English teachers' perspectives on the implementation of 2013 curriculum (a case study at seventh class of SMPN 3 South Tangerang in Academic Year 2015/2016)

(A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year

2015/2016)

A “Skripsi”

Presented to the faculty of Taribyah and Teachers’ Training

in a Partial Fulfillment of Requirements

for the Degree of S.Pd (S-1) in English Language Education

By:

Haqim Hasan Albana

1111014000029

DEPARTMENT OF ENGLIHS EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

ENGLISH

TEACHERS'

PERSPECTIVES ON

THE

IMPLEMENTATION

OF

2013

CURRICULUM

(A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 20rsl20t6)

A "Skripsi"

Presented to the faculty of Taribyah and Teachers' Training in a Partial Fulfillment of Requirements

for the Degree of S.Pd (S-1) in English Language Education

By:

Haqim Hasan Albana 1111014000029

Approved by

Advisor 1, Advisor 2,

Dr. Ratna Sari Dewi. M.Pd.

NrP. 19720501 199903 2 013

DEPARTMENT

OF

BNGLIHS

EDUCATION

FACULTY

OF

TARBIYAH AI{D

TEACHERS

TRAINING

SYARIF

HIDAYATULLAH

STATE

ISLAMIC UNIVERSITY

JAKARTA

20r6

ENDORSEMENT SHEET

The examination committee of the Faculty of Tarbiyah and Teachers' T'raining

certifies that the "skripsi" (Scientific Paper) entitled "ENGLISH TEACHERS'

PERSPECTIVES ON THE IMPLEMENTATION OF 2013 CI]RRICUI,UM

(A

Case Study

at

the

Seventh Class

of

SMPN

3

South Tangerang in

Academic Year 201512016)" written by I{aqim I-Iasan Albana, 1111014000029

was examined

by

the Committee on June l3th 2016. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of

"S.Pd." (S-1) in the Department of English Education.

Jakarta,June 1Zh 20t6

CHAIRMAN

SECRETARY

EXAMINER I

EXAMINER II

Ra

EXAMINATION COMMITTEE

Dr. AIek"

M.Pd.

t________-) - _.:,.n, NIP. 19690912 200901

I

008

Zaharil Anasy. M.Hu{n.

NIP. 19761007 200710

I

002

Drs. Bahrul Hasibuan. M.Ed.

NIP.

Drs. Svauki. M.Pd.

NrP. 19641212 t99t03

r

002

cknowledged by

Dean of Faculty iyah and T rarnlng

Saya yang befiancla tan

Nama

Ternpat/Tgi.Lahir

NIM

Jumsan / Prodi Juclul Skripsi

gan di bawah ini, Haqirn Hasan Albana

Pujodadi, 26 Februari 1 993 1 I 1 1014000029

Ilmu Tarbiyah dari Kegur-uan

English Teachers' Perspectives on the Implementation of

2013 Curriculum (A C'ose Study ot Seventh Class of SMPI'{ 3

South Tangerctng in tlcademic Year 2015/2016) Dosen Pembintbing : 1. Dr. Ratna Sari Delvi, M.Pd

2. Yenny Rahmawatj, M.Pcl.

dengan ini menyatakan bahwa sklipsi yang saya buat benar-benar hasil karya senclili dan saya bertanggung ja',vab secara akadernis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah. ,::::::.;.:lh. UIN JAL{RTA

,

,:.:i'_;1rr;,: FITK

:= .::: t .ll. lt I l. -tLntqit \a ,/) _{( ttilit!! i} j1 I : i)i,lt)t)t.\it

FORN{ (FR) Terbit :

No. Rer isi: : 0 I

Hal l/t

SURAT

PERNYATAAN

IGRYA

SENDIru

iv

ABSTRACT

Haqim Hasan Albana. “English Teachers’ Perspectives on the Implementation of 2013 Curriculum” (A Case Study at Seventh Class of SMPN 3 South Tangerang in

Academic Year 2015/2016), A “Skripsi” of English Education Department at Faculty

of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2016.

Advisors : Dr. Ratna Sari Dewi, M.Pd. and Yenny Rahmawati, M.Ed.

Key words : Implementation, 2013 curriculum, and English teachers.

This study aimed to observe and describe the implementation of 2013 curriculum which was conducted by seventh class English teachers in SMPN 3 South Tangerang. As addition, this study also aimed to dig out the challenges faced in the implementation of 2013 curriculum in that school. In this research, writer adopted qualitative as the research method, and the design of this research was case study. The instrument of collecting data were interview, observation, documentation, and questionnaire. All of the data was analyzed through qualitative approach. The subjects of this research were the English teachers’ at seventh class, headmaster, vise headmaster of curriculum, and some seventh class students which came from three classes. In this research, writer began to do interview section to seventh class English teachers related the implementation of 2013 curriculum in their subject, and completed by performing the interview to the vise headmaster of curriculum. The observation session was conducted on the instruction process and assessment process of the English teachers. While, the documentation was used to analyze the lesson plan

and assessment guideline of seventh class English teachers. Students’ questionnaire

was distributed to obtain their perceptions on English teachers’ instruction. The data

obtained showed that theoretically and administratively SMPN 3 South Tangerang already implemented 2013 curriculum. However, there were misses in some aspects such as in teaching plan, instruction process, and assessment process. Those process had not completely run based on 2013 curriculum principle. Based on this result, the writer concluded that the implementation of 2013 curriculum in English lesson at seventh class of SMPN 3 South Tangerang had not worked supposedly yet according to 2013 curriculum characteristic. Therefore, the practice of this implementation needs more improvement to gain its purpose.

v

ABSTRAK

Haqim Hasan Albana. “English Teachers’ Perspectives on the Implementation of 2013 Curriculum” (A Case Study at Seventh Class of SMPN 3 South Tangerang in

Academic Year 2015/2016), Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas

Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta, 2016.

Pembimbing : Dr. Ratna Sari Dewi, M.Pd. and Yenny Rahmawati, M.Ed.

Key words : Implementasi, Kurikulum 2013, dan Guru Bahasa Inggris.

Penelitian ini bertujuan untuk mengetahui dan menjelaskan impelementasi kurikulum 2013 yang dilaksanakan oleh guru bahasa Ingris kelas tujuh di SMPN 3 Tangerang Selatan. Sebagai tambahan, penelitian ini juga bertujuan untuk menggali lebih dalam terkait dengan hambatan-hambatan yang dihadapi dalam implementasi kurikulum 2013 di sekolah tersebut. Pada penelitian ini, penulis menggunakan metode penelitian kualitatif, dan bentuk dari penelitian ini berupa studi kasus. Instrumen pengumpulan data yang digunakan berupa wawancara, observasi, dokumentasi, dan ditambah dengan kuisoner siswa. Semua data dianalisis melalui pendekatan kualitatif. Subjek dalam penelitian ini adalah guru-guru bahasa inggris kelas tujuh, kepala sekolah, wakil kepala sekolah bidang kurikulum, dan beberapa siswa kelas tujuh yang berasal dari tiga kelas. Dalam penelitian ini, penulis memulai dengan melakukan sesi wawancara terhadap guru bahasa inggris kelas tujuh terkait dengan implementasi kurikulum 2013 terhadap mata pelajaran mereka, dan dilengkapi dengan melakukan wawancara terhadap wakil kepala sekolah bidang kurikulum. Bagian observasi dilaksanakan terhadap proses pembelajaran dan proses penilaian. Sementara dokumentasi digunakan untuk menganalisa perencanaan pembelajaran yang berupa RPP dan panduan penilaian yang dimiliki oleh guru bahas Inggris kelas tujuh. Kuisoner siswa didistribusikan untuk mendapatkan persepsi mereka terhadap pembelajaran yang dilaksanakan oleh guru bahasa inggris. Data yang diperoleh menunjukkan bahwa secara administrasi dan teori, SMPN 3 telah mengimplementasikan kurikulum 2013. Akan tetapi, masih terdapat kekurangan dalam beberapa aspek seperti dalam perencanaan pengajaran, proses pembelajaran, dan proses penilaian. Aspek-aspek tersebut tidak sepenuhnya berjalan sesuai dengan karakteristik kurikulum 2013. Berdasarkan hasil ini, penulis berkesimpulan bahwa implementasi kurikulum 2013 dalam mata pelajaran bahasa inggris kelas tujuh yang dilakukan oleh guru bahasa Inggris belum sepenuhnya berjalan sebagaimana mestinya sesuai dengan kurikulum 2013. Oleh sebab itu, praktik penerapan kurikulum 2013 ini membutuhkan peningkatan dalam aspek-aspek tersebut dalam rangka mencapai tujuan dari implementasi kurikulum 2013.

vi

ACKNOWLEDGEMENT

مــــــــــــــيحرلا نــــــــمحرلا هــــللا مـــــــــــــــسب

In the name of Allah the Beneficent, the Merciful

Praise be to Allah, the Lord of the worlds, the Master of the day after, and He has no partner, for His blessings, love, and mercy given to the writer, so he is able to complete his last assignment in his study. Peace and salutation be upon our prophet Muhammad P.B.U.H., his family, his companions, and his adherences.

