This is an example of the Report of Comparative Study. an Example taking from M Ihsan. Just for review. Place of practce was Bali, Indonesia

1. i
THE REPORT OF COMPARATIVE STUDY
THE FACULTY OF EDUCATION AND TEACHER TRAINING
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Proposed to Complete the Task of KKL 2016/2017
Arranged by:
Novi Dyah Arisanti
(113-14-037)
2016/2017
ENGLISH EDUCATION DEPARTMENT
FACULTY FOR EDUCATION AND TEACHER TRAINING
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2. ii
ENDORSEMENT
This report is endorsed to fulfil one of the requirements in the activity of
Comparative Study in 2016/2017 on the Program of Strata 1 for the Education
and Teacher Training Faculty
English Education Department, Faculty of Education and Teacher Training State
Institute for Islamic Studies Salatiga
Be committed at May 8 to May 12 2017
The Report of Field Study
At MAN 1 JEMBRANA BALI, and SMA HARAPAN MULIA BALI
Arranged by:
Novi Dyah Arisanti
(113-14-037)
Salatiga, 14 June 2017
Agreements
The Chief of Field
(Noor Malihah, Ph. D.)
The Guiding Teacher
(Setia Rini, M.Pd.)

3. iii
PREFACE
In the name of Allah the Beneficent and the Merciful
Alhamdulillah, the writer thanks to Allah SWT and all praises be to Allah for
the strengths and His blessing for the writer in completing this paper regarding to our
KKL FTIK visited to Bali which have done in 8-12 May 2017. Blessing and salvation
be upon beloved Prophet Muhammad SAW and his family, his companions, and his
followers.
With regards to this, we would like to take opportunity to express our deepest
and sincere gratitude to the following parties.
1. Dr. Rahmat Hariyadi, the Rector of IAIN Salatiga.
2. Suwardi, M. Pd. as the Dean Faculty of Teacher Training and Education Faculty
3. Noor Malihah, Ph. D. as the Chief of Field from English Education Department.
4. Setia Rini, M.Pd. for her valuable advice, guidance, dedication, corrections and
suggestions in finishing this paper.
5. For all our families, who always support and pray for us.
6. For all friends KKL Team A, for all your dedications, cooperation and being good
friends.
7. All people who have support and their help in finishing this paper that the writer
could not mention one by one.
The words are not enough to appreciate for their help and contributions in
finishing this paper. The writer realizes that this paper is imperfect yet. Therefore, the
writer would like to accept critics and suggestions from everyone who reads this
paper.
Finally, the writer expect this paper will give valuable information for
development of education and become the inspiration for those who read it.
Salatiga, 14 June 2017
The Observer

4. iv
CONTENTS
COVER ............................................................................................................................. i
ENDORSEMENT PAGE ................................................................................................ ii
PREFACE ......................................................................................................................... iii
CONTENT ........................................................................................................................ iv
CHAPTER I: INTRODUCTION..................................................................................... 01
1. Background ............................................................................................................ 01
2. Relevance of The Project or Study Purpose............................................................ 03
3. Objectives of Report................................................................................................ 03
4. Functions.................................................................................................................. 03
5. Place, Time And Observers..................................................................................... 03
CHAPTER II: GENERAL OVERVIEW........................................................................ 05
A. MAN 1 JEMBRANA BALI.................................................................................... 05
1. Background.................................................................................................. 05
2. The Headmasters of MAN 1 Jembrana, Bali............................................... 08
3. The Goals of Establishing MAN 1 Jembrana, Bali...................................... 12
4. View Of Point (Indo: Visi) and Missions of MAN 1 Jembrana, Bali.......... 13
5. Structure of Management Organization in MAN 1 Jembrana, Bali............ 15
6. Objective Targets of MAN 1 Jembrana, Bali.............................................. 15
7. Analysis Swot MAN 1 Jembrana, Bali........................................................ 16
8. The Strategy In Reaching The Goals And Objective Targets ..................... 16
9. The Planning Of Works In MAN 1 Jembrana, Bali..................................... 17
10. The achievements gotten by MAN 1 Jembrana, Bali ................................ 17
11. Curriculum in MAN 1 Jembrana, Bali......................................................... 21
12. The Work Concepts in MAN Negara.......................................................... 30
13. The Academic And Non Academic Data in MAN Negara......................... 31
B. SMA HARAPAN MULIA...................................................................................... 36
1. Background .................................................................................................. 36
a. School Identity....................................................................................... 36
b. The history of Institute HARAPAN MULIA....................................... 36
c. School Location..................................................................................... 37
d. School Contact...................................................................................... 37
e. School Point of view (Vision)............................................................... 38
f. School Missions..................................................................................... 38

5. v
2. SMA (Senior High School) Harapan Mulia................................................. 38
3. Plus Program Al-Islam................................................................................. 39
4. The curriculum in SMA Harapan Mulia ...................................................... 45
5. Lesson Plan in HARAPAN MULIA ........................................................... 45
6. The Facilities of SMA Harapan Mulia......................................................... 58
7. Additons....................................................................................................... 59
CHAPTER III CONCLUSION........................................................................................ 60
FURTHER READING ..................................................................................................... 68
APPENDIX......................................................................................................................... 69

6. 1
Chapter I
Introduction
1. Background
KKL (standing for Kuliah Kerja Lapangan) is one of the obligated subjects
included in IAIN Salatiga’s curriculum. When the students study for 7 semesters in
IAIN Salatiga, they are obligated to take the subject called PPL. KKL is part of PPL
which will take in the seventh semester. In the book Buku Petunjuk Teknis Studi
Banding 2017, Suwardi wrote, “Praktikum Pengembangan Profesi Kependidikan
(PPPK) constitutes one of the curriculum activities the students must take it as a
training and an application of theory in their study to get the experiences and skills in
planning and doing learning and teaching in educational institutions. PPPK consists of
two main activities, Comparative Study (Studi Banding) and Teaching Practice.” This
subject is one of the subjects applied by the institution through the most one of
methods in learning that is often called Metode Karyawisata or Metode Studi
Banding. Rahyubi (2012: 239) said that the karyawisata method is a learning method
which the students are invited to visit the particular objects or areas relating to the
learning process in order that they can expand the experiences and concepts.
Many students considers KKL that is organized by IAIN Salatiga as the useful
subject. This consideration emerged because they look at the side of the demerits or
they don’t know about what the purposes existing in the subjects they take in their
semesters. In fifth and sixth semesters, IAIN Salatiga lists the subjects, like; Learning
Theories, Research I in ELT, Microteaching, Manajemen Lembaga Pendidikan, and
so on. The subjects cannot be really understood without the program KKL because
they just provide the theoretical materials that is never be really understood without
the practice study. It is said that a theory won’t be admitted its validity if it is not
same with the real facts. As seen, KKL constitutes a practice study because it involves
visiting the particular objects, observation, collecting data, discussion, and taking
conclusion. From this view, their consideration about the usefulness of KKL is wrong.
Beside the previous facts about KKL, one of the strong reasons about why many
students in IAIN Salatiga consider that KKL is not useful is that KKL has more
agenda in visiting tourist’s areas than in visiting educational institutions. This fact is
true but there is a big opportunity to strengthen English skill, in which the most of
tourist areas are often visited by the English foreigners.

7. 2
Thus, their negative thoughts about KKL are wrong again. In Chapter III, this papers
will describes some academic activities and experiences happen as long as doing KKL
program in the purpose that they can provide the benefits of KKL program from many
sides.
As the students who take English Teaching Field, in our sixth semesters, IAIN
Salatiga decides that KKL 2017/2018 will be done with visiting Educational
Institutions located in Bali. They are MAN 1 JEMBRANA, BALI and YAYASAN
HARAPAN MULIA, which both are educational institutions established based on
Islamic Teachings that also are supported by the formal studies to adjust to education
in Indonesia. Bali is one of the cities in Indonesia that the majority of the people have
the religion Hindu. Whereas the status of Islam there is just a religion minority. But
Mbok Made, a tour guide, who is an original one living in Bali, said, “Islam
constitutes one religion the people have in Bali. It achieves about 50% as a religion
that is had by the people there and the remainder is achieved by the religion Hindu
and Christen.”
The reason of why MAN 1 JEMBRANA, BALI and YAYASAN HARAPAN
MULIA are chosen as the objects of KKL 2016/2017 are:
1. Be more surpassed in management and educational systems.
2. Be proved that they are success to create and yield the good students having
high qualities.
3. They are success to get the academic and non-academic achievements.
4. They are reasonable educational institutions that is considered as models in
creating students having the combined results in education; science,
technology, and faith and piety.
5. They has the spiritual achievements distinguishing them from the others.
(Buku Petunjuk Teknis Studi Banding: 2017)
As the institutions locating in the tour place in which is often visited by the English
foreigners, based on the result of our observation, the development of English Study
in the both institutions is weak and less. This is a serious problem that we, as English
Students, need to solve and discuss through this observation paper in hope that it is
able to be really a comparative conceptual understanding for us.

