Analyzing Students' Perception on the Implementation of 2013 Curriculum in English Teaching Learning Process

ABSTRACT

ANALYZING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH TEACHING LEARNING PROCESS

AT THE SEVENTH GRADE OF SMP N 2 BANDAR LAMPUNG

By

DECI FAJRIANTI

Curriculum is the most important element in an education. The curriculum in Indonesia itself has been changing and developing over time. Now the government issued a new curriculum that is the 2013 curriculum in which has pro and contra in education world and society. The fear on the implementation of the 2013 curriculum is perceived by educators in Indonesia and also the parents. Most of the teachers are questioning the readiness of the teacher in the face of the 2013 curriculum. Parents also have the same sense of anxiety, in which parents fear about their children's future. According to Suyanto (2013:169) if a nation wants to create a curriculum that can deliver the learners become successful people, the curriculum must also provide a menu of learning which includes other aspects than intelligence, such as attitudes, behavior, personality, diversity, character, and muscle memory. Those aspects are found in the 2013 curriculum.

This research was descriptive quantitative design, where the data used numerical analysis and described the characteristics of the population being studied. This study was conducted at the seventh grade students of SMP N 2 Bandar Lampung. The sample was chosen randomly by using lottery. The data were obtained by using observation and questionnaire. The questionnaire was used to get the data about the students’ perception on the implementation of the 2013 curriculum in English teaching learning process. The observation was conducted in order to support the data and made the data more valid.

(53.54%), English teaching method (69.25%), learning support (52.08%), evaluation (50.62%), and learning environment (50.93%). Based on the data analysis the result showed that the 2013 curriculum has a good impact for the students in the learning process.

CURRICULUM VITAE

The writer, Deci Fajrianti was born on December 11th 1992 in Curup, Bengkulu. She is the second of the four children of a happy couple Mr. Ariwan and Ms. Sri Puji Astuti.

She spent her childhood and most of her teenage life in Bandar Lampung. She started her study from kindergarten at TK‘Aisyiyah Bustanul AthfalLahat and graduated in 1998. In the same year, she continued to elementary school at SD Negeri 45 Lahat, then moved to SD Negeri 3 Perumnas Kalianda, and graduated in 2004 at SD Negeri 3 Perumnas Way Kandis Bandar Lampung. After graduating from elementary school she continued to secondary at SMP Al-azhar 3 Way Halim and went to SMA Al-azhar 3 Way Halim Bandar Lampung in 2007 until 2010.

In 2010, she was registered as a student in English Education Study Program at Department of Language and Arts, the Faculty of Teacher training and Education of Lampung University through PKAB. From July until September 2013 she joined Kuliah Kerja Nyata (KKN) in Marang, Pesisir Selatan, Lampung Barat and Program Pengalaman Lapangan (PPL) in SMP Negeri 4 Pesisir Selatan.

“As long as you did the best ALLAH will handle the rest”

-Dr. Bilal

Philips-“Your life does not get better by chance, it gets better by change.”

-Jim

Rohn-“Happiness isn’t about getting what you want all the time. It’s about loving what youhave and being grateful for it.”

-Anonymous-ACKNOWLEDGEMENTS

All praises to Allah SWT, the most merciful and beneficent for his blessing and mercy that the writer is able to finish her script. Greeting is never forgotten, praise upon Prophet Muhammad S.A.W., and his family, followers and Muslims.

Gratitude and honor are addressed to all persons who have helped and supported the writer until the completion of this research. Since, it is necessary to be known that this research will never have come into its existance without any supports, encouragement and assistances by several outstanding people and institutions. Therefore, the writer would like to acknowledge his respect and best gratitude to:

1. Hery Yufrizal, M.A., Ph.D. as the first advisor, for his ideas, criticism, motivation and guidance and carefulness in correcting the writer’s research.

2. Drs. Deddy Supriyadi, M.Pd. as the second advisor, for his assistance, support and encouragement in encouraging the writer.

4. Dr. Ari Nurweni, M.A. as the Chairperson of English Education Study Program and all lecturers of English Education Study Program especially for Prof. Ag. Bambang Setiyadi, M.A., Ph.D. as her academic advisor for their kindness, advice, and help during her study in English Education. 5. Euis Tati Darnati, S.Pd., as the headmaster of SMP N 2 Bandar Lampung

for giving the writer permit to conduct the research.

6. Hj. Sri Harti, S.Pd., M.M., as the English teacher who had given chance to conduct the research and the first grade students of SMP N 2 Bandar Lampung for their help and participation during the research process. 7. All the writer’s friends of English Education Study Program 2010

generation, especially for Melina Sari, Kartika Wulandari, Nurul Aini, and Novia Riska Boru Sinaga, thank you so much for your time in sharing joy and sorrow also jokes and laughter during four years in this University. 8. The writer’s friends in PPL and KKN program, Tetty Purnama Hutabarat,

Tiara Belina, Ni Made Rika Ambarwati, Heni Mei, Fiska Aulia Rahmah, Riyo Nurbuana, Dimas Rahmat Rafendy, Dhanar Aditya Nugraha, and Arifal Paslah. Thank you for unforgetable memories that we had been through together for about three months.