In arranging this paper, many persons had given the contribution such as motivations, supports, and advices that were very helpful for the writer. In this opportunity, the writer would like to express great honor and gratitude to them.

First of all, the writer would like to express his deepest gratitude to his beloved parents, Mr. Rahmanto, and Mrs. Sarmi, and the whole of his family who had given support, and the best wishes. Also, he expresses great honor and sincere appreciation to his advisors, Mrs. Dr. Ratna Sari Dewi, M.Pd., Mrs. Yenny Rahmawati, M.Ed. who had given suggestions ad critical remarks in the process of completing this “skripsi”.

Then, the writer’s gratitude is also presented to:

1. To all lecturers of the Department of English Education, for their knowledge,

motivation, and patient during his study at the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic Universtiy.

2. Dr. Alek, M.Pd., the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., the secretary of Department of English Education.

4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of Faculty of Tarbiyah and Teachers’

Training Syarif Hidayatullah State Islamic University.

5. Three English teachers of seventh class in SMPN 3 South Tangerang, the

vii

6. Prof. Dr. Ali Mustafa Ya’qub, MA., the Director of Daruss-Sunnah Institute for Hadith Sciences and all lecturers in Daruss-Sunnah.

7. All of writer’s friends in the Department of English Education year 2011, especially for A class.

8. All of writer’s family in Daruss-Sunnah Institute for Hadith Sciences especially for Fushilat generation and Musyrif (governing board).

Furthermore, the writer realizes that this “skripsi” is not ideal without critiques and suggestions. Therefore, any critiques and suggestion are always welcomed by the writer to make it better.

Jakarta, 20th _{May 2016}

viii

TABLE OF CONTENTS

APPROVAL……… i

ENDORSEMENT SHEET……… ii

SURAT PERNYATAAN KARYA SENDIRI……….. iii

ABSTRACT……… iv

ABSTRAK……….. v

ACKNOWLEDGEMENT……… vi

TABLE OF CONTENTS……….. viii

LIST OF TABLES………. xii

LIST OF APPENDICES ……….. xiv

CHAPTER I. INTRODUCTION………. 1

A. The Background of Study……….. 1

B. The Focus of the Research………. 4

C. The Question of the Research……… 5

D. The Objective of the Research………... 5

E. The Significance of the Research……...……….... 6

CHAPTER II THEORETICAL FRAMEWORK………... 7

A. Overview……….... 7

B. 2013 Curriculum……… 7

1. Characteristic of ELT in 2013 Curriculum….. 9

a. Textbook……… 10

b. Syllabus and Lesson Plan……….. 12

c. Scientific Approach………... 16

d. Authentic Assessment……… 22

ix

CHAPTER III RESEARCH METHODOLOGY……….... 29

A. Overview………... 29

B. Place and Time of Research……….. 29

C. Research Methodology……….. 30

D. Research Subject………... 31

E. Data Collection………. 32

1. Observation………. 33

2. Interview………. 38

3. Documentation……….... 43

4. Questionnaire……….. 45

F. Data Analysis……….... 47

1. Collecting Data………... 48

2. Data Reduction………... 48

3. Data Display………... 49

4. Conclusion Drawing and Verification…….... 49

CHAPTER IV FINDING AND DISCUSSION………... 50

A. Overview……….. 50

B. The Description of Research Place……….. 50

C. The Brief Description of Research Subject…….. 51

D. The English Teachers’ Perspectives on____ …... 52

1. Teaching Plan………. 52

2. Instruction Process………. 62

a. Teaching Method………. 62

b. Media of Teaching………... 65

c. Teaching Process………. 68

1) Opening………. 68

x

a) Observing……… 72

b) Questioning………. 75

c) Experimenting………. 77

d) Associating……….. 79

e) Communicating………... 80

3) Closing……….. 82

3. Assessment Process (Authentic Assessment) 83 a. Affective………... 85

b. Cognitive………. 89

c. Psychomotor……… 92

4. The Challenges Faced During the_____... 95

a. Vice Headmaster of Curriculum………. 96

b. English Teacher A………... 100

c. English Teacher B………... 101

CHAPTER V CONCLUSION AND RECOMMENDATIONS.. 104

A. Overview………. 104

B. Results………. 104

C. Recommendations………... 105 1. Enriching teachers’ knowledge of____... 106

2. Increasing the monitoring aspect____... 106

3. Developing the relationship between___... 107

4. Building teachers’ awareness____... 107

D. Direction for Further Research……… 107 E. Conclusion………... 108

xi

REFERENCES………. 110

xii

LIST OF TABLES

Page

Table 1. The table of lesson plan design provided by government….……...14

Table 2. The table of gradation of three main aspects in 2013 curriculum with

their specific activities……….………17

Table 3. The table of assessment form related to the scoring activities provided

by government……….………26

Table 4. The table of observation guideline for teaching planning of ELT

confirming the implementation of 2013 Curriculum in seventh class of

SMPN 3 South Tangerang……….……..34

Table 5. The table of observation guideline for teaching process confirming the

Implementation of 2013 curriculum in seven class of SMPN 3 South

Tangerang………35

Table 6. The table of observation guideline for authentic assessment

observation process of 2013 curriculum at seventh class of SMPN 3 South

Tangerang………37

Table 7. The table of observation of Implementation 2013 curriculum schedule

in SMPN 3 South Tangerang……….………..38

Table 8. The table of teachers’ interview protocol related to the handicap faced

during the implementing 2013 curriculum in methodology of English

language teaching at seven class of SMPN 3 South

Tangerang……….……...40

Table 9. The table of headmaster’s interview protocol related to the

implementation of 2013 curriculum in English language teaching at

seventh class of SMPN 3 South Tangerang………...41

Table 10. The table of interview protocol for head of curriculum related to the

implementation of 2013 curriculum generally and in English language

xiii

Table 11. The table of interview of Implementation 2013 curriculum in SMPN 3

South Tangerang………..42

Table 12. The table of documentation guideline for implementation 2013

curriculum in ELT based on teachers’ perspectives in SMPN 3 South

Tangerang………44

Table 13. The table of questionnaire for seventh class students of SMPN 3 South

Tangerang………46

Table 14. The table of questionnaire of implementation of 2013 curriculum in

SMPN 3 South Tangerang………...47

Table 15. The table of lesson plan analysis of English teacher A of SMPN 3

South Tangerang………..56

Table 16. The table of lesson plan analysis of English teacher C of SMPN 3

South Tangerang………..58

Table 17. The table of students’ questionnaire result at seventh class of SMPN 3

South Tangerang………..66

Table 18. The table of challenges in 2013 curriculum implementation of SMPN

xiv

LIST OF APPENDICES

Page Appendix 1. The observation guideline for teaching plan of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South

Tangerang………..117

Appendix 2. The observation guideline for teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South

Tangerang………..118

Appendix 3. The observation guideline for authentic assessment observation process of 2013 curriculum at seventh class of SMPN 3 South

Tangerang………..120

Appendix 4. The interview guideline about English language teaching confirming to the implementation of 2013 curriculum at seventh class of SMPN 3