8. 3
2. Relevance of The Project or Study Purpose
As seen in the background, this study has some purposes. They are:
1. To fulfil the obligated task for studying in IAIN Salatiga.
2. To give the description of useful agenda during the travel for KKL 2017 to IAIN
Salatiga in order not removing or omitting KKL program from the curriculum list
as gossiped.
3. To give the description of comparison among MAN 1 Jembrana Bali, Yayasan
Harapan Mulia, and IAIN Salatiga.
3. Objectives of Report
In this report, we narrow the discussion to answer the questions:
1. How is about the education treated in MAN 1 Jembrana, Bali?
2. How is about the education treated in Yayasan Harapan Mulia?
3. How is about the agenda during doing KKL 2016/2017?
4. Functions
1. Making this report the basic guide to manage the education institute.
2. Making this report the basic guide to imitate the education programs and related
affairs to be programmed in education course independently.
5. Place, Time And Observers
Place : MAN 1 Jembrana, Bali Bali.
: Yayasan Harapan Mulia Denpasar.
Time : 2017 May 9 Tuesday in MAN 1 Jembrana, Bali.
: 2017 May 10 Wednesday in Yayasan Harapan Mulia.
Observers : The observers in this project consist of 20 students.

9. 4
Chapter II
General Overview
A. MAN 1 JEMBRANA, BALI
1. Background
MAN1 Jembrana, Bali is one of the Islamic Senior High School (Islamic term;
Madrasah Aliyah) located in western Bali province. It is in Jembrana residence well
known as the predicate ‘Bumi Makepung’ because it is the gate for the transportation
and commercial track. Precisely, this Islamic senior high school is located in Negara
city. Strategically, the school is located beside the high road on 103th Ngurah Rai
Street.
1.1 Picture of MAN 1 Jembrana, Bali from the front side.
MAN 1 JEMBRANA, BALI is an Islamic senior high school established
surrounding the area occupied by people who the most of them have not Islam
religion. According to BPS (standing for Badan Pusat Statistik in 2010), the total of
Muslims who live in Bali is about 13.37% or about 520.244 persons. And the rest are
those who have Hindu, Catholic, and Protestant Christen. Mbok Made, a tour guide
who accompanied us during traveling in Bali, said that the Muslims who live in Bali
increase in the total. They live in some particular areas well known as Kampung
Jawa, because the most of them come from Java Island and stay there. Therefore,
Istamar, a chief of public relations (Humas) in MAN NEGARA, said that almost the
whole students who are studying here are Javanese’s decline.

10. 5
2. The History of MAN 1 Jembrana, Bali
Manpan Drajat, a teacher in UIN SGD Bandung, said in his article that during
the time of physical revolution by showing off the war spirit to fight the colonizers,
the government of Indonesian Republic kept leading and constructing the education,
especially, in the religion education. The formal and institutional construction of
religious education was entrusted to Minister of Religion (Kemenag) and Minister of
Education and Culture (Kemendikbud). Therefore, some rules were decided by the
both departments to manage the religious education in the schools, either the stated-
owned or private status.
In managing the religion education in Islamic schools, Minister of Religion
Education emerged as the singular side to do the task. Meanwhile, the religion
education that was treated in the formal schools started to be decided by the
government in 1946 December. Indeed, before the government decided it, the religion
education that constitutes a replacement form from the manner education (Pendidikan
Akhlak) to be treated by Japan Government was standing alone in each of schools.
Specifically, Department of Religion had some tasks, [1] giving the religion
education in the stated-owned and private schools, [2] giving the formal knowledge in
Madrasah (a term for an Islamic School), and [3] creating the education for the
religion teacher (it is abbreviated PGA) and the education for the stated-owned
Islamic judge (it is abbreviated PHIN).
Chronologically, as quoted from the Mahmud Yunus’s notes, Manpan Drajat
stated that the history of PGA’s development at the time was initiated from the
program of Religion Department authorized by Abdullah Sigit as the guarantor in the
educational affairs. In 1950, it was opened an educational institution, named SGHI
(School For Teacher in Islamic Religion Education) focusing on the professional in
teaching. This school consisted of two stages, i.e. long stage for 5 years specialized
for the graduate students from SR (standing for Sekolah Rakyat) or MI (standing for
Madrasah Ibtidaiah) and short stage for 2 years specialized for the graduate students
from SMP (standing for Sekolah Menengah Pertama) or MTS (standing for
Madrasah Tsanawiah). After that, SGAI was changed to PGA and SGHI to SHGA
(standing for School for Religion Teacher).

11. 6
As quoted from the authentic website that was suggested by Istamar, some
PGAs for 4 years that were built in Bali at the time was PGA for 4 years 1960 in
Singaraja, PGA for 4 years Mualimin, and PGA for 4 years Jamiatul Muslimin 1962
in Jembarana. Then the PGAs failed and were replaced by PGA for 4 years in 1696 as
a form of committing the order decision from Kasubag Ispenda North Bali number
DD/I/Pda/S/P/563/1968 and of operating the agreement of conference done by the
whole Muslims in Bali 1955 in the mosque, Subagan Karangasem. After meeting
the requirements, the novel PGA got the stated-owned status. Based on Decision
Letter (SK) undersigned by the Minister of Religion number: 82 in 1970, the PGA
changed PGA Negeri for 4 years in 1970 May 26th. Then H. Abdullah Munawar,
S.H, was chosen as the headmaster of the PGA based on Decision Letter from
Representative of Religion Department in Bali Province No. 216/ B/Pga/P/1970.
At the time, the novel PGAN for 4 years had no the accommodating
location and area. It was in MII West Loloan. Thanking to the founders PGA in
1972 under the authority of Mr. Drs. Djamroni, the PGAN for 4 years got the
building project and is moved to the novel area located on 103th Ngurah Rai Street
till now in Negara city. Then the PGAN was finished and changed to PGAN for 3
years. Then, based on the decision of the Minister of Religion RI No. 64 in 1990,
all the parts of PGAN for 3 years was changed functionally to MAN (standing for
Madrasah Aliyah Negeri) in 1991. Then, based on the decision of the Minister of
Religion No. 42 in 1992 Jule 1th about the change of function from PGAN to
MAN in the whole Indonesian areas, finally PGAN Negara totally was to be MAN
Negara. Then, MAN 1 Jembrana, Bali was crowned as a type of MAN in Bali and
Nusa Tenggara areas after it got the great achievements.
1.2 MAN 1 Jembrana, Bali in 1991

12. 7
As quoted from the authentic website of MAN NEGARA, it is said that
because of the area located in the central of Negara city, completed facilities, and
various achievements, MAN 1 JEMBRANA, BALI becomes the most favourite
school as high as the most favourite SMU in the level regency, province, and
nowadays, it is effort to increase the quality to achieve the international level.
1.3 MAN 1 Jembrana, Bali in 2017
2. The Headmasters of MAN 1 Jembrana, Bali
Since PGA was established in 1968 to the present time in which its status was
changed MAN since in 1991 based on the decision letter from the Minister of
Religion No: 64 in 1990, MAN 1 Jembrana, Bali had experienced eight times in the
substitution of headmasters. The headmasters who ever lead MAN 1 Jembrana, Bali
since the historical time to the present time are:
1. H. Abdullah Munawar, SH (1968/1969-1970)
2.1 H. Abdullah Munawar who leaded PGA from 1969 to 1970

13. 8
2. H. Zamroni (1970-1975)
2.2 H. Zamroni who leaded PGA from 1970 to 1975
3. H. Hasan Ali, B.A (1975-1985)
2.3 H. Hasan Ali who leaded PGA from 1975 to 1985
4. Drs. H. Amrin (1985-1992)
2.4 H. Amrin who leaded MAN 1 Jembrana, Bali from 1985 to 1992

14. 9
5 Drs. Muchtarom Zuhdi, S.Ag (1992-1998)
2.5 Drs. Muchtarom Zuhdi who leaded MAN 1 Jembrana, Bali from 1992-1998
6 Multazam, S.Ag (1998-2002)
2.5 Multazam, S.Ag who leaded MAN 1 Jembrana, Bali from 1998-2002
7 H. Anshori, S.Ag, M.Pd.I (2002-2009)
2.7 H. Anshori, S.Ag, M.Pd.I, leaded MAN 1 Jembrana, Bali from 2002-2009

15. 10
8 Drs. H. Ardjiman, M.Pd (2009-2013)
2.8 Drs. H. Ardjiman, M.Pd who leaded MAN 1 Jembrana, Bali from 2009-2013
9 Drs.H.Supriadi,M.Pd.I (2013-Now)
2.8 Drs. H. Supriadi, M.Pd.I who leaded MAN 1 Jembrana, Bali from 2013
till now
3. The Goals of Establishing MAN 1 Jembrana, Bali.
Actually, the goals of establishing MAN 1 Jembrana, Bali can be viewed of
two points, the goal of MAN 1 Jembrana, Bali as the Islamic School and the goal of
MAN 1 Jembrana, Bali as the Educational School. There are three goals in
establishing MAN 1 Jembrana, Bali as the Islamic School. They are the goals that is
taken from the historical side, as the mentioned previously;
1. Answering the request of united agreement from the whole Muslims in Bali.
2. Giving the religious educations.
3. Sharing the Islamic Teachings in Bali.

