IMPLEMENTASI PEMBELAJARAN EKSTRAKURIKULER BAHASA INGGRIS DI SD NEGERI TIMURAN KOTA YOGYAKARTA

Abstract

Abstrak
Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, dan penilaian
pembelajaran Ekstrakurikuler Bahasa Inggris (EBI) di SD Negeri Timuran Kota Yogyakarta. Penelitian
ini menggunakan pendekatan kualitatif deskriptif. Subjek utama penelitian ini adalah Guru EBI. Subjek
penelitian kepala sekolah, siswa, dan orang tua. Teknik pengumpulan data yang digunakan adalah
observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan teknik analisis interaktif dari
Miles dan Huberman yang mencakup data reduction, data display, dan conclusion drawing and verifying.
Hasil penelitian menunjukkan bahwa (1) perencanaan pembelajaran EBI sesuai dengan Permendikbud
Nomor 62 Tahun 2014; (2) perencanaan pembelajaran EBI hanya melibatkan pihak internal sekolah; (3)
penyusunan RPP berpedoman pada silabus KTSP; (4) terdapat ketidaksesuaian pada prinsip keterkaitan
dan keterpaduan serta penerapan teknologi informasi dan komunikasi, komponen kompetensi inti,
pendekatan saintifik, dan penilaian; (5) penyusunan RPP secara implisit telah mengandung pendekatan
saintifik dan keterampilan berbahasa; dan (6) kendala yang muncul adalah terdapat perbedaan
penyusunan materi dengan silabus. Pelaksanaan pembelajaran EBI mencakup: (1) kegiatan pendahuluan
pembelajaran telah dilaksanakan meskipun belum utuh dan menyeluruh; (2) kegiatan inti telah mencakup
penerapan pendekatan saintifik dan mendorong keterampilan berbahasa meskipun belum utuh dan
menyeluruh, tidak melaksanakan pembelajaran tematik integratif, menggunakan metode, media, dan
sumber belajar yang sesuai meskipun belum memanfaatkan potensi Kampung Turis, serta mendorong
partisipasi aktif siswa; dan (3) kegiatan penutup telah dilaksanakan meskipun belum utuh dan
menyeluruh. dan (4) kendala yang muncul adalah kurangnya manajemen kelas dan waktu serta
keterlambatan penyediaan sumber belajar. Penilaian pembelajaran EBI mencakup (1) penilaian
pembelajaran EBI di kelas rendah sesuai dengan indikator pembelajaran, sedangkan di kelas tinggi belum
sesuai dengan indikator pembelajaran; (2) guru menggunakan penilaian autentik aspek pengetahuan yaitu
mengunakan tes tertulis, tes lisan, dan penugasan yang akan dikonversi ke dalam rapor berbentuk
penilaian kualitatif; dan (3) kendala yang muncul adalah guru kesulitan dalam melakukan penilaian
proses.
Kata kunci: pembelajaran ekstrakurikuler, bahasa inggris di SD.
Abstract
This study aimed to describe the planning, implementation, and assessment of English
Extracurricular Learning (EEL) in SD Negeri Timuran, Region City of Yogyakarta. This research used
descriptive qualitative approach. The main subject were the teachers of English Extracurricular. The
informans were the headmaster, students, and parents. The techniques of data collection were
observation, interviews, and documentation. The techniques of data analysis was data interactive analysis
model of Miles and Huberman which included data reduction, the data display, and conclusion drawing
and verifying. The results showed that (1) the EEL planning was appropriate with Permendikbud Number
62 Year 2014, (2) the EEL planning only engaged the internal element of school, (3) the lesson plans
arrangement based on the KTSP syllabus, (4) there were inappropriatness in the principle of integration
and linkages as well as the principle of technology information and communication, also in the
component of main competence and scientific approach as well as the assessment; (5) the EEL planing
contained scientific approach and language skills implicitly; and (6) the obstacles was the material
differences between in the guidebook and syllabus. The implementation of EEL included: (1) the introduction of learning had been implemented despite it wasn’t wholistic as well as comprehensive; (2)
the core activities included the activities of scientific approach and language skills despite they weren’t
wholistic as well as comprehensive, did not implement thematic integrative learning, used the appropriate
methods, media, and learning resources although did not exploit the potential of Kampung Turis, and
urged the active participation of learners; and (3) the closing had been implemented despite it wasn’t
wholistic as well as comprehensive; and (4) the obstacles were not enough class and time management
and the delay of learning resources supply. The assesment of EEL included: (1) lower grade assessment
was in accordance with the indicators of learning not as well as in the higher grade; (2) teachers used
authentic assessment of knowledge aspects that contained written tests, oral tests, and assignments and
those would be converted to the qualitative assessment; and (3) the obstacles both in lower and higher
grade was the difficulty to do the process assessment by the teacher.
Keywords: extracurricular learning, English in Elementary School.