South Tangerang………121

Appendix 5. The headmaster’s interview protocol related to the implementation of

2013 curriculum in English language teaching at seventh class of

SMPN 3 South Tangerang……….122

Appendix 6. The interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language

teaching at seventh class of SMPN 3 South Tangerang………123

Appendix 7. The lesson plan documentation guideline for implementation 2013

curriculum in ELT based on teachers’ perspectives in SMPN 3 South

Tangerang………..124

Appendix 8. The questionnaire protocol for seventh class students of SMPN 3

South Tangerang………..………..126

Appendix 9. The license letter for conducting research from faculty………127

Appendix 10. The letter of having conducted the research at SMPN 3 South

xv

Appendix 11. The lesson-plan analysis of English teacher A of SMPN 3 South

Tangerang………..129

Appendix 12. The lesson-plan analysis of English teacher C of SMPN 3 South

Tangerang………..131

Appendix 13. The result of observation process on instruction activity of English

teacher A of SMPN 3 South Tangerang………133

Appendix 14. The result of observation process on instruction activity of English

teacher B of SMPN 3 South Tangerang………135

Appendix 15. The result of Assessment observation of English teacher A of SMPN 3

South Tangerang………137

Appendix 16. The result of assessment observation of English teacher B of SMPN

South Tangerang………138

Appendix 17. The result of assessment observation of English teacher C of SMPN 3

South Tangerang………139

Appendix 18. The transcript of interview of English teacher A………...140

Appendix 19. The transcript of interview of English teacher B………...145

Appendix 20. The transcript of interview of vice headmaster of curriculum of SMPN

3 South Tangerang……….151

Appendix 21. The result of obstacle observation in 2013 curriculum implementation

of SMPN 3 South Tangerang……….155

Appendix 22. The table of data reduction of English teachers’ perspectives on the

implementation of 2013 curriculum at seventh class of SMPN 3 South

Tangerang………..…………156

Appendix 23. The result of students’ questionnaire of 7 CI………159

Appendix 24. The result of students’ questionnaire of 7 8………..160

xvi

Appendix 26. The example of lesson plan used by English teacher A………162

Appendix 27. The example of lesson plan used by English teacher C……….166

Appendix 28. The example of assessment guideline used by English teacher C….173

Appendix 29. The documentation of instruction process of 2013 curriculum at

1

CHAPTER I

INTRODUCTION

A. The Background of Study

Related to the foreign language in Indonesia, Indonesian government emphasizes English as an only foreign language to be taught in every level of Indonesian formal education. Based on the history of English language in Indonesia, it has already been established to be taught since the independent day of Indonesia in 1945. English also was chosen as first foreign language to be taught despite other foreign languages such as French, German, Arabic, Chinese,

and Japanese in Indonesia at that time.1 The Indonesian government chooses that

policy considering that English is the most urgent and essential foreign language to be taught. It considered that English language is a means in the development of the country, both for international relations and scientific-technological

advancement.2

English language teaching (ELT) in Indonesia year by year has been conducted based on the curriculum designed which is from the government throughout provision curriculum policy. Since Indonesia got the independence, the educational curriculum has already changed for several times. At least, there are six curriculums design which affect the purpose of ELT in Indonesia. Sahiruddin noticed that in every curriculum ELT has the specific methodologies; (a) 1945’s grammar translation-based curriculum, (b) 1958’s audiolingual

based-curriculum, (c) 1975’s revised audiolingual based-curriculum, (d) 1984’s structure

-based communicative curriculum, (e) 1994’s meaning-based communicative curriculum, (f) 2004’s competency-based curriculum.3 If we take a look at the two newest curriculum that 2006 KTSP curriculum and 2013 curriculum, the ELT

1 _{Dardjowidjojo, S: English teaching in Indonesia. English Australia Journal, 18, 2000,}

(1), p. 22-30.

2 _{http://www.oocities.org/upis3/bm/english-teaching-in-indonesia.htm}

3 _{Sahiruddin: The Implement ation of the 2013 Curriculum and the Issues of English}

LanguageTeaching and Learning in Indonesia. The Asian Conference on Language Learning 2013, Osaka, 2013, p. 567-574

methodology actually doesn’t really change drastically, because basically 2006 curriculum and 2013 curriculum are the revision of 2004 curriculum that still implement text-based approach in English language teaching.

There is no doubt that the model of English language teaching in Indonesia should depend on the curriculum design. However, in fact, the practice of ELT methodology doesn’t always fit in the curriculum design. For instance, in 1950 Indonesian government introduced lingual approach which led to audio-lingual based curriculum. However, in the field of ELT, even though the aspect of audiolingual approach was developed, many teachers still employed

grammar-based approach in ELT because of large class issues.4 It was actually the common

issue occured in ELT in Indonesia, however, methodology of teaching is one of essential factor for acquiring curriculum objective.

There are plenty issues towards mismatch of the implementation of methodology in Indonesian ELT. The mismatch of methodology employed, the unqualified teachers, the large classes, and the minimum facility are the main issues towards ELT in Indonesia. Hence, the government responds the issues by designing the new policy which hopefully will lead the better result of ELT in Indonesia.

Designing new curriculum is one government’s response towards the

educational issues happen in Indonesia. Based on UU No. 20/2003; PP No 9 2005, curriculum defined as a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used as guidelines for

implementation of learning activities to achieve specific educational objectives.5

From this perspective of curriculum, it can be inferred the two essential aspects in curriculum. The first is plans and arrangements regarding the purpose, content and materials, the second is the methodology employed for instruction

4 _Ibid.

(pembelajaran)6 process. As the meaning of curriculum above, curriculum revision is one of central strategy to build up better education in Indonesia.

2013 curriculum is the newest curriculum design which was promoted by the minister of education and culture in the beginning of 2013 to be implemented in Indonesian formal education. This policy is decided to repair the previous curriculum goal and process by designing the new objectives and process. Basically the objectives of 2013 curriculum focuses on the competency-based

curriculum with improving students’ characters formation. Beside that, scientific

approach is also the main feature in 2013 Curriculum which is should be adopted

by teachers in their teaching.

Along with the implementation of new curriculum, ELT in Indonesia also experiences the changes especially in instruction process. New syllabus design, new book are developed, new form of assessment, and new teaching approach are designed in 2013 curriculum. As addition, in 2013 curriculum, English subject in elementary school level is removed as compulsory subject and started at junior high school with the reduction of time teaching allotment. In this case, English teachers are the spearhead of ELT based on the implementation of 2013 curriculum in Indonesia especially in the methodology of teaching inside the class.

Although the syllabus and official handbook have already been designed and provided by the government, however, teachers require further socialization towards the implementation of 2013 curriculum in Indonesia, especially in assessment process and teaching process. Designing lesson plan, implementing 2013 curriculum teaching approach, teaching method, teaching technique, class atmosphere, and class circumstance which suit the curriculum are the responsibility of teachers. Big class and grammar translation method are considered as the common issues which will be faced during implementing ELT confirming implementation of 2013 curriculum.

6 _{Dr. Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,}

Since the 2013 curriculum was introduced in the beginning of 2013, it has already been more than two years of this implementation up to now days. There are many socializations and trainings which already been conducted throughout teachers training program gradually. Considering the quantity and the length of 2013 curriculum socialization, the English teachers should be capable to implement it properly. Despite that, the model of ELT methodology should be based on new curriculum design that is 2013 curriculum that based on scientific

approach which can be in various methodology of teaching such as Discovery

Based Learning, Project Based Learning, and Problem Based Learning, moreover,

Junior High school is the first level of English subject as compulsory subject, it is kind of English teachers’ challenge to implement the new government policy properly.

Moreover, as stated in electronical newspaper that there are three common problems faced by the teacher in implementing 2013 curriculum that are; conducting authentic assessment, practicing the scientific approach which is a fundamental feature of 2013 curriculum, and creating active students during the

class.7 Considering the three major problems above, it can be seen that the

teachers’ problem is very technical problem which actually occurs during the teaching process in class. Therefore, researcher is interested and curious to

observe and analyze further about English Teachers’ Perspectives on the

Implementation of 2013 Curriculum (A Case Study at the Seventh Class of SMPN 3 South Tangerang in Academic Year 2015/2016) which aims to find out everything inside the implementation such as the lesson plan, approach, methodology, teaching technique, and assessment process.