16. 11
There are some goals of MAN 1 Jembrana, Bali as the stated-owned educational
institution. They are the following;
1. To increase qualification standard in graduate including the knowledge,
attitude, and skill by underlying cleverness, knowing, privacy, good manners,
and verbal skill to live independently and to follow the educational program
further.
2. The creation of curriculum document as the guide of organising the learning
activities in the purpose of achieving educational target in MAN 1 Jembrana.
3. To increase organizing educational process interactively, innovatively,
excitingly, challengingly, and motivationally for the students in the goal of
participating actively, and giving them many opportunities to increase the
initiation, creativity, independency in accordance with talent, interest, and
physical and psychological developments of the students.
4. Increasing the quality and quantity of the teachers and education fulfilling the
academic qualification and standard competition, i.e. those who are be
learning agents, health in physical and spiritual and who have the competence
skill to create the educational purposes.
5. Increasing the quality and quantity of media and infrastructure in learning to
maximize the intra curricular or extracurricular activities.
6. Increasing the effective and smart management of school based on the
application of management based on madrasah that is indicated by
independency, cooperation, participation, opened attitude, and accountability.
7. Increasing the affectivity and efficiency in the obligated cost education
burden, either it is infestation, operational, or personal costs.
8. Increasing the planning, of the learning process, the application in learning
process, the evaluating in learning results, and the monitoring in learning
process in the purpose of achieving and practicing the effective and efficient
learning process.
4. View of Point (Indo: Visi) and Missions of MAN 1 Jembrana, Bali.
Vision is defined as the point of view that communities or institutes underlie
on, and the goals and what they want to achieve in the future. The point of view must
be uttered in a statement. The conditions that the statement makes are not based on the
present situation, expressing the creativity, and based on the value principles.

17. 12
The value principles includes the appreciations for the society and
environment. The vision of MAN 1 Jembrana, Bali1 Jembrana is making Madrasah
excellent and having high achievement in creating the smart, skilled, creative,
competitive, and having good manner generations.
The meaning of the word ‘excellent’ in the language is better than others. So
the excellent madrasah is a madrasah that is able to bring the teachers and students to
achieve and get the skills measurably and is able to indicate the achievements. The
excellent madrasah is a madrasah that is continuously increasing the operational
works by using the resources it has optimally to yield and develop the teacher’s and
student’s achievements in the academic or non-academic scopes, and to yield and
develop the potential of physical, psychological, ethical, moral, religion, emotion,
spiritual, adversity, and intelligence. The characteristics of the excellent madrasah are
possessing survival, struggle, defence, adaptation and evolution, and variety.
According to Rules No 20 in 2003 Chapter 1 verse 1, the education is conscious and
planned effort to create a learning situation and process in order that the students
develop actively their private potentials to possess religious power, own control,
privacy, good manners, and skills required by oneself. Rules No 20 in 2003 Chapter
III verse 3 states that the national education functions to evolve the skill, create the
disposition and civilization of nation that has the prestige in the purpose of making
clever to the live of nation and developing the students potentials in order to be
human being who has the faith and piety to God The One, good manners, health,
knowledge, creativity, independency, and be the democratic and reasonable citizen.
Mission is defined as the statement about what that must be done by the
institute in effecting and creating the point of view or vision. Amtsial Bakhtiar (2013:
1) said that each subject of knowledge has two objects, material and formal. The
material object is somewhat that is created as the research target, like the human body
is the material object of biology. The formal object is a method to understand the
material object mentioned before, like deductive or inductive approach. Analogically,
each institute has the material object, i.e. the mission. So the definition of the mission
is the statement describing about how to achieve the point of view or vision in which
the statement is implemented in the form of real actions. So we can defines the MAN
N1 Jembrana, Bali’s mission as the statement decided by MAN Negara, in which the
statement includes the contents of how to achieve its vision planned before by real
actions.

18. 13
As quoted from the PPT of MAN 1 Jembrana, Bali given, the missions it has
are;
1. Creating the environment and situation of learning that is conducive, has concept
on IPTEK and IMTAQ, and having empathy to the development of students’
smartness.
2. Supporting the innovation in the effective learning process for the sake of
developing the subject material, methods, and media of learning that is relevant to
the attainment of students’ professions.
3. Bringing the graduates to come in the competent and qualities’ university and
supplying the skills to the students who are not able to carrying on the university.
4. Creating the students who has the good manners based on IMTAQ.
5. Creating the superiority of madrasah through the increase of the academic and
non-academic achievements contained in panca prestasi madrasah in the scope
of religion, good manners, science and technology, language, culture, art, and
sport.
5. Structure of Management Organization in MAN 1 Jembrana, Bali
In the structure of organization to manage MAN Negara, look at below in Indonesia;
5.1 The picture of structure of organization in MAN 1 Jembrana, Bali

19. 14
6. Objective Targets of MAN 1 Jembrana, Bali
1. The percentage of student’s graduate reaches 100% in passing the school and
national exams, either viewed of the formal or religious subjects, with the
approximate score 7,7 so that the MAN’s graduates can be accepted to come into
the competent university.
2. The students are success in reaching the academic or non-academic achievements
in the contest on the residency, province, national, and international levels.
3. The learning process is applied effectively (PAIKEM) based on the suitability
with KTSP and K.13 decided to use.
4. The prosperity is met and the competency that is applied in teacher’s works and
education can rises.
5. Society’s confidence and positive impression toward the management of
madrasah rise perpetually.
6. The program of madrasah activities is done with the accommodating financial
estimate.
7. The facility of media and requirements relating to the education can be met.
7. SWOT Analysis of MAN 1 Jembrana, Bali
 Strengths (S) = Kekuatan
 Weakness (W) = Kelemahan
 Opportunities (O) = Peluang
 Threats (T) = Ancaman
8. The Strategy in Reaching the Goals and Objective Targets
The policy that is applied are:
1. Be selective in accepting the novel students.
2. Forming the team who has the task to develop madrasah.
3. Composing and developing KTSP curriculum.
4. Composing the training program in the purpose of increasing the competency
and professionalism of teachers and education.

20. 15
5. Increasing the effectiveness of learning that is active, innovative, creative,
inspirited, and exciting.
6. Making the effective MGMP forum.
7. Serving and completing the facility of media and requirements relating to the
education and student’s needs.
8. Applying the effective management and leadership of madrasah according to
madrasah’s basics.
9. Composing the excellent program of madrasah, including;
- The program of developing S3 (Success in Olympiad, Success in UN, and
Success in PTN)
- The program of developing the researches.
- The program of Boarding School.
- The program of library-TIK based.
10. Applying the culture of madrasah’s organisations that is positive and effective.
11. Organising the effective SIM (standing for System of Management
Information) in madrasah.
12. Making habit the worship practices (reciting al-Quran together/ tadarus,
praying Dhuha, and praying Dzuhur together/ jamaah)
13. Creating the relation to the committee, parents, stakeholders, and society
through cooperation program.
9. The Planning Of Works In MAN 1 Jembrana, Bali
The activities to plan committing the works in 2017 for the reason of reaching
the objective targets by the programs can be served or described below:
1. Applying the learning process that is up to grade.
2. Organizing the program of increasing the competency of the teachers and
education.
3. Serving the accommodating media of learning.
4. Joining with academic and non-academic contests.
5. Giving the extra-learning activity and guidance to the students.
6. Organizing and serving the required books and learning facilities.
7. Composing the madrasah curriculum.
8. Preparing ATK
9. Organising the facilities for boarding schools.

21. 16
10. Doing rehabilitation and RKB.
11. Giving the salaries to the honorarium officials.
12. Doing the education cooperation.
13. Proposing the financial estimates needed.
14. Preparing the managers of media and requirements who are up to grade.
15. Holding the office inventory.
16. Proposing the media and requirements needed for madrasah.
10. The achievements gotten by MAN 1 Jembrana, Bali
MAN 1 Jembrana, Bali constitutes one of the schools having many achievements, like
the following arrangements;
a. The competitions for the students.
1. In academic competitions on residency level.
The champions : 10 contests
The runners up : 4 contests
The third winners : 4 contests
2. In non-academic competitions on residency level.
The champions : 10 contests
The runners up : 9 contests
The third winners : 13 contests
3. In academic and non-academic competitions on province level.
The champions : 11 contests
The runners up : 3 contests
The third winners : 1 contests
4. In academic competitions on national level.
- The champion in science contest of Biology in 2015 by Kurnia Dwi
Latifah.
- The runner up in science contest of Mathematic in 20015 by Andika Eka
Putra.
- The runner up in science contest of chemistry in 2015 by Silmi Siddiq.

22. 17
- The runner up in science contest of LKTI in 2015 by Erlangga Giarhdi,
Birbick Mavdavikia.
- The champion in scientific essay contest in UNAIR Surabaya in 2014.
- The champion in science contest of Chemistry in 2014 by Rival Abdul
Aziz.
- The champion as the best experiment in 2014 by Rival Abdul Aziz
- The champion in the research Olympiad in Indonesia as the best presenter
in 2013 by Kevin Ikhwan Muhammad and Nur Cahya Rieza Pradhana.
- The runner up in KSM (standing for science competitions on madrasah
level) in physics on national level in 2014 by Umar Yusril Muhtadi.
- The runner up in KSM in Geography on national level in 2014 by Syafira
Hanum Faradis.
- The runner up in KSM in Economy on national level in 2014 by Fajar
Dwimawan.
10.1 The picture of students’ achievements in the contests in 2013
5. In non-academic competitions on national level.
- The champion (AKSIOMA) in running contest 400 meters for ladies in
2015
- The runner up (AKSIOMA) in running contest 400 meters for gentlemen
in 2015
- The runner up in POSPENAS VI contest in running 400 meters for ladies
in 2013 by Siti Hajar Humairah.
- The third winner in POSPENAS VI contest in badminton for gentlemen in
2013 by Agus Firmansyah.

