The Implementation of Sbi (Revised)

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 SBI PROGRAM BILINGUAL PROGRAM REGULAR PROGRAM
1 Cur: SNP Plus (the plusses Cur: SNP (but can be Cur: SNP (the 2006
are international added (by the school itself) Content Standard)
standardized curriculum with an international
determined by Depdiknas). curriculum by adopting it
from an International
school such as Cambridge
School, Schools of
Singapore, or New
Zealand’s Schools )
2 English is used as a English is used as a The medium of instruction

medium of instruction of medium of instruction of is Bahasa Indonesia.
Math, Natural Science, and Math and Natural Science.
ICT.
3 The teaching and learning The teaching and learning The facilities are not
process is supported with process is supported with supposed to be as
the use of ICT facilities the use of ICT facilities complete as those of SBI
(VCD, TV, internet line, (VCD, TV, internet line, Program and Bilingual
LCD projector) in an AC LCD projector) in an AC Program.
classroom. classroom.
4 The teaching and learning The materials of math and The teaching and learning
materials are prepared by natural science are materials are prepared by
Depdiknas or can be taken developed by the school Depdiknas or can be taken
from any other sources that teachers or adopted from from any sources that
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comply with the SBI its international school comply with SNP (the 2006
curriculum. partner. 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 Pertama-

Bertaraf 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
16
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?
17
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?
19
Appendix 3
KUESIONER UNTUK GURU BAHASA INGGRIS
Yang Terhormat,
Guru mata pelajaran Bahasa Inggris kelas SBI
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.
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
Dengan hormat,

Hormat Saya,
MOCHAMAD ZAENURI
22
DATA PRIBADI
Nama : __________________________________________
Alamat : __________________________________________
__________________________________________
No HP/Telp : __________________________________________

disediakan.
1. Mengapa Anda ditunjuk mengajar di kelas SBI?

3. Apa kretiria guru Matematika kelas SBI?
4. Apa yang membedakan mata pelajaran matematika untuk kelas SBI dengan
kelas reguler?
lesson plan (RPP), media, strategi atau teknik pembelajaran, dll)
6. Apakah hal-hal yang dipersiapkan untuk kelas SBI sama dengan kelas
regular?
7. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas reguler?
9. Apa kendala yang Anda hadapi dalam mengajarkan bahasa Inggris di kelas
SBI?
11. 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
Dengan hormat,

Hormat Saya,
MOCHAMAD ZAENURI
24
DATA PRIBADI
Nama : __________________________________________
Alamat : __________________________________________
__________________________________________
No HP/Telp : __________________________________________

disediakan.
1. Mengapa Anda ditunjuk mengajar di kelas SBI

3. Apa kretiria guru IPA kelas SBI?
4. Apa yang membedakan mata pelajaran matematika untuk kelas SBI dengan
kelas reguler?
reguler?
7. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas regular?
SBI?
25
Appendix 6
KUESIONER UNTUK GURU ICT
Yang Terhormat,
Guru mata pelajaran ICT kelas SBI
Dengan hormat,

Hormat Saya,
MOCHAMAD ZAENURI
26
DATA PRIBADI
Nama : __________________________________________
Alamat : __________________________________________
__________________________________________
No HP/Telp : __________________________________________

disediakan.
1. Mengapa Anda ditunjuk mengajar di kelas SBI

2. Apa ada seleksi khusus untuk guru kelas SBI?
3. Apa kretiria guru ICT kelas SBI?
4. Apa yang membedakan mata pelajaran ICT untuk kelas SBI dengan kelas
regular?
regular?
7. Apa nilai ketuntasan siswa kelas SBI sama dengan kelas regular?
SBI?
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)
28
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?
29
30
Appendix 9
31
Appendix 10
32
33
Appendix 11
CONTOH JAWABAN SISWA
34
35
36
Appendix 12
37
Appendix 13
38
Appendix 14
39
40
Appendix 15
41
42
43
44
Appendix 16
45
46
Appendix 17
CONTOH LESSON PLAN IPA
47
48
49
50
Appendix 18
CONTOH LESSON PLAN MATEMATIKA
51

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THE IMPLEMENTATION OF SMP-SBI IN SMPN 1

KOTA MOJOKERTO: A CASE STUDY

THE IMPLEMENTATION OF SMP-SBI PROGRAM

The Preparation of the Facilities

The Teachers’ Selection

The Students Selection

The Preparation of the Instructional Materials

Table 1 The Differences and Similarities of SBI-Program, Bilingual Program and

No SBI PROGRAM BILINGUAL PROGRAM REGULAR PROGRAM

2 English is used as a English is used as a The medium of instruction

The Financial Support

The Teachers’ Preparation

The Teaching Learning Process

Depdiknas. 2007. Kurikulum Matematika Sekolah Menengah Pertama-Bertaraf

Depdiknas. 2007. Kurikulum Ilmu Pengetahuan Alam Sekolah Menengah Pertama-

Depdiknas. 2007. Kurikulum TIK Sekolah Menengah Pertama-Bertaraf Nasional

Gardner, Howard. 1983. Frames of Mind. http://www.infed.org/thinkers/gardner.htm

Soejono. 2007. Merindukan Sekolah Bertaraf Internasional.

Syafarudin, 2002. Manajemen Mutu Terpadu dalam Pendidikan. Jakarta: Grasindo.

Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem

Widiarto. 2007. Sekolah Internasional Bersiap Diri.

Mojokerto, 20 Agustus 2007

1. Sejak kapan SMP-SBI diimplementasikan di SMP Negeri 1 Kota Mojokerto?

1. Kapan SMPN 1 Kota Mojokerto berdiri?

Mojokerto, 1 Oktober 2007

Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang

1. Mengapa Anda ditunjuk mengajar di kelas SBI?

Mojokerto, 1 Oktober 2007

Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang

1. Mengapa Anda ditunjuk mengajar di kelas SBI?

Mojokerto, 1 Oktober 2007

Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang

1. Mengapa Anda ditunjuk mengajar di kelas SBI

Mojokerto, 1 Oktober 2007

Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat di lembar yang

1. Mengapa Anda ditunjuk mengajar di kelas SBI

Petunjuk: 1. Jawablah pertanyaan-pertanyaan berikut dengan singkat dan jujur di

Nomor telepon rumah saya adalah ______________________________

Petunjuk: Jawablah pertanyaan-pertanyaan berikut dengan singkat dan jujur.

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