B. The Focus of the Research

Based on what was explained in the background of study above, the main focuses on this research is on the implementation of 2013 curriculum, in this case, especially in English Language Teaching (ELT) in Indonesia. As the issue of this

7

research, there is no doubt that there must be factors influence the problem whether in ELT issue or Curriculum issue.

Start from ELT issue in Indonesia, some factors rise that are; a). Many methodologies of language teaching were employed in Indonesia, however, the model of ELT still in a form of conservatives teaching in major, b). The changes of methodology were not accompanied by limitation of class size which still remains as the major issue now days, c). The qualification of English language teacher doesn’t meet the newest methodology employed in major.

C. The Question of Research

Based on the research background above, the research question was as follow:

How did the English teachers implement the 2013 Curriculum in their teaching at the seventh class of SMPN 3 South Tangerang?

D. The Objective of Research

The objectives of this research are as followed:

To analyze the implementation of 2013 curriculum seen from teachers’

perspective which mean cover English teachers’ activities, they are:

- The preparation of designing the lesson plan.

- The process of instruction in class.

- The process of assessment.

- The handicaps faced during implementing 2013 curriculum in ELT

E. Research Significance

The results of this research were expected to give some significances not only theoretically but also practically go to:

1. English language teachers.

2. Students.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Overview

This chapter contained the theoretical which related to this research. It started with the concept and description and design of 2013 curriculum which is designed by the government. Next sub chapter contained the characteristic of 2013 curriculum that covered its textbook, lesson plan, instruction approach

(scientific approach), and assessment (authentic assessment).

B. 2013 Curriculum

2013 Curriculum is the newest curriculum implemented in Indonesian education after the existence of 2006 curriculum for about seven years. The revision towards 2006 curriculum started in 2012. Many critiques were pointed to

previous curriculum that considered no longer effective to be implemented.1 The

rationale offered to revise 2006 curriculum that based on the future challenge in

21st _{century that known as science century, knowledge-based society and future}

competence. This curriculum was exactly promoted by the Ministry of National Education and Culture in the beginning of 2013 or in academic year 2013/2014

gradually.2

2013 Curriculum is the further curriculum which is developed based on

the neglect of 2004 curriculum (Competency-Based Curriculum).3 In one chance

the previous Minister of National Education stated that this curriculum is not

competency-based curriculum, but character-based curriculum.4 However, as

1 _{http://kemdikbud.go.id/kemdikbud/artikel-mendikbud-kurikulum2013, 14}th _December

2015, at 2.10 pm.

2 _{Ni Luh Gede Riwan Putri Bintari, I Nyoman Sudiana, and Ida Bagus Putrayasa.}

Pembelajaran Bahasa Indonesia Berdasarkan Pendekatan Saintifik (Problem Based Learning) Sesuai Kurikulum 2013 at VII Class of SMP Negeri 2 Amlapura, e- Journal Program Pascasarjana Universitas Pendidikan Ganesha, 2014, Vol. 3, p. 3

3_{http://smp.labschool.upi.edu/2014/08/fakta-fakta-seputar-kurikulum-2013/.14}th

December 2015, at 2.34 pm.

4 _{Yuyun yulia, An Evaluation of English Language Teaching Programs in Indonesian}

stated in 2013 curriculum design that this curriculum is developed base on

standard-based education and competency-based curriculum theory.5 In the

practice, the development 2013 curriculum should be based on those theories. Here is the characteristic of the competency-based curriculum:

1. Content of curriculum is the competence which is stated in

core-competence (KI) subject and specified furtherly into basic-core-competence (KD).

2. Core-competence is categorical overview relates to the competence

which should be learned by students in school, class, and subject level.

3. Basic-competence is the competence learned by students for specific

subject and class.

4. The emphasize of character- competence, affective cognitive, affective

psychomotor, and knowledge for education level and subject is signed by the quantity of basic-competence of subject.

5. Core-competence become organizational competence not a concept,

generalization, topic or something gained from “disciplinary-based curriculum” or “content-based curriculum” approach.

6. Basic-competence is developed based on accumulative principal,

tightening each other and enriching subject each other.

7. The process of teaching learning based on an effort to master the

competence in satisfied level by watching at the content characteristic competence that the knowledge is final competence (mastery). Cognitive and psychomotor aspect is the ability of content mastery that can be trained. Whether in character aspect is the ability of harder content mastery to be developed and needs indirect educational process.

5 _{I. Wayan As. S. Si, Kurikulum 2013 Perangkat Pembelajaran SMP/Mts Mata}

8. The assessment covers whole aspects of competence, formatively form and the result will be soon followed by remedial to ensure the

competence mastery in satisfied level.6

Therefore, the design of kompetensi inti (KI) and kompetensi dasar (KD) is much more based on developing good students’ character and capable students. In July 2014, it was recorded that the implementation of this curriculum covered almost all of Indonesian schools with the target number is 206.799 schools which consisted of 148.171 elementary schools, 35.597 junior high

schools, 12.403 senior high school, and 10.628 for vocational senior high school.7

This implementation is conducted through curriculum training gradually and remains up to now days.

1. Characteristic of ELT in 2013 Curriculum

As stated in the appendix of the Ministry of National Education and Culture law number 68 Year 2013 about basic frame and curriculum structure of junior high school and Islamic junior high school, clearly presented that characteristic of 2013 curriculum as below:

2013 curriculum is designed with the characteristic as below:

1. Developing the equilibrium between the development of character,

spiritual, and social, curiosity, creativity, and cooperating with intellectual and psychomotor competence.

2. School is part of society which gives well planned educational experience

where students can implement what they get from school into real society and utilize society as learning resource.

3. Developing character, knowledge, and skill, then implement them in multi

situations in school and society.

6 _{Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, p. 6-7}

7 _{http;//smp.labschool.upi.edu/2014/08/fakta-fakta-seputar-kurikulum-2013./ retrieved:}

4. Giving sufficient time allotment for developing various characters, knowledges, and skills.

5. The competence is presented in a form of core-competence in class and

specified further into subject basic-competence.

6. The core-competence of class become an organizing elements of

basic-competence, which all of basic-competences and teaching learning process are developed to achieve those competencies stated in core-competence.

7. Basic-competence is developed based on accumulative principal,

reinforced, and enriched between subjects and educational level.8

Beside those characters, there are some feature in 2013 curriculum that become essential parts in curriculum. The character of 2013 curriculum in ELT will be portrayed in some essential characteristics such as using scientific approach in instruction process, adopting authentic assessment in assessing students, using authentic material in decision of teaching material, centralized syllabus design by government, and providing guideline textbook for teachers and students.

a. Text Book

To complete the development of 2013 curriculum comprehensively, the government through its policy design the textbook for instruction guideline. This policy of textbook establishment is stated in the Ministry of National Education

and Culture law number 71 Year 2013 about lesson textbook and teachers’

guideline textbook for elementary and junior high school.9 The textbook is

provided for teachers and students. This policy aims to assist the instruction process with unite material.

As stated in article 1 point 1) that lesson textbook as a book for students

which is proper to be used in learning. For teachers’ textbook is stated in article 1

8 _{Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 68 Tahun 2013:}

Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, p. 3

9 _{Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 71 Tahun}

2013 Tentang: Buku Teks Pelajaran dan Buku Panduan Guru untuk Pendidikan Dasar dan Menengah., p. 1

point 2) that teachers’ guideline textbook as teachers’ book which is proper to be used in teaching process. Based on this decree, hence, the school which implements 2013 curriculum has to use the book in the instruction process. The

textbook describes the minimum students’ effort to achieve target competence.10

Despite of material of teaching, the textbook for teachers also consists of teaching guideline. The guideline consists of core and basic competence display, the characteristic of instruction in each subject, instruction framework, model of assessment, and teaching activities. Whether in students’ textbook, it only consists of learning material. The further discussion about English textbook will be in the next chapter.