23. 18
10.2 The picture of the students’ achievements in the contests in 2014
6. In academic competitions on international level.
- The runner up in International Science Project Olympiad in 2014 by Kevin
Ikhwan Muhammad
.
10.3 The picture of the students’ achievements in the contest in 2014 on
international and regency levels.

24. 19
b. The competitions for the teachers
- The champion in the contest of the teacher MA who has the achievement
on Province Level in 2004 by Lilik Muktamah, M.Si.
- The third winner in in the contest of the teacher MA who has the
achievement on national level in 2004 by Lilik Muktamah, M.Si.
c. The competitions for the institute
- The appreciation as the best informative madrasah on MA level in Bali
2015.
- The champion in contest of achieving madrasah on province level in 2015.
- The champion in lining up skill (Ketangkasan Baris Berbaris) in residency
level in 2014
11. Curriculum
The curriculum that used and applied in MAN 1 Jembrana, Bali is KTSP. The
evolving KTSP curriculum there is based on reaching the point of view (vision),
missions, and the profile of graduate competence. This is intended to increase the
relevance of learning programs in accordance with the situations and needs of MAN
Negara.

25. 20
The standard of implementing KTSP curriculum is composed basically on the
following considerations:
1. Be characterized on grounded research, i.e. a model that constitutes inputs and
findings from the teachers.
2. A model that is made a system of learning to each subject. For instance, in
‘evolving or forming’ the academic atmosphere for the students by using the
system of ‘moving class’ based on the material demands.
3. A model or format including and containing the techniques in managing and
organizing the learning, included the technic of media and requirements
needed.
4. Creating the learning situation that is more serving and giving the waste time
and opportunities for the student in doing exploration process and committing
learning independently.
In detail, the program of developing MAN 1 Jembrana, Bali from the side of
curriculum includes the following:
1. Increasing the work system and the curriculum implementation innovatively
through the following activities:
a) Doing the MGMP activity
b) Doing the supervision by coming to each class.
c) Dividing learning groups based on the students’ capabilities in the
subjects.
d) Exploring to share the teaching orders for the teachers.
e) Serving the learning facilities and completing the curriculum supporting
KBM
f) Serving the literature books as the references.
g) Sharing the perceptions and insights to the teachers.
h) Holding the seminar activity
i) Developing the teacher profession.
j) Organizing the education and training for the teachers.
k) Asking the teachers to participate in each workshops which given.
l) Strengthening the teachers in mastering the computer and English
Training.
m) Learning Evaluation.

26. 21
2. Silent Reading
The program of works in the curriculum is more focusing on the library
activities that have the purposes like the following:
a. Adding and increasing the reading interest to madrasah community.
b. Making the reading as the part of standard need that is cannot be separated
from the individuals.
c. Making the reading as the system of learning during living.
d. Making the reading as the tool or media to find the students’ talent and
interest.
3. Cooperation Program
Program Cooperation is one of the programs in the purpose of developing
madrasah in the scope of curriculum through cooperative verbal with:
a) Department of National Education existing in Jembrana. By this
cooperation program, MAN 1 Jembrana, Bali is supported and helped by
Department of National Education in Jembrana through 2 teachers (in
Biology and Sociology Subject) and the other teachers, based on the
decision letter from Department of National Education in Jembrana, are
directed as the leaders and commanders OSN on regency level in the
Physic, Mathematic, and Biology subject.
b) Institute of Leading Learning with the form of cooperation through the
management of Olympiad subject, enrichment, and guidance of Final
Exam.
c) Institute of university with the form of cooperation through the
management of Olympiad on the national level (in Bahasa KSM and
OSN)
d) Institute of Research with the form of cooperation through the
management of Olympiad Research (Scientific Essay) and the service of
research facilities.

27. 22
4. Program of Boarding School ( Full Day School )
Excellent Priorities:
a) Developing Arabic and English language.
b) Study of Kitab Kuning (Arabic books containing the religious material)
c) Tahfidz al-Quran (memorizing it)
5. Program of Developing the madrasah research
This program efforts to yield the product of developing scientific essay in the
following forms or characteristics:
a) Innovative product
b) Writing the scientific essay and research
c) Collaborative Research
6. The development of program in the scope of skills
a. The skill of clothing fashions
b. The skill in the electrical engineering.
c. The skill in agriculture and animal husbandries.
d. The skill in the apprenticeships
Media and requirements of MAN 1 Jembrana, Bali.
1. Learning Rooms
• 24 learning rooms

28. 23
• 1 library
• 1 laboratory for physic and chemistry
• 1 laboratory for biology
• 1 laboratory for language
• 1 laboratory for computers

29. 24
• 1 room for practicing worships
• 1 room for moving class
• 1 room for any usage
• 1 room for electronic workshop
• 1 room for agriculture and husbandry
• 1 room for the workshop of agriculture and husbandry

30. 25
• 1 room for workshop of clothing fashions
• 1 building for chicken stable accommodating 4.000 chickens
Office Rooms
 1 room for the chief of the school
 1 room for the representative of the chief of the school
• 2 rooms for the teachers
• 1 room for the industrial acts
• 1 toilet for the chief of the school
• 2 toilets for the teachers
• 1 room for the guests
• 1 room for Indoor Sport Hall
• 1 building for praying
• 1 room for BP
• 1 Room For OSIS
• 1 room for music studio
• 1 room for

31. 26
• 1 room for Scout and PMR
• 1 room For UKS
• 2 rooms for the cooperatives (economic enterprises)
• 2 rooms for canteen
• 1 room for warehouse
• 13 toilets for the students
• 2 building for the parking area
• 1 water pomp
Boarding School Room
 23 bed rooms for the students
 15 bathrooms plus toilets
 2 living rooms
 4 bed rooms for the leaders
 1 dining room
 1 kitchen
 1 bed room for the watchman

32. 27
7. Academic Scope
The Program of developing madrasah in the academic scope is:
1. Basic training for student’s leadership.
2. The orientation for the new students.
3. Life Skill Development
a) Praying Dhuha and Praying Dzuhur together.
b) Greeting by salaam.
c) Discipline.
d) Responsible
e) Confidence
f) Honest
g) Respect
h) Respectful or decorous
i) Cooperative
j) Patient
k) Clean
4. Smart Madrasah
a) Healthy
b) Advance
c) Safe
d) Neat
e) Orderly
5. Performance of the creativity (Pentas Seni)
6. Assembly or performance
7. Exhibition
a) Students’ creativity (Prakarya)
b) The creation in special event
c) The creation of learning
d) Activities’ photos
e) Clipping
f) Display
8. The camping in Scout extra.

33. 28
8. The scope of relation to the society (HUMAS)
It includes:
1) Increasing the cooperation with the stakeholder
2) Increasing the publication and promotion through SIM (System of
madrasah’s Information) by using the program JIBAS (Information Network
Among Schools) that can access:
1) finance
2) administration
3) academic
4) library
5) Student Information
6) Teacher Information
7) Taking attendance students and teachers
8) School’s window
9) Online PPDB
3) The media of promotion
a) Running Texts
b) Information Board
c) Leaflet or Brochure
d) Bulletin or Journal
e) Video Compact Disc (VCD)
f) The other media of information
4) Information Line
Information comes in - MAN 1 Jembrana’s HUMAS  Information comes out
9. The scope of facilities
Every year, the facilities and requirements of MAN 1 Jembrana, Bali always
increase, like learning building, boarding school, office building, main supporting
facilities for the learning (teacher’s guide books, reference books, and laboratory
tools) and so on.