9. Roby Wijaya as the third advisor, thanks a lot for your love and support. 10. Mr. Ariwan, S.E. and Mrs. Sri Puji Astuti who become wonderful parents

11. Naili Adilah Hamhij and Indah Nurhasanah thank you for your cooperation and support in completing this script.

Finally, the writer believes that this script is still far from perfection. There may be weakness in the research. Thus, comments, critiques, and suggestion are always opened for better research. Somehow, the writer hopes this research would give a positive contribution to the educational development, the readers and to those who want to accomplish further research.

Bandar Lampung, 19 September 2014

The writer,

In the name of Allah, the beneficent and merciful

This script is proudly dedicated to:

My beloved parents, Ariwan and Sri Puji Astuti

My beloved brother Arfan Dedi Handoko

My beloved sisters Yulianti Devitasari and Dini Anggraini

My big family

TABLE OF CONTENTS ABSTRACT CURRICULUM VITAE MOTTO ACKNOWLEDGEMENT DEDICATION

LIST OF TABLES LIST OF APPENDICES

I. INTRODUCTION

1.1 Background ...1

1.2 Research Questions ...13

1.3 Objectives... 13

1.4 Uses... 14

1.5 Scope...14

1.6 Definition of Terms... 15

II. LITERATURE REVIEW 2.1 Perception ...16

2.2 Concept of the 2013 Curriculum ...17

2.3 The supporting part on the Implementation of 2013Curriculum....21

2.4 Characteristics of the 2013 Curriculum ...23

2.4.1 Approach of the 2013 Curriculum ... 24

2.4.2 Method of the 2013 Curriculum ... 25

2.4.3 Time Allocation ... 28

2.4.4 Evaluation ... 28

2.5 The 2013 Curriculum English Syllabus... 31

2.6 The 2013 Curriculum English Lesson Plan ...33

2.7 Teachers’ Role in the 2013 Curriculum...34

3.1.2 Descriptive Research ...39

3.2 Population and Sample ...40

3.3 Data Collecting Technique ...40

3.4 Procedures...41

3.5 Validity and Reliability of the Data ...42

3.5.1 Validity ...42

3.5.2 Reliability...43

3.6 Research Instrument ...44

3.6.1 Observation ...44

3.6.2 Questionnaire ...44

3.7 Data Analysis ...44

3.8 Research Schedule ...45

IV. RESULTS AND DISCUSSIONS 4.1 Result ...46

4.1.1 Result of Reliability ... 47

4.1.2 Result of Observation ... 48

4.1.3 Result of Questionnaire ... 49

4.2 Discussion... 52

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions... 58

5.2 Suggestions ... 59

REFERENCES APPENDICES

LIST OF TABLES

Tables

Page

Table 4.1The students’ perception toward the teacher... 49

Table 4.2The students’ perception toward English teaching method... 50

Table 4.3The students’ perception toward learning support... 51

Table 4.4The students’ perception toward evaluation... 51

Appendix 1 Reliability Statistics Appendix 2 Standard Deviation Appendix 3 Questionnaire

Appendix 4Lembar Observasi Kegiatan Guru Appendix 5Sample of Students’ answer Appendix 6Students’ questionnaire

I INTRODUCTION

This chapter describes the background of the curriculum in Indonesia. It also consists of formulation of the problem, research question, objectives, uses, scope and definition of terms. Here are the points classified as in the followings.

1.1 Background

In order to improve the quality of education in Indonesia, the government continues to undertake various reforms in education. In order to improve the quality of education are needed a curriculum. The curriculum is an important element in every educational institution. Physically, the curriculum can be in form of a document containing a variety of components such as thoughts about education, the objectives to be achieved by the curriculum, the content is designed and should be mastered by the learners, a process that is designed to control the content, evaluation is designed to determine the ability stated in objectives, as well as other components. Oliva (1997:54) says that the curriculum is the heart of an educational process regarding to the physical elements involved in the process of education and non-physical elements such as the process of thinking, the process of information storage, the process of

forming attitudes, the process of internalization or the process of forming habit that can only be known through a certain procedure and tools are believed to represent the construct in question.

Curriculum has a very important role as a guide to success for an educational system. Without suitable and appropriate curriculum, it will be difficult to achieve the goals and objectives of educational desire. The curriculum in Indonesia itself has been changing and developing over time from 1947 to 2013. The curriculum changes would be accompanied by the different educational goals because in each of these changes there is a specific goal to be achieved to advance our national education. The changes in the educational curriculum in Indonesia and the objectives that want to achieve can be described as follows:

1. 1947 Curriculum

The 1947 curriculum is called Rentjana Pelajaran. At that time, the curriculum in Indonesia is still influenced by the Dutch and Japan colonial education system. Rentjana Pelajaran 1947 can be said as a substitute for the Dutch colonial education system because the atmosphere of national life in that time still in a fighting spirit for the independence then education as developmental of conformism. The aims are to establish Indonesian human character independent, sovereign and equal with other nations on earth.

