Seminar Nasional Pendidikan Dasar | 215
many theorists. One of which that will be used in this research as the main knife to slice the process of teaching is the powerful frame provided by
Halliday and Vygostsky that is ‗systematic and explicit teaching‘. Drawing on these theories, systematic and explicit teaching must at least include:
How the program will be sequenced Hammond, 2002;
McDevitt and Ormod, 2002 Which activities will be included and why
The points at which the students‘ attention will be directed to
specific aspects of educational knowledge
The points at which the students‘ attention will be directed to
the patterns and choices of language that are central to the ways in which that educational knowledge is constructed.
It will also reflect contingent pacing, which includes the points at which the twacher will:
Challenge particular students Support particular students
Withdraw support to enable students to work independently. Hammond, 2002
Within this framework, an analysis of a good teaching will be build in which it will, later on, provides simple and understandable guidance for
teachers to elicit students metacognitive knowledge after they are exercised with factual, conceptual and procedural way of seeing things.
2.3 The Curriculum of 2013
Curriculum 2013 provides teachers and students the opportunity of engaging in real life learning by exercising contextual tasks and materials.
The lesson plans are guided in teachers‘ book and students are directed by some guidance rooted from the philosophies of this curriculum. Teachers
integrate more than one skills and themes into one way of action in a class. Teacher should be equipped with the knowledge and experience of contextual
teaching and learning, creative media and methods relevant evaluation at the end.
The Curriculum has initially launched in 2013 as one of the priority program in Government Plan Rencana Pembangunan Jangka Menengah
Nasional 2010-2014 and Strategic Plan of Education Ministry Rencana Strategis Kementrian Nasional 2010-2014. It contains Core Competence
Kompetensi IntiKI and Basic Competence Kompetensi DasarKD. KI is an element ties several KDs into three basic components: behavior, skill, and
knowledge that students urge to possess for each level and each subject. KI is reached by performing KDs that have been organized into integrative
thematic lesson plan; achieving various competences from different subjects
Membedah Anatomi Kurikulum 2013 | 216
mixed by the similarities of themes. KI should reflects a balance between soft and hard skills.
KI functions as organizing elements of KD. As of that, KI ties vertically and horizontally the KD aspects. It ties vertically in such a way that KD
should be relevant from one level to the upper so that the learning principle is accomplished: there is an accumulation of each contents learned by students.
It ties horizontally in such a way that each week every contents off each KD is supportive to another KD from another subject so that they are intertwined,
relevant and supportive one another.
KI is designed into four relevant groups: religious attitude KI 1, social behavior KI 2, knowledge KI 3 and skill KI 4. The division is a subject
to refer to, and should be developed integratively. KI 1 and KI 2 are developed in indirect teaching, performed implicitly as teacher exercise KI 3
and KI 4.
2.4 Students’ Knowledge K3 in Curriculum 2013
The knowledge required from the students covers three domains: process, object and subject. Students are urged to have these specific competences:
know, understand, apply, analyze, and evaluate. The range of knowledge students has to mingle in such a way that represents their competence is:
factual, conceptual, procedural, and metacognitive. For the level of elementary school and junior high school, the level of knowledge students
should acquire is factual, conceptual and procedural.
3. RESEARCH METHODS
Considering the objective of this study that is to reveal the reflection of scaffolding concepts in junior high school English teachings as teacher builds
students knowledge, how to construct an ideal one, how they affect the practice of teachings and students‘ mastery on the materials and the obstacles
teachers might face regarding the implementation of scaffolding teaching, I decide to conduct a mixed method studies where the qualitative component
had priority and the researchers identified themselves primarily as qualitative researchers Brannen, 2005. Creswell 1998: 15 argues that qualitative
research needs interpretive and naturalistic approaches to the subject matter and multiple sources of information. This research will be a case study
because the characteristics of genre are embedded in a certain community communication. Since the research will typically describe an entity and the
entity‘s action, the hows and whys te entity acts as it does, this research took case studies as the method qualitatively Thomas, 2003. The entities
investigated are the teaching process and product. The actual condition will be drawn upon, anayzed and reflected, thus becomes the contributions of the
next modelling. This is called Research and Development R and D. The
Seminar Nasional Pendidikan Dasar | 217
research will develop an ideal concepts of scaffolding in the classroom based on the weaknesess found in the previous model.
3.1 The Site and Participants
A case study in qualitative research requires a natural setting and purposeful sampling Creswell, 1998:14, 62; Maxwell, 1996: 70-71; Miles
and Huberman, 1994: 27. The general aim of this study is to explore and describe the reflection of scaffolding concepts in the teachings of English in
junior high schools in Sumedang along with their teaching practices. Investigation will be drawn upon teachers in terms of their understanding on
the concept, how they implement it in their classroom teaching and how they perceive it. The results will be framed and discussed in the light of
curriculum 2013. Given this objective, it is imperative to find junior high schools in Sumedang that has implemented or trained the teachers with
curriculum 2013. It is critical also to consider that the schools have facilitated the teaching with supportive teaching materials sufficient and relevant to the
subject matters to support the English teaching activities to their students. It is considerable also
—to certain amount—to involve teachers who have been actively participated in some improvement programs in teaching English for
Sumedang district at least. Having considered above reasonings, the participants of this study are seven teachers who have been reviewed thus far
based on the requirements. They will be interviewed, observed, and requested to be engaging and mingling into the establishment of the new model of
scaffolding teaching. Their opinion, assumption and teaching practices will be triangulated with interview, questionnaires, observation, focus groud
discussion and other necessary instruments. They will have their English teaching observed thoroughly, students and teachers will be interviewed
purposely. If necessary, the observation will involve more than one person at class. The process will be carefully recorded and documented.
Besides teachers and students of targeted classes acting as the key informants of this study, there will be several lesson plans to be analyzed that
will represent the ‗KTSP and curriculum 2013‘ characteristics used in
elementary English teaching ; they will serve as the ‗focal participants‘ of this
study Maxwell, 1996: 70-71. These focal participants will have these criteria: written in a neat form, mainly used by elementary English teachers
in Sumedang and suggested by one legitimate association such as MGMP teachers‘ forum.
3.2 Access
I am one and the only English instructor at Indonesia University of Education at Kampus Sumedang, and I have been teaching there for more
than seven years. Since then, I have been teaching English at Prodi Kelas that