34. 29
To maximize the operation of standard requirements in MAN 1 Jembrana,
Master Plan and madrasah market are hold as the one reference that cannot be
separated far away from the standard of reference in managing the activity of MAN
Negara.
12. The Work Concepts in MAN 1 Jembrana
1) The work habits in MAN 1 Jembrana, Bali takes reference on the values of work
from the religion ministry:
 Integrity
 Professionalization
 Innovation
 Responsibility
 Exampling
2) Work Mottos 4 K
• Kerja Keras (Hard work)
• Kerja Cerdas (Smart Work)
• Kerja Ikhlas (Sincere Work)
• Kerja Tuntas (Complete Work)
3) Work System = KIS
• Koordinasi (Coordination)
• Integrasi (Integrity)
• Sinkronisasi (Synchronization)
4) Work Patterns = 3T
• Tertib Administrasi (Administration Correctness)
• Tertib Pelaksanaan (Operation Correctness)
• Tertib Pelaporan (Report Correctness)

35. 30
13. The Academic and Non Academic Data in MAN Negara.
a. Academic and Non Academic Official of MAN 1 Jembrana, Bali 2011-2015
No Position L P Total
1 Teacher PNS KEMENAG 26 24 50
2 Teacher PNS DIKNAS - 2 2
3 Teacher NON PNS 10 6 16
4 Official PNS 1 4 5
5 Official NON PNS 12 4 16
b. Students Data in 2011 - 2015
The Graphic of Students Data in 2011-2015
c. Teachers Data
The Total of Teachers based on the Education Strata
No Education Strata 2015/2016
1.
2.
S1
S2
57 Persons
11 Persons
Total 68 Persons
0
500
1000
TP.…
TP.…
TP.…
TP.…
TP.201…
281313332343349457479480499604
739792812842953
LAKI-LAKI
PEREMPUAN
JUMLAH

36. 31
The Data of Teachers’ Certification
No Education Strata 2015/2016
1.
2.
S1
S2
57 Persons
11 Persons
Total 68 Persons
d. The Data of Exam Final/National Exam in MAN 1 Jembrana, Bali
The Average of National Exam Scores for Each Subject
Study Program: IPA
INDONESIAN
LANGUAGE
ENGLISH
LANGUAGE
MATHEMATIC PHYSIC CHEMISTRY BIOLOGY
2012/2013 8,15 8,05 6,78 7,03 7,35 7,69
2013/2014 8,25 7,87 7.42 8.03 7.75 8.17
2014/2015 8,60 8,69 8,13 8,68 8,35 8,39
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
TP. 2012/2013 TP. 2013/2014 TP.2014/2015
B. INDONESIA
B. INGGRIS
MATEMATIKA
FISIKA
KIMIA
BIOLOGI

37. 32
THE DATA OF NATIONAL EXAM RESULTS
Study Program : IPS
INDONESIAN
LANGUAGE
ENGLISH
LANGUAGE
MATHEMATIC ECONOMY SOCIOLOGY GEOGRAPHY
2012/2013 7.72 7.12 6.18 7.19 7.48 6.82
2013/2014 7.25 6.86 6.48 6.33 7.36 6.16
2014/2015 7,97 8,18 7,89 7,65 8,29 7,35
86
88
90
92
94
96
98
100
IPA
IPS
BAHASA
AGAMA

38. 33
Study Program : BAHASA
INDONESIAN
LANGUAGE
ENGLISH
LANGUAGE
MATHEMATIC LITERATURE ANTHROPOLOGY
GERMANIC
LANGUAGE
2012/2013 8,43 7,70 8,45 8,33 7,94 9,05
2013/2014 7,66 6,36 6,39 8,30 6,76 6,44
2014/2015 7,88 8,29 6,79 7,29 7,01 6,79
0
2
4
6
8
10
Bahasa
Indonesia
Bahasa Inggris
Matematika
0
2
4
6
8
10
Bahasa
Indonesia
Bahasa
Inggris
Matematika
Sastra

39. 34
Study Program : Religion
INDONESIAN
LANGUAGE
ENGLISH
LANGUAGE
MATHEMATIC
QURANIC
EXEGATION
HADIS JURISPRUDENCE
2012/2013 8.71 8.29 7.56 9.33 8.25 8.04
2013/2014 7.39 7.17 7.09 9.01 8.48 7.62
2014/2015 7,56 8,47 7,86 8,27 8,85 7,31
0
5
10
Bahasa Indonesia
Bahasa Inggris
Matematika
Tafsir
Hadits
Fikih

40. 35
B. SMA HARAPAN MULIA
1. Background
a. School Identity
The name of the school : SMA HARAPAN MULIA
The year of establishing : 2010
The operational permission : 421.3/1568/DIKPORA/THN 2010
NPSN : 50105446
The accreditation : In the process
The educational level : SMA (Senior High School)
The school status : private
b. The history of Institute HARAPAN MULIA
Education Institute Harapan Mulia is the formal educational institute
under the supervision of KEMENDIKBUD (The ministry of education and
culture). It is established in 2005 February 24th by the founder, owner, and
chief of Harapan Mulia Institute named H. Husaini Ismail, SE and Hj. Denny
Kus Sandra, SE.
In 2005, the first educational level in Harapan Mulia is Play Group and
Harapan Mulia Kindergarten. After one year further, in 2006, SD Harapan
Mulia is established. Because the increase of needs from the society, SMP
Harapan Mulia is established in 2008. Then in 2010, SMA Harapan Mulia is
established as the last level till now.
Harapan Mulia Institute has four divisions. They are Play Group and
kindergarten, elementary school, junior high school, and senior high school.
Each of them is led by the headmaster who is responsible directly to the chief
of Educational Institute, H. Husaini Ismail, SE and his wife Hj. Denny K.
Sandra, SE.
The point of view (vision) of Harapan Mulia is noted in four words that
has complete meanings and intentions, i.e. piety, smartness, skill, and
decorous.

41. 36
To implement these points of view, each division of Harapan Mulia
Institute bears the missions with the different ways that are suitable to the
need and character. Harapan Mulia Institute is established in the purpose of
creating the excellent individuals, its meant students, in the scope of spiritual
and understanding the advance of technology.
Nowadays, each or parents wish that their children achieve the
balance between the formal and religious education. Their wish cannot be
ignorant because the high achievement in formal education cannot assure or
guarantee the prosperity in the real life. Besides, the education in religious
scope only can narrows the insight of knowledge. Therefore, Harapan Mulia
Institute creates the balance between formal and religious education that is
taught in early years from play group, kindergarten, and elementary school.
Based on fulfilling or meeting the society needs, Harapan Mulia always
develops the educational quality to maintain the students so that they are
going to able to compete on international level.
c. School Location
Address : Jalan Pura Demak 19 Denpasar
RT/RW : 0/0
Big Village (Dusun) : Br Buagan
Village : Pemecutan Klod
Post Code : 80119
Sub district : Kec. Denpasar Barat
Latitude Line : -8.6788000/115.1931000
d. School Contact
Phone Number : 0361 481901 / 0361 8380857
Fax Number : 0361 481901
Email: smaharapanmulia@yahoo.com
Website: http://www.harapanmulia.sch.id

42. 37
e. School Point of view (Vision)
As the previous explanation, vision is defined as the point of view that
communities or institutes underlie on, and the goals and what they want to achieve in
the future. Vision must be uttered in a statement. The conditions that the statement
makes are not based on the present situation, expressing the creativity, and based on
the value principles that includes the appreciations for the society and environment.
The SMA HARAPAN MULIA’s vision is creating the generations who are
piety, smart, skilled, and decorous.
f. School Missions
Mission contains the planning and actions that are implemented in the future
to reach vision. Generally, SMA HARAPAN MULIA has three missions, like
the following below:
1. Islamic education and teaching process is made more comprehensive
2. Managing the learning of exact, social, sport, and art subjects that are
more based on the competence
3. Creating the students’ privacy to be Muslims who have the large
insight, experiences, and good manners.
2. SMA (Senior High School) Harapan Mulia
SMA Harapan Mulia is a national school plus by using the curriculum
(National Education and programs evolved by Harapan Mulia Institute) in which the
curriculum mentioned is to create the generations who are sholih and sholiha and
having high piety and good manners. SMA Harapan Mulia is established to meet
young’s needs those who require the deep education cohesively in the scope of
IPTEK and IMTAQ. The school is supported by the accommodating facilities and
requirements, like LAB IPA, LAB Language, LAB Computer, Lab Multimedia,
library and indoor and outdoor learning so that the students will learn effectively and
real in environment surrounding the school. Discussing about Plus Program, it is
developed and constitutes the continuous programs from the play group division till
SMA.

43. 38
Some of the Plus Program are
1) Religion Side
Praying Dhuha, learning of al-Quran through the habit method (tadrib),
reciting al-Quran, and making habit prays together (Jamaah) in mosque.
2) Technology Side
Understanding IT and informative that will be able to be used in the world
of work.
3) Practice Side
Making habit English Day and practicing it in tour places or areas. There is
also the learning of Arabic Language.
4) General Side
Developing the talent, like, art, sport, skill, and developing the
entrepreneurship.
3. Plus Program Al-Islam
a. The Programs of Al-Quran Team in Harapan Mulia
Literature Review of al-Quran Programs
The religion has the most important role in the life of human being. It becomes
guide in effort to create a meaningful, peace, and prestige life. By realizing the
importance of the religion role for the life of human being, the internalization of
religious values in the life of each private is really a certainty that must be reached
through the education, in family, school, or society environment.
The religion education has a purpose to increase the spiritual potential and
create the students who has the faith and piety to Allah, the One and has good
manners. The good manners include ethic, behaviours, and moral as the result of the
religion education. Increasing the spiritual potential includes the introduction and
recognition, understanding, and investing and committing the religion values in the
individuals’ life or society. Increasing the spiritual potential has the purpose to
optimize the various potentials possessed by human being that the actualization can
mirror the rate and prestige as God’s creature.