For English subject, government also provided two guideline textbooks

that are for teachers and students. The teachers’ book is When English Rings a

Bell. This book is teachers’ book which is prepared by government purposely to implement 2013 curriculum especially for English subject as well. This book contains four chapters. First chapter tells about the general guideline in teaching English based on 2013 curriculum including characteristic of teaching English in 2013 curriculum, the model of instruction, form of assessment, and example of teaching process. The second chapter contains set of English teaching material

which is presented in instruction process. The third chapter contains teachers’

activity in class especially the use of language in presenting the material. The last chapter contains syllabus of English subject for junior high school.

Same as the name of teachers’ book, students’ book is also When English

Rings a Bell. This book portrays the students’ minimum effort to achieve

expected competence. There are eleven chapters in this book. Each chapter contains the material including the exercise for students. Classroom language and glossary are also attributed in this book.

10 _{Bahasa Inggris When English Rings a Bell for VII SMP/MTs, (Kementrian Pendidikan}

b. Syllabus and Lesson Plan

In the previous curriculum which was based on school-based curriculum the design curriculum and syllabus was the authority of each school. School has the own design of syllabus which designed by teachers, while government was

just as supervisor and developer of KI and KD.11 Whether in lesson plan design,

2013 curriculum provides the outline of lesson plan and developed contextually

by the teachers.12From this stipulation, the teachers’ burden is reduced compared

with previous curriculum. Teachers are not demanded to design syllabus and well serviced by government related to the syllabus, outline of lesson plan and textbook.

The design of syllabus and lesson plan is comprehensively stated in the appendix of law of the Ministry of National Education and Culture number 65 year 2013 chapter III. Instruction plan is designed in a form of syllabus and lesson plan which refers to the content standard. The design of syllabus and lesson plan

refers to the approach adopted.13 Both syllabus and lesson plan should be made

before the instruction process runs.

According to this law, syllabus is the guideline for designing the lesson framework for each subjects. Syllabus at least consists of:

a. Subject identity

b. School identity

c. Core competence

d. Basic competence

e. Theme

f. Main material

g. Instruction model

h. Assessment

i. Time allocation

11 _{Kementerian Pendidikan dan Kebudayaan, op.cit. p. 26}

12 _{Bahasa Inggris When English Rings a Bell for VII SMP/MTs, op.cit. p. 11-13}

13 _{Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor}

j. Material resource

Syllabus is developed bases on Standard of Passing Competence and Content Standard for elementary and junior high school in specific academic year. Then syllabus is a guideline used to develop lesson plan.

Lesson plan (RPP) is a plan for instruction process in one meeting or more. According to the law number 81A year 2013 about the implementation of curriculum states that lesson plan is the instruction plan which is specifically

designed from single main material or specific theme that refers to syllabus.14

Lesson plan is developed from syllabus for guiding the instruction process for students in which to achieve the basic competence. It is obligated for each teacher to develop and design their lesson plans comprehensively and systematically in order to achieve interactive, inspired, joyful, challenging, efficient learning and motivate students to actively involve, and gives the sufficient chance for their initiative, creativity, and independence based on their talents, desires, physics and

psychological growth.15 Lesson plan is designed based on basic competence and

sub theme which is implemented in one meeting or more. Here is the component of lesson plan design based on this law:

a. School identity.

b. Subject identity or sub theme.

c. Class/semester.

d. Main material.

e. Time allocation decided by considering the time to achieve basic

competence.

f. The objective of instruction deigned based on basic competence by

using operational verb which can be analyzed and measured that cover character, cognitive, and affective aspect.

g. Basic competence and competence indicator.

14 _{Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 81a tahun}

2013 Tentang: Implementasi Kuriukulum, p. 37

15 _{Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor}

h. The material of subject.

i. Instruction method.

j. Instruction media.

k. Material resource.

l. Instruction step are conducted through introduction, content, and

closing process.

m. The assessment of learning process.

Here is the example of lesson plan form provided by government. Table 1. The table of lesson plan design provided by government.

School :

Subject :

Class/Semester :

Material :

Time Allocation :

A. Core Competence (KI)

B. Basic Competence (KD) and Indicator 1. (KD to KI-1)

2. (KD to KI-2) 3. (KD to KI-3)

Indicator:

4. (KD to KI-4) Indicator:

Note:

KD-1 and KD-2 from KI-1 and KI-2 is not supposedly developed in indicator because both competences are achieved through indirect learning. The indicator is only developed for KD-3 and KD-4 which is achieved through direct instruction process.

C. The Objectives of Instruction D. Material (details of material)

E. Method of Instruction (Details of instruction activity) F. Media, equipment, and Instruction Resource

1. Media

2. Tools/equipment 3. Learning Resource G. Steps of Instruction

1. First Meeting:

a. Introduction/Opening (…minutes) b. Content (...minutes)

c. Closing (…minutes) 2. Second Meeting:

a. Introduction/Opening (…minutes) b. Content (...minutes)

c. Closing (…minutes), and so on. H. Assessment

1. Kind/Technique of Assessment 2. Form of Instrument and Instrument 3. Scoring Guideline.

The government also completes the principal in designing lesson plan as follows:

a. The difference of students ability affected by first ability, intellectual

level, talent, potential, desire, learning motivation, social competence, emotion, learning style, special needs, learning speed, cultural background, norm, value, and learning environment.

b. Active participation of students.

c. Students’ centered to encourage their enthusiasm of learning, motivation, desire, creativity, initiative, inspiration, innovation, and independence.

d. The development of reading and writing culture is designed for developing the reading interest, understanding of various reading types and expressing in various texts.

e. The feedback giving and evaluation of lesson plan consists of design

of program of positive feedback giving, reinforcement, enrichment, and remedial.

f. The emphasize in relevance and cohesiveness between basic

competence, material, instruction process, indicator of competence achievement, assessment, and learning resource put in unite of learning experience.

g. Accommodating thematic learning, cohesiveness across-subject, across

learning aspect in unity of learning experience.

h. Implementing integrated technology, information, and communication

systematically, and effectively based on situation and condition. c. Scientific Approach

Dealing with the method and procedure in 2013 curriculum, it will talk about the model of instruction model which is related to the approach, and method used. Actually the procedure in instruction implementation is stated in the law of the Ministry of National Education and Culture number 65 year 2013 chapter and chapter III and IV about instruction implementation.

Based on the standard of passing competence, the objective of instruction

covers the development of character, cognitive, and students’ skill which is

elaborated annually. According to the vise of Ministry of National Education statement in the concept and implementation of 2013 curriculum that scientific

approach should be implemented in every instruction to develop students’

creativity.16 Actually, this approach is chosen as the following of process standard

of Indonesian education in 2013 curriculum that covers three main aspects that are

16 _{Kementerian Pendidikan dan Kebudayaan, Paparan Wakil Menteri Pendidikan dan}

character, cognitive, and psychomotor aspect.17 Each aspects has the gradation of activities as the table below:

Table 2. The table of gradation of three main aspects in 2013 curriculum with their specific activities.

Character Cognitive Psychomotor

Receiving Recalling Observing

Operating Understanding Questioning

Appreciating Implementing Attempting

Inspiring Analyzing Arguing

Applying Evaluating Presenting

Creating

Approach is defined as a particular way of thinking about or dealing with

something.18In 2013 curriculum, scientific approach in the instruction as

explained above.

This scientific approach was firstly introduced by America in last of 19s century, as the emphasizing towards the formalistic laboratory approach which direct to the science facts.19 In the practice scientific approach is also known as scientific method that defined by Edmond in Xiaowei Tang et.al as the method to specifically denote the accounts of scientific process steps that are central to many

inquiry models and infuse policy, curriculum and instruction.20

This scientific approach guides and assists the teachers and curriculum developer to advance and fix the instruction process through breaking the process into the specific steps that consists of set of instructions for students in learning activity. According to the directorate of Senior High School development stated

17 _{Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor}

65 tahun 2013. op.cit. p. 3

18 _{Macmillan English Dictionary for Advance Learners, International Student Edition,}

(London: A division of Macmillan Publishers Limited, 2002), p.57

19 _{Lulu Anggi Rhosalia, Pendekatan Scientific Dalam Pembelajaran Tematik Terpadu,}

(UNESA, 2014), p. 3

20 _{Xiaowei Tang, et.al, The scientific Method and Scientific Inquiry: Tension as in}

that scientific approach is kind of instruction models which adopts scientific steps

in constructing knowledge through scientific method.21 From those theories and

definitions of scientific approach it can be assumed that scientific approach in 2013 curriculum is a belief in instruction process that become an fundamental guideline for instruction activities inside class by several scientific instructions provided by teachers to students.

