DATA
Saya diejek sama teman saya, g tau lagi bu.. pasrah..
(I mocked at my friend, i don kow anymore .. resigned..)
Diejek sekolah lain (Another school teased )
banyak teman yang mengejek (many friends who mocked)
Dengan dihapuskannya RSBI, tidak ada lagi sekolah-sekolah
reguler yang menyatakan protes karena merasa dibedakan atau dinomer
dua kan dengan sekolah RSBI. Bahkan beberapa sekolah non RSBI ada
yang menghina atau merendahkan sekolah-sekolah ex-RSBI. Mereka
menganggap bahwa sekarang strata mereka sama dalam bidang
pendidikan. Jadi tidak ada lagi keeksklusifan atau keistimewaan diantara
mereka dalam hal perlakuan dan sejenisnya.
RSBI,
Dengan dibubarkannya
masyarakat berharap bahwa pendidikan berkualitas tidak lagi
menjadi milik orang-orang kaya. Orang biasa, orang miskin atau golongan
ekomoni lemah kini memiliki peluang yang sama untuk menikmatinya
tanpa diskriminasi.
According to www.thefreedictionary.com says that Synonyms of
ridicule is mock, taunt, twit, or deride. These verbs refer to making
another the butt of amusement or mirth. Dorothy Parker says ridicule is
words or actions intended to evoke contemptuous laughter at or feelings
toward a person or thing: "I know that ridicule may be a shield, but it is
not a weapon." But Benjamin Franklin says ridicule implies purposeful
disparagement.
"My
father
discouraged
me
by
ridiculing
my
performances"
Shakespeare says, ridicule is to mock is to poke fun at someone,
often by mimicking and caricaturing speech or actions: "Seldom he smiles,
and smiles in such a sort. As if he mock'd himself, and scorn'd his spirit."
In the other hand, Daniel Defoe definite taunt suggests mocking, insulting,
or scornful reproach: "taunting him with want of courage to leap into the
great pit." J.M Barrie says to twit is to taunt by calling attention to
something embarrassing: "The schoolmaster was twitted about the lady
who threw him over" and the last Edith Wharton says Deride implies
scorn and contempt: "Was all the world in a conspiracy to deride his
failure?"
So, the researcher make a conclution that ridicule is to laugh at
someone in an unkind way.
KESIMPULAN
After i do my reseach, now I understand why RSBI /SBI was
disbanded. According to the data above, to become RSBI/SBI schools must
fulfilled certain indicators. But, in the reality, there are some indicators that
are not fulfilled by the schools that have been bearing the title of RSBI/SBI.
The first is the School of RSBI/SBI should be supported by the
components of international standard. One component is the language that
used in teaching-learning process. RSBI/SBI schools should use English as an
international language in any school activity. But in fact, in the process of
learning, they still use Indonesian. Although the language is only used as
opening and closing of the lesson, but it is already changing the essence of the
international class itself.
The second is to become RSBI/SBI will require international learning
methods. Tendency of international standard method is oriented to student
learning with a constructivist approach. But in fact, SBI school students still
passive in accepting the lessons/the materials. They seemed to be a real
listener for those teachers who give the material to the class. Rarely (or even
to say almost none) there are teachers that provide the opportunity for students
to actively construct knowledge by discussing, presenting and draw
conclusions independently. Many teachers are asking students to discuss and
then present the results in front of the class.
There are many other indicators that still not fulfilled by SBI schools,
such as facility development issues, English language skills both students and
teachers, etc.