44. 39
Islamic Education by submitting the rules that the religion is taught to human
being with the point of view to create human being who is piety to Allah and having
good manners. The education that based on Islamic teachings also has the purpose to
yield and create human being who is honest, just or fair, having behavioural, ethic,
respect each other’s, discipline, harmonious, and productive, either as the private or
social individuals.
Islamic education pressure and focus on the balance, harmony, and aptitude
among the relation of human to Allah The One, and to each other’s, and to his self,
and to his nature surrounding him.
Islamic education is aimed to create the human who has always effort hard to
repair the faith, piety, and manners, and is active to form the life civilization and
harmony, especially in the purpose of advancing the nation civilization that has the
high prestige.
The human, as described, is aimed to be strong and confident to confront the
challenges, burdens, and the change that emerges in the social association including
the local, national, regional, and global scopes.
Al-Islam Education is pressured on performing the worship based on the
examples or lessons from the prophet Muhammad peace be upon him and referring to
Koran and authentic Hadis so that the students can perform and commit Islam
teachings well and correctly. The scope of Islam Education covers the subjects like
tauhid, aqidah, akhlaq, fiqih, al-Quran, and hadis.
Islamic history and culture is conveyed comprehensively. So the students are
aimed to understand Islam concepts as rahmah lill alamin. Then the praying that
constitutes the religion pillar, will be made daily practices for the students so they will
know that the praying is not considered again as an obligation, but as a need.
Al-Islam and al-Quran Education in Harapan Mulia School always maintain
the good habit and concept and develop them through the ides, innovations, and new
methodologies that are better than before in the purpose of answering and meeting the
school’s needs. Al-Islam learning and leading through practicing directly, i.e. by
directing actively the students to pray or salat Dzuhur together to the mosque under
the supervision and continuous leading by the supervisors and teachers.

45. 40
By making habit them to recite al-Quran with the salaf method (it means the
methods used since the prophet’s era) through the guide risalah tadrib (training
guide) written and compossed by Ibnu Jauizy, and by pressuring the important and
crucial affairs for them those who recive al-Quran, including; makhroj, shifat, and
adak of harf. The purpose of three pressured is aimed that in relative short time, the
students will be able to recite al-Quran well and correctly. Besides, they will be
prevented from three wrongs, like, lahn, tashhief, and lubs.
The continuous programs in teaching and leading al-Quran in Harapan Mulia
that is begun from play group, elementary school, junior high school, and senior high
school, will be committed and completed well and authentically because the teachers
and leaders are some hafidz al-Quran who have sanad (chain) related and referred to
the prophet Muhammad.
General Purposes
a. Creating and developing the faith or aqidah through giving, growing, and
evolving the knowledge, comprehension, implementation, and experiance of
the students about Islam teachings so that they will be Muslims humans who
perpetually grow in the faith and piety toward Allah.
b. Creating Indonesians who submit to Islam and have good manners, i.e. those
who have knowledge, to perform worships constantly, smart, productive,
honest, fair, ethic, discipline, respectful (tasamuh), and keeping the harmony
personally, and socially, and evolving the religious culture in school
community.
c. Be able to complete al-Quran well and good.
Particular purposes
a. Possessing the knowledge about Islam teachings and be able to perform and
commit them in the day to day.
b. Recognizing the Quran letters, pronunciation, and be able to practice it well
and correctly.
c. Knowing outside the mind about the daily duha and short Quran chapters.
d. Be able to memorize the pray readings and actions.

46. 41
b. Plus Programs: English Language
Literature Review of English Language Programs
This program is aimed to supply the ability of using English Language to the
students in confronting the global competition. Language has a central role in the
development of their intellectual, social, and emotion. Language constitutes a tool and
media to reach the success in learning all subjects. Language learning also helps them
to be able express the ideas and emotions and to be participating in the society life.
The most important is that language learning can be used by them to find and use the
analytic and imaginative ability hidden in their selves.
English Language is a means of communicating oral and written. The
communication is understanding and expressing the information, thoughts, ideas,
emotions, and developing the knowledge, technology, and culture. The ability of
communication according to the completed definition is an ability of expression, i.e.
an ability of understanding or yielding the oral and writing texts realized in four
skilled language usage, i.e. listening, speaking, reading, and writing. These four skills
are used to receive, perceive, and create the expression in the social life. Therefore,
English Language subject is directed and focused on and to develop those skills in
order that the graduates are able to communicate and express everything by using
English according to the level of particular literature.
The Literature levels covers performativity, functional, informational, and
epistemic. On performativity level, the students are able to read, write, listen, and
speak by using the symbols given. On the functional level, the students are able to use
English to meet the daily needs, like reading newspapers, manual and guide books.
On the informational level, they are able to access the knowledge by applying the
ability of using English. And on the epistemic level, they are able to express the
knowledge in to English as the target language. (Weels, 1987)

47. 42
Because of the considerations above, it is needed that English Language
Competence in SMA Harapan Mulia is managed and organized as the subject in
accordance local capacity curriculum. The competence of graduate in SMA Harapan
Mulia certainly constitutes the useful inputs for creating the students who are ready to
step up in university level. They are expected to possess the ability of interacting in
school and environment by using English.
English Language Education in SMA Harapan Mulia is aimed to develop the
ability of using language used to participate in action or this is often called as
language accompanying actions. English is used to interact and has the character
“here and now”, i.e. English will be focused on the situation contexts. To reach this
competence, the students are necessarily trained and made habit with the adjacency
pairs that is considered as the basic to create the ability of interacting each other in
great complexity.
General Purposes
English subject has the purpose for the students to master the following abilities:
a. Developing the communicating competence in the oral way that is striated
only in language accompanying action in school context.
b. Possessing the realization about the nature and importance of English as the
international language in the world of education, business, technology, and
knowledge in the purpose of increasing the national competence in global
society.
Particular purposes
a. The students possess the ability of basically English to support the education
in the scope of English Language for the sake of stepping up to the next level
education.
b. Developing the ability in the oral or writing communication in English
through the learning of listening, speaking, reading, writing, structure,
recitation, and vocabulary

48. 43
c. Program Plus : Computer
Literature Review of Computer Program in SMA Harapan Mulia
The Computer Education also constitutes the main priority in SMA Harapan
Mulia. It is directed and evolved in order that the students are not GAPTEK (Miss-
tomorrow). By the recognition of computer technology in early time, it is expected
that the students’ thinking pattern will be better early to catch and understand the
development in the electronic and informatics world or scope that experiences
sophisticated increase in the day to day. Nowadays, the computer is the window of
knowledge. The method used to teach it is the learning by doing method. The ability
in operating the various computer programs well and correctly, is very crucial need in
the present, especially in the future.
In global era, to increase the achievement of students’ learning and to facilitate
the human’s works generally is required to use the media called technology.
Information technology can stimulate the students’ thinking to dig and understand the
planned or unplanned things, to master the thought skill in more complex, to
recognize and understand the complex phenomena, to analyse the various information
resources, and to construct the representation if students’ knowledge.
According to the experts of education in the world, the survey research from
Harapan Mulia’s team states that mastering the computer information and technology
can support the learning, can develop the thought level that is more high, i.e. the
thinking way and analytical thinking, and can give the excellent values relating to
mastering language, either original or target language (English).
Computer technology and internet is very useful to help the learning of the
subjects, for instance; IPA, IPS, Mathematic, and to get the information dealing with
the education using the online research facilities or e-mail. In short words, the
technology is able to meet the learning purpose in the class. The information and
technology education in Harapan Mulia becomes the excellent programs globally.
By supplying the computer laboratory, one student has an opportunity to
access and operate one computer supported and facilitated by media of internet
online.

49. 44
Therefore, Harapan Mulia can optimize and maximize the usage of the media
in the purpose of reaching the students’ success in the scope of information and
technology subject, IPA, IPS, mathematic, and the others.
General purposes
a. Introducing the information and technology education to the students.
b. The students have the ability and skill in using the computer information and
technology.
c. Supplying the students in applying the computer information and technology
as the learning media and scope of jobs in the purpose of confronting the
formal competitions in the present and international competitions in the future.
Particular purposes
a. Be able to operate the computer programs interactively.
b. Be able to use the mouse well according the instructions.
c. Be able to type the letters by using the keyboard.
4. The curriculum in SMA Harapan Mulia
The curriculum used in SMA Harapan Mulia is 2013 curriculum plus
(Kurtilas).
The term “plus” covers;
1. TIK (technology of information and communication)
2. English Language Education
3. Islamic Education
4. Arabic Language Education
5. Learning of al-Quran by tadrib method.
5. Lesson Plan in HARAPAN MULIA
The observers get the data about this institute generally, not details.

50. 45
The officials who work there gave us one of the lesson plans used despite the
lesson plan the observers get is not from SMA division. The following is the one of
lesson plans written in Indonesia:
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Satuan Pendidikan : SMA Harapan Mulia
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI/ Genap
Materi Pokok : PROCEDURAL TEXT
A. KOMPETENSI INTI (K1)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, displin, tanggung jawab,
peduli (gotong royong, kerjasama, toleran, damai ) santun, responsif dan
proaktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagaicerminan bangsa dalam
pergaulan dunia.
3. (3.6) menganalisa fungsi sosial, struktur text procedure terbentuk manual dan
kias-kias (tips), sesuai dengan konteks penggunaanya.
4. (4.9) menangkap makna text procedure, lisan dan tulis berbentuk manual dan
kias-kias (tips).
5. (4.26) menyunting text procedure berbentuk manual dan kias-kias (tips).
Dengan memperhatikan fungsi sosial, struktur text dan unsur-unsur
kebahasaan yang benar dan sesuai konteks.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
KOMPETENSI
Kompetensi Dasar (KD)
1.1 mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.

