The implementation of the semester credit system in the teaching of English at SMA Negeri 2 Malang / Prima Beauty Kartikasari

Key words: Semester Credit System, SMA, the Teaching of EnglishAccording to the National Standard of Education, learning loads can be offered based on the Package System or Semester Credit System (SCS). SMA Negeri 2 Malang claims that it applies SCS in Malang. The study was conducted to describe the implementation of the SCS in the teaching of English at the National Standard School in terms of: (1) the determination of the learning load in the English subject, (2) the process of taking the English subject, (3) the facilities provided for the English subject, and (4) the transfer procedure. The design of the reseacrh is descriptive qualitative. It was carried out at SMA Negeri 2 Malang. The subjects were six English teachers, the academic vice principal, the academic advisor/Penasihat Akademik (PA), and 10 representative samples of students from one of the X, XI, XII (science, social, and language) parallel classes, kelas Layanan Khusus/LK, and acceleration class. The research data were collected through interviews, questionnaire, and documentation. The data were categorized, described, and analyzed based on the technical guideline of SCS in secondary school by Badan Standar Nasional Pendidikan/BSNP year 2010 and Direktorat Pembinaan SMA/Dit. PSMA year 2011.The research yields four findings. First, in the learning load determination, the school still implements the package system. The learning activities consist of learning hour and structured assignment only, excluding the third component i.e. independent unstructured activity. The science, social, acceleration, and LK classes have 12 sks, distributed into Bahasa Inggris01-Bahasa Inggris06/BIG01 – BIG06. Meanwhile, the language class has 14 sks package, BIG01 – BIG07. In the school, each load is designed to be offered in every semester. In reality, however, the load distribution shows that double loads (BIG02 and BIG03) are offered in the second semester. Consequently, there was no English load in the following semester.Second, in the process of taking subjects, the school provides a PA for every 15 – 20 students to help them plan their learning loads. It was found that the total loads are based upon the students’ GPA in the previous semester. The process shows the essential role of PA.Third, the facilities available for the English subject include enrichment programs, i.e. TOEFL and TOEIC. They are categorized into self-development practice. The school also provides one English laboratory, LCD projectors in each class, school laptops and audio equipment to support the teaching learning process in the English class.Fourth, in the case of students’ transfer, the school accepts students from other school by conducting subjects’ matriculation and several placement tests. Therefore, the transfer students do not need to retake the subjects they have previously taken.In conclusion, the implementation of the SCS in the teaching of English at SMA Negeri 2 Malang has some different policies from the Government’s technical guideline. Based on the results of the study, it is suggested that the school let students arrange their learning load based on their own capability and interest. Moreover, the school should re-evaluate the load distribution and decide whether the loads should be offered one at a time or based on “on/off” arrangement. Then, other schools that plan to implement SCS should prepare the best procedure in accordance with the students’ characteristic and the student’s need. For further research, it is beneficial to know the development of the system that is being arranged by the principal, academic vice principal, the teachers, and staff members. The further study can also be focused on the other subjects.