Scientific approach as stated above consists of several instructions. Based on vise of Ministry of National Education statement in that scientific approach consists of five main scientific activities that are; observing, questioning,

experimenting, associating, and networking.22 These activities or instructions have

an own objective in the instruction process. Still stated in the paper of senior high school development directorate that explained those activities as below:

1. Observing aims to make the instruction tightly relates to the daily real context. The process of observing the fact or phenomenon covers the discovering, seeing, listening, reading, and scrutinizing information. Example:

Students observe pictures or video the people body language who still shaking hand each other or listening the self-introduction in English. 2. Questioningconducted as one of developing students’ knowledge process

in a form of concept, principal, procedure, law, and theory. This activity aims to create students have a critical thinking skill, logic, and systematic. This process can be conducted through discussion, work in group, and class discussion.

Example:

Students discuss when, where, who with, and what people say when they are having conversation about introducing self in video or picture.

3. Experimenting is quietly useful to enhance the students’ curiosity in developing creativity, communication skill. This activity can be conducted

21 _{Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, Naskah Bahasa Inggris, p. 5} 22 _{Kementerian Pendidikan dan Kebudayaan, Paparan Wakil Menteri Pendidikan dan}

through reading other resource of information excluding textbook, observing activity, event or specific object, obtaining information, analyzing the data, and presenting it through written, text, or picture based on basic competence characteristic.

Example:

Students try to introduce their selves in English, start with rehearsing the sentence, completing the missing conversation, until introducing their selves to their classmates.

4. Associating aims to construct the students thinking ability and scientific action. The activity can be designed by teachers through specific manipulated situation, so that students perform the activity such as analyzing data, categorizing, making category, concluding, and predicting by using work paper, discussion or practice.

Example:

Students compare the model of introduction in Indonesian language and culture with English language and culture, and concluding the similarity and the difference.

5. Communicating is a means to expressing the conceptualization result in oral, written, picture, diagram, chart, or manner. This activity purposely conducted to create students to be able to communicate knowledge, skill, and their implementation, and students’ creation through presentation, and report.23

Example:

Students communicate the discussion result which talks about the comparison of introduction model between Indonesian language and culture with English language and culture in English.

Those activities should be implemented in teachers’ teaching and

systematically written on their lesson plan. Scientific approach doesn’t only

emphasize the result of instruction process, but also focus on the process of them.

Therefore, teachers have to pay more attention in students’ learning process in every meeting in the class.

In the context of ELT based on scientific approach, teachers have to create activities which help students to comprehend the content of the text, including the roles of people involved, the purposes of the text, the function of the text, and the

type of situation.24 Therefore, the context of ELT that focus on language skill,

scientific approach requires students to produce text, after observing, questioning, and analyzing. It can be concluded that in 2013 curriculum text-based theory is still being adopted in language teaching especially ELT. The practice of this theory in ELT is developed based on children language acquisition in systematic functional model which shows how children learn language and produce the

text.25 This theory is relevant to the scientific approach considering the features

and characteristic of text-based.

Related to the method or the model of ELT based on scientific approach, at least there are three common model used, they are discovery based learning,

project based learning, and problem based learning.26 The brief further

explanation about these models is below. 1. Discovery Based Learning.

Discovery based learning is the theory of learning that locate the students as an active student in constructing the expected knowledge. The common steps in implementing this model are:

a. Creating stimulus.

b. Preparing problem statement.

c. Collecting the data/ experiencing.

24 _{Kementerian Pendidikan dan Kebudayaan: Badan Pengembangan Sumberdaya}

Manusia Pendidikan dan Kebudayaan dan Penjamin Mutu Pendidikan, Konsep Pendekatan Ilmiah Dalam Pembelajran Bahasa Inggris, p. 11

25 _{Atmazaki, Implementasi Kurikulum 2013 Mata Pelajaran Bahasa Indonesia: Pola Pikir,}

Pendekatan Ilmiah, Teks (Genre), dan Penilaian Otentik, Proceeding of the International Seminar on Languages and Arts, ISLA-2, 2013, p. 19

d. Analyzing the data.

e. Verifying the data.

f. Drawing the conclusion.

2. Project Based learning.

This model of learning is kind of learning method that take the problem as the first step in gathering and integrating new knowledge based on empirical experience in doing real activities. Here are the steps in this method implementation:

a. Deciding basic question.

b. Designing project plan.

c. Arranging the schedule.

d. Monitoring the activity and project progress.

e. Examining the result.

f. Evaluating the activities/ experiences.

3. Problem Based Learning.

This method is almost the same as the previous method. The similarity that both of the methods use problem as basic instruction, while the difference that in this method isn’t provided by producing the project which is the result of problem solving. Here are the steps of the problem based learning:

a. Conditioning students into problem.

b. Organizing instruction activity.

c. Guiding individual and group investigation.

d. Developing and presenting work result.

e. Analyzing and evaluating the process of problem solving.

The choosing of these learning model as the implementation of scientific approach requires deep analysis based on the characteristic of competence and instruction activity in syllabus. Hence, teachers have to completely understand

about the concept of designing the lesson plan with the syllabus despite of many common challenges in teaching.

d. Authentic Assessment

Along with the implementation of 2013 curriculum, the Ministry of National Education and Culture through its law number 65 year 2013 chapter IV adopts authentic assessment as the assessment of instruction process. This

assessment assesses students’ readiness, process, and result of complete

learning.27 The different characteristic and format of authentic assessment

between previous form curriculum assessment is also attributed in this curriculum. The result of authentic assessment can be used by the teachers to plan remedial program, enrichment, and counseling service. Besides that, it can be also used as the substance to repair the instruction process based on the standard of educational assessment. Here is further explanation relates to Authentic assessment.

Authentic means accurate or based in fact.28Assessment is defined as the

process of making a judgement or forming an opinion, after considering

something or someone carefully.29 Form the literal definition above, authentic

assessment can be defined as the process of judging or valuating something or someone based on real condition by considering the aspects carefully.

Authentic assessment is defined by many educational language experts so far. O’Malley and Pierce in Hana stated that authentic assessment as the multiple forms of assessment reflecting students’ learning, achievement, motivation, and

attitudes toward classroom instructional activities.30 Another definition about

authentic assessment is stated by Newman, Brandt and Wiggins in Bruce that assessment is authentic when it measures products or performances that having

27 _{Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor}

65 tahun 2013.op.cit. p. 11

28 _{Macmillan English Dictionary for Advance Learners.op.cit. p.78} 29_{Ibid., p.70}

30 _{Hana Yulinda Fithriyani, Implementing Authentic Assessment: A Challenge for English}

meaning or value beyond success in school.31 Herman and friends in Di Martino et.al also stated that in general, performance assessments can be thought of assessment that require students to actively accomplish complex and significant tasks, while bringing to bear prior knowledge, recent learning and relevant skills

to solve realistic or authentic problems.32 The last definition comes from Cohen

et.al in in Fitri and Sofwan that authentic assessment as the assessment which uses

real evidence from real situation rather than through the use of tests.33 From these

definitions relate to authentic assessment, it can be seen as the process of assessing students through several designed instructions or tasks that reflect their learning, and achievement in solving and treating real world or fact.

Authentic assessment is also referred to alternative assessment. Many terms are also attributed to authentic assessment such as: informal assessment,

performance assessment, descriptive assessment, and direct assessment.34 From

this statement, it can be realized that authentic assessment can be implemented and performed in many ways. However, teachers as the spearhead of curriculum implementation and assessor have to completely understand about the characteristic of authentic assessment such as the rubrics, scale, and what to be assessed.