51. 46
1.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama dan cintai damai
dalam melaksanakan Komunikasi fungsional.
(3.6) menganalisa fungsi sosial, struktur text procedure berbentuk manual dan
kiat kiat (tips)
(4.9) menangkap makna text procedure, lisan dan tulis berbentuk manual dan
kias-kias (tips).
(4.26) menyunting text procedure berbentuk manual dan kias-kias (tips). Dengan
memperhatikan fungsi sosial, struktur text dan unsur-unsur kebahasaan yang
benar dan sesuai konteks.
Indikator Pencapaian Kompetensi 3.6
1. Siswa dapat mengidentifikasi text procedure yang diberikan.
2. Siswa dapat menerangkan penggunaan procedure text dengan benar.
Indikator kompetensi Dasar 4.9
1. Siswa dapat menceritakan text yang berbentuk text procedure.
2. Siswa dapat merevisi procedure text dengan benar.
3. Siswa dapat membuat text procedure dengan susunan yang benar.
C. TUJUAN PEMBELAJARAN
1. Peserta didik terampil menganalisa dan menangkap makna text lisan dan
tertulis sederhana tentang How to Operate the Handphone, Menggunakan
runtut kebahasaan yang benar sesuai dengan konteks secara jujur, disiplin,
percaya diri,bertanggung jawab, peduli, kerjasama.
2. Peserta didik terampil menangkap makna dan menyunting teks lisan dan
tulisan sederhana berbentuk procedure text untuk mengetahui bagaimana
cara membuat, menyesuaikan alat dengan struktur dan runut, unsur
kebahasaan yang benar dan sesuai dengan konteks, secara jujur, displin,
percaya diri,bertanggung jawab, peduli, kerjasama.
D. MATERI PEMBELAJARAN
Teks Procedure dan tulis sederhana

52. 47
Struktur text : text porpose , generic structure
Unsur kebahasaan : Tenses, simple present tense Kata kerja yang digunakan Ucapan,
tekanan kata, intonasi, ketika mempresentasikan secara lisan
Fungsi sosial :
Menunjukkan rasa jujur disiplin, percaya diri, bertanggung jawab, peduli, kerjasama
Struktur text :
1. Penyebutan macam-macam cara membuat dan mengoperasikan
2. Penyebutan unsur-unsur kebahasaan dan tenses yang digunakan
3. Membuat text procedure yang sederhana
Unsur kebahasaaan
1. Kata kerja yang digunakan dalam text procedure
2. Kata General structure text
3. Ejaan dan tulisan tangan yang benar dan rapi
E. METODE PEMBELAJARAN
 TBI (Task Based Project ), Diskusi, Tanya-Jawab dan Presentasi
 Model Pembelajaran CIRC ( Cooperative Integrated Reading and
Compasition)
F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
1. Media : Gambar
2. Alat : Laptop
3. Sumber belajar : Suara Guru dan Buku Panduan
G. LANGKAH-LANGKAH PEMBELAJARAN
Pertemuan 1
a. Kegiatan pendahuluan (10)
 Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti
berdoa, sbsensi, menyiapkan buku pelajarn;

53. 48
 Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
pembelajaran teks procedure;
 Mengajukan pertanyaan-pertanyaan untuk mereview materi
sebelumnya;
 Menjelaskan tujuan pembelajaranatu kompetensi dasar yang akan
dicapai.
b. Kegiatan inti (60)
Mengamati (20)
 Pesrta didik mengamati sebuah text, kemudian diberi kesempatan
untuk membuat pertanyaan tentang text yang diberikan,
 Mengajukan pertanyaan, guru mengarahkan pertanyaan ke peserta
anak didik dan jawaban di sempurnakan gur,
 Peserta anak didik menemukan generic structure tense yang di gunakan
pada text procedure
 Menganalisa gambar gambar yang berhubungan dengan text procedure
 Membuat text procedure dengan bimbingan guru
Menanya (15)
 Dengan bimbingan dan arahan guru, peserta didik mempertanyakan
antara lain perbedaan antar berbagai teks procedure yang ada dalam
bahasa inggris terutama tentang fungsi sosial, struktur teks dan unsur
kebahasaan.
 Peserta didik mempertanyakan gagasan pokok, informasi rinci dan
informasi tertentu teks procedure.
Mengumpulkan data (40)
 Peserta didik dalam kelompok membacakan teks deskriptif berupa
sebuah brosur tempat wisata yang sudah dibawa dengan pengucapan,
tekanan kata dan intonasi yang tepat
 Peserta didik serta berpasangan menemukan gagasan pokok, informasi
tertentu dan informasi rinci serta funsi sosial dari teks deskripsi yang
didengar

54. 49
 Peserta didik secara berkelompok menemukan gagasan pokok,
informasi tertentu, informasi rinci, fungsi social, struktur teks dan
unsur kebahasaan dari teks yang dibaca.
c. Penutup (5)
 Memberikan umapan balik terhadap proses dan hasil pembelajaran;
Thank you very much for your participation. You did a good job today.
I’m very happy with your activity in the class. How about you, did you
enjoy my class ?
 Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas
individual untuk membaca melalui internet berbagai procedure
 Menginformasikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya.
H. PENILAIAN
1.) Penilaian sikap dan sosial
a. Instrumen penilaian sikap spiritual ( lembar pengamatan terlampir )
b. Instrumen penilaian sikap sosial ( lembar pengamatan terlampir )
2.) Penilaian pengetahuan dilakukan dengan : Tes Tertulis ( soal terlampir )
3.) Penelitian penerapan dilakukan dengan penilaian rubrik (lembar rubrik
terlampir)
Lampiran 1 :
Lembar pengamatan penilaian sikap spiritual
N
o
Indikator Nomor daftar hadir siswa kelas X – 1
1 2 3 4 5 6 7 8 9 11 12 ... 32
1. Siswa menunjukan
semangat dalam
mengikuti
pembelajaran
2. Siswa
menunjukkan
keseriusan dalam
mengikuti

55. 50
pembelajaran
Kriteria penilaian semangat :
4= dapat menjadi teladan dalam menunjukkan semangat (tidak mudah
menyerah menghadapi kesulitan, menghargai waktu belajar dengan
sepenuh hati/ iklas , rajin belajar) dalam mengikuti pembelajaran
3= telah menunjukkan semangat (tidak mudah menyerah menghadapi
kesulitan, menghargai waktu, belajar dengan hati/iklas , rajin belajar)
dalam mengikuri pembelajaran
2= mulai menampakkan semngat (tidak mudah menyerah menghadapi
kesulitan, menghargai waktu, belajar dengan hati/iklas , rajin belajar)
dalam mengikuri pembelajaran, namun belum sepenuhnya
1= belum menampakkan semangat (tidak mudah menyerah menghadapi
kesulitan, menghargai waktu, belajar dengan hati/iklas , rajin belajar) sama
sekali dalam mengikuti pembelajaran
Kriteria penilaian serius :
4= dapat menjadi teladan dalam menunjukkan serius ( berkomitmen tinggi,
sedia bekerja keras, bersungguh-sungguh ) dalam mengikuti pembelajaran
3= telah menunjukkan serius (berkomitmen tinggi, sedia bekerja keras,
bersungguh-sungguh) dalam mengikuti pembelajaran
2= mulai menampakkan serius tidak mudah menyerah menghadapi
kesulitan, menhargai waktu, belajar dengan sepenuh hati/iklas, rajin
belajar dalam mengikuti pembelajaran, namun belum sepenuhnya
1= belum menampakkan serius tidak mudah menyerah menghadapi
kesulitan, menghargai waktu, belajar dengan sepenuh hati/iklas, rajin
belajar sama sekali dalam mengikuti pembelajaran
Lembar pengamatan penilaian sikap sosial
No Indikator Nomor daftar hadir siswa kelas X – 1
1 2 3 4 5 6 7 8 9 11 12 ... 32

56. 51
1. Siswa
menunjukkan
perilaku rasa
percaya diri saat
melakukan
kegiatan
percakapan
transaksional
2. Siswa
menunjukkan
perilaku
tanggung jawab
dalam
melaksanakan
dan
menyelesaikan
tugas-tugas yang
diberikan baik
individu
maupun
kelompok
Kriteria penilaian perilaku percaya diri :
- Tidak mudah menyerah pada keadaan sulit
- Memiliki cara pandang yang positif terhadap diri sendiri
- Memiliki pengendalian diri yang baik
- Memiliki kestabilan dalam emosi
Nilai : 4 = sangat baik 3 = baik 2 = cukup baik 1 = kurang
Kriteria penilaian perilaku tanggung jawab :
- Melaksanakan tugas dan kewajiban dengan kesadaran yang tinggi
- Menciptakan keadaaan lebih baik yang lalu
Nilai : 4 = sangat baik 3 = baik 2 = cukup baik 1 = kurang