Dealing with the implementation of 2013 curriculum, authentic assessment is highly relevant with the scientific approach. This assessment considered can portray the students’ learning progress in five steps of scientific approach that are

observing, questioning, experimenting, associating, and networking.35 This

authentic assessment more focus on complex and contextual tasks, that create

31 _{Frey, Schmitt, & Allen, Defining Authentic Classroom Assessment, Practical}

Assessment, Research and Evaluation, Vol. 17, No. 2, 2012, p. 2

32 _{Joe Di Martino, et.al, Authentic Assessment, Principal’s Research Review Supporting}

the Principal’s Data-Driven Decision, Vol. 2, 2007, p. 2

33_{Aliningsih, F. & A. Sofwan. 2015. English Teachers‘ Perceptions and Practices of}

Au-thentic Assessment. Language Circle: Journal of Language and Literature, X/1, p. 20

34 _{Else V. Hamyan, Approaches to Alternative Assessment, Annual Review of Applied}

Linguistics, New York: Cambridge University Press, 1995, p. 213

students to show their competences which cover character, cognitive, and psychomotor aspect.

As explained above that authentic assessment is conducted through several ways or techniques. O’Malley and Pierce mentioned that the techniques which are included as authentic assessment, such as oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations,

constructed response items, teachers’ observations and portfolios.36 Hence, to

obtain students’ achievement can be conducted through the techniques above with a belief that authentic assessment is beneficial to provide clear information of students’ achievement.

The implementation of authentic assessment should be based on these principals, they are:

1. The assessment process should be in unseparated from the instruction

process or not apart from instruction.

2. The assessment should portray the real world problems, not a school-work

of problems.

3. The assessment should use the various measurements, method and criteria

which suit with the characteristic and essence of learning experience.

4. The assessment should be in holistic nature that covers all of instruction

objectives aspects (affective, psychomotor, and cognitive).

In ELT, the authentic assessment can be conducted through the various activities

for checking the students’ understanding. English learners need various activities

to demonstrate their understanding about the concepts learned. O’Malley and

Pierce proposed some examples of authentic assessment in students’ action in

ELT which can be observed and documented:

1. Oral Interviews

Teachers ask students questions about personal background, activities, readings, and interests.

2. Story or test retelling

Students retell main ideas or selected details of text experienced through listening or reading.

3. Writing samples

Students generate narrative, expository, persuasive, or reference paper.

4. Projects/exhibitions

Students complete project in content area, working individually or in pairs.

5. Experiments/demonstrations

Students complete experiment or demonstrate use of materials.

6. Constructed-response items

Students respond in writing to open-ended questions.

7. Teacher observation

Teachers observe student attention, response to instructional materials, or interactions with other students.

8. Focused collection of student work to show progress over time.37

The further example about authentic assessment activities is explicitly stated in directorate of Senior High School development paper. Authentic assessment activities are students read authentic text, write authentically about meaningful topics, and involve in authentic literacy tasks such as discussing short story book, creating journal, writing message, and editing the text into correct

structure and proper social context.38 Besides, the authentic assessment also

concerns on thinking ability, instruction process, and final result from instruction process.

Still in directorate of Senior High School development paper, that there are five main dimension of authentic assessment in ELT according to Gulikers, Bastiaens, & Krischner, they are:

37 _{Office of English Language Learning and Migrant Education, Authentic Assessment,}

Indiana Department of Education, Indianapolis, p. 3

1. The form of assessment should be relevant and represent the knowledge and skill of students.

2. The physics environment should present how the skill of language usage

really used.

3. The social context should present how the language skill will be used.

4. The result of students’ performance should be included in result of assessment.

5. The criteria of assessment should be based on students’ competence level

which is settled in basic competence.39

The assessment in every single subject focuses on three major aspect competences that are cognitive, affective, and psychomotor. The government already provided the guideline of assessing format which is stated in law number 81a year 2013. Each competence has the own characteristic format of assessment. For cognitive competence and psychomotor competence use the scale 1-4 (multiple 0.33), while affective competence uses the scale Very Good (VG), Good (G), Fairly Good (FG), and Less (L). Here is the table of scoring conversion for each competence.

Table 3. The table of assessment form related to the scoring activities provided by government.

Predicate

Competence Score

Cognitive Psychomotor Affective

A 4 4 VG

A- 3.66 3.66

B+ 3.33 3.33 G

B 3 3

B- 2.66 2.66

C+ 2.33 2.33 FG

C 2 2

C- 1.66 1.66

D+ 1.33 1.33 L

D 1 1

The minimum standard for psychomotor competence and cognitive competence is 2.66 (B-), and for affective competence is B (Good).

C. Previous Related Studies

This chapter contains some previous studies which have similar characteristic with my research. The similarity can be in the subject of study, variable, and also the type of research. The presence of some previous related studies purposely to give the comparison of research. It can be used as the reference and also the guideline. Here are three previous related studies:

First research is Implementasi Pendekatan Saintifik dalam Kurikulum 2013

pada Siswa Kelas II SDN Prembulan, Pandowan, Galur, Kulon Progo by Ika

Budhi Utami. This research portrayed the implementation of scientific approach as one of 2013 curriculum characteristic in one school. The process of designing the lesson plan, instruction process, assessment process, and overcoming the handicap of implementation 2103 curriculum are the main focus of this study. The using of qualitative research also strengthens the similarity with my research. Although there are some similar characteristics with my research, however, the place, time, and variable of research that is English language subject differentiate between this research with my research.

Second research come from Sahiruddin who has written The

Implementation of the 2013 Curriculum and the Issues of English Language

Instruction in Indonesia. This research talks about the critique of and evaluation

of 2013 curriculum in English language teaching in Indonesia. The course of Indonesian curriculum from the beginning up to the newest curriculum in English language teaching was studied well in this research. Some common problems in Indonesian ELT were also studied. 2013 curriculum and English language teaching in Indonesia are the main similarity with my research. However, the

complexity of research which is about the implementation of 2013 curriculum in the field that covers preparation of lesson plan design, instruction process, and assessment process are not included in this research.

The last research is Understanding the 2013 Curriculum of English

Teaching through the Teachers’ and Policymakers’ Perspectives which was written by Djuwairiah Ahmad. This research contains the analysis of the changes form SBC school-based curriculum into 2013 curriculum in ELT in Makassar. Teachers’ perspective in the implementation of 2013 curriculum in ELT was also discussed as the similarity with my research. Almost the same as second research above, this research isn’t completed by specific analysis to the process of designing lesson plan, instruction process, assessment process, and overcoming the challenges of 2013 curriculum implementation.

29

CHAPTER III

RESEARCH METHODOLOGY

A. Overview

This chapter outlines the research strategy adopted for this study and determined by its key objective, namely, to analyze and observe the implementation of 2013 Curriculum in English Language Teaching at the seventh class of SMPN 3 South Tangerang. The first section outlines the place and time of research. The second section outlines the research methodology, including the evaluation research strategy adopted as well as an explanation of case study method. The third section deals with research subject including the subject decision to be researched. The fourth section outlines data collection strategy and technique. The fith deals with the instrument of collecting the data which will be in form of instrument guidelines. The sixth section deals talk about the data analysis.

B. Place and Time of Research

This research was conducted in one school which implements 2013 Curriculum as the curriculum especially in English language teaching. SMPN 3 South Tangerang is one of several schools which implement 2013 Curriculum as the curriculum of English language teaching. Therefore, this research was conducted in SMPN 3 South Tangerang at seventh class as the first stage that English being taught formally based on 2013 Curriculum in Indonesia.

Dealing with the data observed, the time allocation for conducting this

research spent from 9th of November until 7th of December 2015. The first week

that started from 9th– 14th of November was for interviewing, the rest of time that

started from 16th – 5th of December 2015 was spent for observing, reviewing

documentation, and distributing the questionnaire. Therefore, the collecting data was conducted in three weeks.

C. Research Methodology

The research methodology employed in this study was qualitative approach, it was chosen because it concerned with subjective assessment of

attitudes, opinion and behaviour1 that occurred in natural condition which is

explained through detail description of specific situation using interviews, observations, and document reviews. Despite of how the data collected, the data presentation also adopted qualitative approach which was presented whether in

narrative or descriptive text.2 Therefore, the further research approach was based

on qualitative approach design.

Along with qualitative approach used, Case Study Research was selected

because the question of the research led to this kind of research that uses “how” as

the main question mark.3 This research also described a case study because the

research was conducted on specific situation in one institution that is school which was presented through depth-data collection involving multiple sources of information (observations, interviews, audio-visual materials, documents, and

reports) in rich context in specific time.4 According to J.W Creswell, in a case

study, the specific case should be examined5, and in this research the

implementation of 2013 curriculum in ELT is the case that was examined and the seven class of junior high school is the field of study where the case takes a place. Hence, this research was referred as single case study because the case was only one case.

In order to be more focus on the design of case study research, researcher relied on the guideline book that written by Dawson R. Hancock and Bob Algozzine under the title Doing Case Study Research a Practical Guide for

1 _{C R. Kothari, Research Methodology Method and Technique, (New Delhi: New Age}

International, 2004), p. 5

2 _{J.W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods}

Approaches Third Edition. (London: Sage, 2009), p. 179

3 _{Robert K. Yin, Case Study Research Design and Method, Fourth Edition. (Thousand}

Oaks: Sage Publications, 2009), p. 22

4 _{Patricia A. Duff, Case Study Research in Applied Linguistic. (New York: Lawrence}

Erlbaum Associates, 2008), p. 21

5 _{J.W. Creswell, Qualitative Inquiry and Research Design: Choosing Among Five}

Beginning Researchers. This book contains clear and easy instruction for doing case study research in general.

Here is the procedure of conducting this research in SMPN 3 South Tangerang:

1. Asking for permission to the headmaster of SMPN 3 South Tangerang.

2. Conducting observation to the school in general.

3. Conducting the interview to English teachers, some students, and the

head of curriculum.

4. Giving the questionnaire to seven class students of SMPN 3 South

Tangerang.

5. Conducting the observation to seventh class English teachers, facility

inside the class, seventh class students, and documents.

6. Calculating the percentage from the data of questionnaire.

7. Making the transcript of interview.

8. Generalizing the data of interview.

9. Making conclusion.

D. Research Subject

Research subject is the informant or the people whom will be explored to provide the information or data related to the research. Related to the design of study that referred to case study research and based on qualitative approach, actually the term of sampling was not used because the members of the universe

to be sampled are not known a priori.6 Same as sampling term, population was

also not used in qualitative research, however it used social situation that involved

actor, places, and activity.7 However, researcher already decided the research

subject based on the research need.

The research subjects in this research were teachers, headmaster and the head of curriculum. Researcher specified English teachers in seventh class of

6 _{Mark R. Luborsky and Robert L. Rubinstein, Sampling in Qualitative Research:}

Rationale, Issues, and Methods, NIH Public Access, 1995, p. 10

7 _{Fakultas Tarbiyah dan Keguruan, Pedoman Penulisan Skripsi. (Jakarta: UIN Syarif,}

SMPN 3 South Tangerang. The head of curriculum was the one who takes responsibility towards curriculum design in that school and headmaster of the school as the man in charge who has the policy in the school. However, the three seventh class English teachers were the main subject to be studied in order to be more focus on this research objective that to analyze and observe to their perspectives in 2013 curriculum implementation in English language teaching. The perspective included the process of designing lesson plan, instruction process, assessment process and overcoming the challenges of 2013 curriculum implementation in ELT.

E. Data Collection

Regarding to the steps of collecting data, researcher needed the instrument to assist collecting data process. An instrument is a tool for measuring, observing,

or documenting in one research whether in quantitative or qualitative research.8 In

determining the data collection procedure, researcher used qualitative of collecting data. Observation, interview, and documentation belong to qualitative approach, whether questionnaire actually commonly used quantitative approach, but it will be analyzed in qualitative perspective as the supporting instrument of collecting data.

In qualitative research, researcher needed protocol which will guide the process of collecting data. The protocol is a form designed and used by qualitative

researchers to record information during observations and interviews.9 In this

research there were four data collection methods, therefore, the protocol also covered documentation and questionnaire. Hence, those instruments or protocols which used in this research were observation protocol, interview protocol, documentation protocol, and questionnaire protocol. Here are the instruments and protocols used in this research.

8 _{John W. Creswell, Educational Research Planning, Conducting, and Evaluating}

Quantitative and Qualitative Research. Ed. 4th_{(Boston: Pearson Education, 2008), p. 151}

1. Observation

This method implies the collection of information by way of investigator’s own observation, without interviewing the respondents. Qualitative observations are those in which the researcher takes field notes on the behaviours and activities

of individual at the research site.10 Therefore, the information gathered relates to

what is currently happening and is not complicated by either the past behaviour or

future intentions or attitudes of respondents.11

The design of observation sheet should be developed based on the characteristic of 2013 curriculum especially in the methodology of teaching. First of all, this observation was employed on the lesson plans which are made by the teachers, then followed by the teaching process observation and assessment process observation. The most significant feature of teaching methodology in

2013 curriculum is using scientific approach, hence the design of observation

sheet tends on this characteristic. As scientific approach in instruction activity,

authentic assessment is also the key feature adopted in 2013 curriculum

assessment technique. Therefore, the observation sheet was made based on its characteristic.

In order to be more focus on the research, researcher used observation protocol as the guideline sheet. Here is the observation protocol used in this research.

a. The observation protocol for teaching planning of ELT confirming the

implementation of 2013 Curriculum in seventh class of SMPN 3 South Tangerang.

This protocol used to observe the process of designing lesson plan which designed by English language teachers. This protocol contained the procedures of designing lesson plan based on what stated in the law of the Ministry of National Education and Culture number 13 year 2014. Here is the

10 _{J.W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods}

Approaches Third Edition, 2009, op.cit. p. 168

11 _{Yogesh Kumar Sing, Fundamental of Research Methodology and Statistic. (New}

observation protocol of English language teaching plan confirming the implementation of 2013 curriculum.

Table 4. The table of observation guideline for teaching planning of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South Tangerang.

No Indikator

1. Study of Syllabus

Teachers study KI and KD Teachers study the lesson material Teachers study the teaching process Teachers study the assessment process Teachers study the time allotment Teachers study subject source

2. Indicator formulation

Teachers formulate indicator target KD to KI-1 Teachers formulate indicator target KD to KI-2 Teachers formulate indicator target KD to KI-3 Teachers formulate indicator target KD to KI-4

3. The teaching material taken from text book, teachers handbook, or other

resources.

4. Teachers explain the teaching activity based on 2013 curriculum feature.

5. Teachers decide the time allocation based on time in syllabus and divided into

opening, content, and closing.

6. Teachers develop the teaching learning assessment.

Teachers decide the range, technique, and assessment instrument. Teachers create scoring sheet.

7. Teachers decide remedial teaching strategy.

8. Teachers choose the media, tools, material, and study resource which are

designed based on teaching process explanation.

b. The observation protocol of teaching process confirming the Implementation of

Keterangan:

4: Selalu 3: Sering 2: Kadang kadang 1: Tidak pernah

b. Penilaian Pengetahuan

Nama Peserta Didik Aspek Yang Dinilai Amount

(4/4x10 0) Score Produk sesuai dengan konsep penyusunan kerja kreatif hasil kerja asli didesain tepat waktu kerapian sangat baik Produk sesuai dengan konsep penysunan kerja kurang kreatif hasil kerja asli diselesaikan tidak tepat waktu kerapian cukup baik Produk sesuai dengan konsep penyusunan nya kerja tidak kreatif hasil kerja asli diselesaika n tidak tepat waktu kerapian kurang baik Produk sesuai dengan konsep penyusunanny a kerja tidak kreatif produk (hasil kerja) tidak asli diselesaikan tidak tepat waktu kerapian tidak baik tidak ada laporan hasil kerja yang dapat disajikan

c. Penilaian Keterampilan

Nama Peserta Didik

Aspek Yang Dinilai Amount (mxb)x4

Score

Hasil Akhir Penilaian

Nama Peserta Didik Aspek yang dinilai Amount

(S+P+K)/1 00

Score Sikap

(30%)

Pengetahuan (30%)

Keterampilan (40%)

Mengetahui, Tangerang Selatan, November 2015

Guru Mata Pelajaran

The documentation of instruction process of 2013 curriculum at seventh class of SMPN 3

South Tangerang.