57. 52
Lampiran 2
Kisi-kisi soal pengetahuan dan penerapan
No Kompeten
si Inti
Kompetensi
Dasar
Kelas/
semest
er
Materi
Pokok
Indikator Soal Nomo
r Soal
1 K13 :
memaham
i,
menerapka
n,
menganali
sis
pengetahu
an faktual,
konseptual
,
prosedural
berdasarka
n rasa
ingin
tahunya
tentang
ilmu
pengetahu
an
teknologi,
seni,
budaya,
dan
humaniora
dengan
wawasan
kemanusia
3.3
menganalisis
fungsi sosial,
struktur teks,
dan unsur
kebahasaan
pada
ungkapan
harapan dan
doa bersayap
(extended),
sesuai dengan
konteks
penggunaann
ya
4.3 menyusun
teks lisan dan
tulis untuk
menyatakan
dan merspon
ungkapan
harapan dan
doa, bersayap
(extended)
dengan
memperhatik
an fungsi
sosial
XI/1 Teks lisan
dan tulis
ungkapan
harapan
dan doa
dan How
to
congratula
te
Diperdengark
an sebuah
teks
percakapan
tentang
harapan dan
doa dan how
to
congratulate,
siswa dapat
memilih
jawaban yang
tepat dengan
menentukan :
- informasi
rinci
Diberikan
sebuah teks
percakapan
rumpang
tentang
harapan dan
doa dan how
to
congratulate,
siswa dapat
melengkapiny
a dengan
1
(PG)
2,3
(PG)
4-10
PG
1
Uraian
Prakte
k
2

58. 53
an,
kebangsaa
n,
kenegaraa
n dan
peradaban
terkait
penyebab
fenomena
dan
kejadian,
serta
menerapka
n
pengetahu
an
prosedural
pada
bidang
kajian
yang
spesifik
sesuai
dengan
bakat dan
minatnya
untuk
memecahk
an
masalah.
struktur teks,
dan unsur
kebahasaan,
yang benar
dan sesuai
konteks
memilih
jawaban yang
tepat
Diberikan
sebuah teks
monolog acak
tentang
harapan dan
doa dan how
to
congratulate,
siswa dapat
menyusunnya
dengan
struktur yang
tepat
Uraian

59. 54
No Kompetensi
Inti
Kompetensi
Dasar
Kelas/
semeste
r
Materi
Pokok
Indikator
Soal
Nomo
r Soal
1 K14 :
mengolah,
memahami,
dan mengaji
dalam ranah
konkret dan
ranah
abstrak
terkait
dengan
pengembang
an dari yang
dipelajariny
a di sekolah
secara
mandiri dan
mampu
menggunaka
n metode
sesuai
kaidah
keilmuan
3.3
Menganalisis
fungsi untuk
struktur teks,
dan unsur
kebahasaan
pada
ungkapan
harapan dan
bersayap
(extended),
sesuai dengan
konteks
penggunaanny
a
4.3
Menyusun
teks lisan dan
tulis untuk
menyatakan
dan
menerapkan
ungkapan
harapan dan
doa, bersayap
(extended)
dengan
memperhatika
n fungsi
sosial,
struktur teks,
XI/1 Teks lisan
dan tulis
pemapara
n jati diri
Diberikan
sebuah
percakapan
siswa dapat
meresponny
a dengan
ungkapan
harapan dan
doa
Diberikan
sebuah
konteks,
siswa dapat,
menulis
teks
monolog
harapan dan
doa dan
how to
congratulate
, dengan
struktur,
bentuk
bahasa,
kosa kata
dan format
penulisan
yang baik
dan benar
16
Uraia
n
17
Uraia
n

60. 55
dan unsur
kebahsaan,
yang bener
dan sesuai
konteks
Melakukan
moonolog
harapan dan
doa dan
how to
congratulate
, dengan
struktur teks
bentuk
bahasa,
kosa kata
,format
penyampaia
n yang baik
dan benar
Lampiran 3
SPEAKING RUBRIC ASSESSMENT
Name :.........................................................Class/Number :.................../..................
Name :.........................................................Class/Number :................../...................
KKM : 75
No Criteria to be
assessed
Low
performance
75
Good
performance
80-85
Very good
performance
90
Score
1. pronouncation Too many
mistakes
With 2 until
5 mistakes
Perfect
pronouncation
2. Intonation Monotonous Begins to
vary the
intonation
Accurate
intonation
3. Grammar Too many
mistakes
With 2 untul
5 mistakes
No mistakes
in grammar

61. 56
4. Content Plain /
simple
Begins to
add some
information
Add more
personal
information
Total score
Final Score = Total Score
: 4
WRITING RUBRIC ASSESSMENT
Name :.........................................................Class/Number :................../...................
No Criteria to
be assessed
Low
performance
75
Good
performance
80-85
Very good
performance
90
Score
1. Content Plain/simple Begins to
add some
information
Add more
personal
information
2. Sentence
formation
Use simple
sentences
Begins to
vary simple
sentences
and
compound
sentences
Use simple
sentences,
compound
sentences
and complex
sentences
correctly
3. Grammar Too many
mistakes
6 until 10
mistakes
Under 5
mistakes
4. Vocabulary Basic
vocabulary,
less precise
Developed
vocabulary
Puposefully
chosen
vocabulary
5. Writing
mechanic
Some errors
with spelling
and
pronouncation
Mostly
effective use
of
mechanics,
errorrs do
not detract
Effective use
of
capitalization
punctuation,
and speling

62. 57
from
meaning
6. Tidiness
and
deadline
Write
awkwardly,
unreadable,
submit late
more than 3
days from the
fdeadline
Write quite
neatly, quite
clear font,
submit late
three days
from the
deadline
Write neatly,
clear font,
submit the
work in/on
time
Total score
Final score = total score : 6
Denpasar, Juli 2014
Mengetahui,
Kepala Sekolah Guru Mata Pelajaran
Drs Med Achmad Sugiharto Saifurrahman, S.Pd. I
6. The Facilities of SMA Harapan Mulia
1) Owned School Building
2) The learning based on the curriculum (Education National/ Diknas and Plus
Program)
3) Lab. English
4) Lab. Computer
5) Lab. IPA

63. 58
6) Online Internet
7) Lab. Chemistry
8) Lab. Multimedia
9) Tadrib Method in learning al-Quran
10) Room Class max. 24 students
11) Auditorium and Mushola
12) Library
13) UKS
14) Sport Field (basket, valley, and futsal)

64. 59
15) Canteen
16) Parking Area
17) OSIS Room
7. Additions
The data about SMA Harapan Mulia is less expanded because the observers
are not permitted to get the more data except only general data informed and written
in these papers.
All demands in the cost of YAYASAN HARAPAN MULIA are from the
owner and founder, like the usual private institutes in Indonesia.

65. 60
Chapter III
Conclusion
KKL 2017/2018 is held when the students stay in IAIN Salatiga for 6th
semester. It is a program that obligates them to do by visiting particular education
schools. Besides, it is a program training the students to observe everything
surrounding their environment in which the observation they do is relating to the
education and experiences.
MAN 1 Jembrana, Bali is one of Islamic Senior High School located in
Negara Jembrana Bali. It is one of the qualitative schools there. From the point of
view of the infrastructure, MAN 1 Jembrana, Bali is properly called as the standard
school in education. As the stated-owned school, MAN 1 Jembrana, Bali completed
the facilities and requirements, like curriculum, lesson plan, extracurricular, sport, the
programs of developing skills, and etc.
SMA HARAPAN MULIA is one of the owned schools located in Denpasar,
the capital of Bali. The institute is less that MAN 1 Jembrana, Bali. This school that is
located in Denpasar constitutes the novel school and was continuous for 17 years.
This school is in the process of development.
As the students in IAIN Salatiga who take English Subject, the both schools
gives the general description about the pillars of education management. Besides, they
can be observed about what the theory learning they used and about somewhat
relating to the learning components, like curriculum, lesson plan, learning purpose,
and so on.
One of the best way to develop the English Skill is practicing it through
holding the conversation with the foreigners. Touring the particular places is the
benefit activity for us who are English students despite not all of them taking the
suggestion mentioned. The skill in English by developing it with the way is not the
main purpose, but the main purpose of performing the interaction with the foreigners
is to increase our mental.
Finally, the composition of this project has not completed as the observer want
and the leaders demand. We hope that this project can give a little description and
answer some problems and questions mentioned in Chapter I.

66. 61
FURTHER READING
- http://mannegara.com/index.php/74-sejarah-madrasah-aliyah-negeri-man-
negara
- http://www.harapanmulia.sch.id
- Amsal Bakhtiar. Filsafat Ilmu. Jakarta. Rajawali Pers. 2013.
- Heri Rahyubi. Teori-teori Belajar dan Aplikasi Pembelajaran Motorik.
Majalengka. Nusa Media. 2012. Cetakan Pertama.
- IAIN Salatiga. Buku Petunjuk Teknis STUDI BANDING 2017. Salatiga. IAIN.
2017

67. 62
APPENDIX
1. Activities in MAN 1 Jembrana, Bali
2. Activities in YAYASAN HARAPAN MULIA

68. 63
3. One of the staffs at MAN 1 Jembrana
4. Organisation Structure of MAN 1 Jembrana
5. Vission and Mission of MAN 1 Jembrana

69. 64
6. Observation atmosphere at MAN 1 Jembrana
7. Curriculum Observation
8. Opening on SMA Harapan Mulya