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2. 1952 Curriculum

After Retjana Pelajaran1947, in the 1952 curriculum in Indonesia was modified. The 1952 curriculum was called Rentjana Pelajaran Terurai 1952. This curriculum was approaching to a national education system. The most prominent feature of the 1952 curriculum was each lesson plan should pay attention to the content of the lessons associated with everyday life.

3. 1964 Curriculum

Towards 1964, the government tried again to enhance the curriculum system in Indonesia. It was calledRentjana Pendidikan 1964. The main ideas of the 1964 curriculum which is become characteristic of this curriculum is that the government has a desire for people to get academic knowledge to equip the elementary school level. So that, the learning centered on Pancawardhana program that includes the development of creativity, taste, intention, work, and moral (Hamalik, 2004). Subjects were classified into five groups of subjects: morality, intelligence, emotional / artistic, craft (skill), and physical. Basic education is more emphasis on practical knowledge and functional activities.

4. 1968 Curriculum

The 1968 curriculum is a renewal of the curriculum in 1964, which change the structure of the educational curriculum Pancawardhana become coaching spirit of Pancasila, basic knowledge, and special

skills. The 1968 curriculum is a manifestation of a change in the orientation of the 1945 implementation of a genuine and consistent. In terms of educational objectives, the 1968 curriculum aims that emphasized education in an effort to establish the Pancasila true man, strong, and healthy body, enhancing intelligence and physical skills, morals, manners, and religious beliefs. Content of educational directed on the activities to improve intelligence and skills, and develop a healthy and strong physic.

5. 1975 Curriculum

The 1975 curriculum emphasizes the goal, making education more efficient and effective. "The background is the influence of concept in management field, namely MBO (management by objectives) being the most famous. Methods, materials, and teaching purposes specified in procedure Instructional System Development (ITS). In general instructions, specific instructional objectives, learning materials, learning tools, learning activities, and evaluation should be detailed by the teachers. The 1975 curriculum was heavily criticized. Teachers contrived busy writing details of what will be achieved from each learning activity.

6. 1984 Curriculum

The 1984 curriculum brought the process skill approach. Although the approach prioritizes process, but the factor of goal still an important thing. The curriculum is also often called "The 1975 curriculum is

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enhanced". The students' position placed as a subject of study. That is observing something, classify, discuss, to report. This model is called the Active Student Learning Method or Student Active Learning.

The 1984 curriculum is oriented to instructional purposes. Based on the view that the provision of learning experiences to the students in a very limited study time at school to be really functional and effective. Therefore, before selecting or determining instructional materials, the first should be defined is what the goal should be achieved by the students.

7. 1994 Curriculum

The 1994 curriculum as curriculum improvement made in 1984 and implemented in accordance with Law no. 2 of 1989 on National Education System. This curriculum has an impact in a time sharing system, namely by changing from a semester system to the quarter system. The quarter system expected to provide opportunities for the students to be able to receive the subject matter quite a lot. The purpose of teaching emphasizes on understanding concepts and the ability to solve the problems and problem solving.

8. 2004 Curriculum

The 2004 curriculum is better known as Competency Based Curriculum (CBC). Competency-based education focuses on developing the ability to do specific tasks in accordance with performance standards that have been set. Competency based education is education geared toward

preparing individual to perform-identified competencies (Scharg in Hamalik, 2000: 89). This implies that education refers to the effort to prepare individuals who are able to perform the predetermined competencies. The implication is the need to develop a competency-based curriculum as a guide in learning process.

Competency based curriculum oriented to: (1) the expected outcomes and impacts which appear to self-learners through a series of meaningful learning experiences, and (2) the diversity that can be manifested according to his needs (Pusat kurikulum, 2002a). The objectives emphasize the achievement of student competence both individually and classical.

9. 2006 Curriculum

The 2006 curriculum is known as the Education Unit Level Curriculum (KTSP). The implementation of CBC was stopped in early 2006 and came to the SBC. The review in terms of content and process of learning achievement of competencies by the students until the technical evaluation is not much difference with the 2004 curriculum. The most prominent difference is the teachers given the freedom to plan learning appropriate with the environments and the conditions of students as well as the condition of the school itself. This is due to the basic framework, standard competence, and basic in each subject for each educational unit has been established by the Ministry of National Education. So, the development of learning tools, like the syllabus and

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assessment system are under the authority of the education unit (school) under the coordination and supervision of District / City.

The purpose of this KTSP includes national education goals as well as compliance with the distinctiveness, condition and potential of the area, the education unit and learners. Therefore, the curriculum prepared by the education unit to allow adjustment of educational programs to the needs and potential in the area. The purpose of these Guidelines for Developing KTSP to become a reference for the education unit SD / MI / SDLB, SMP / MTs / SMPLB, SMA / MA / SMALB, and SMK / MAK in the preparation and development of curriculum that will be implemented at the level of the educational unit concerned.

Although the curriculum has been changed from many years, in fact, the history records that any curriculum changes that occur have never been able to create improvements to the national education system is fundamentally and significantly positive impact, even excellence that is capable of lifting a positive image that is marked by the increasing quality of education in Indonesia. The latest curriculum for Indonesia’s education is the 2013 curriculum. This curriculum change is obviously expected to be able to increase Indonesia’s education in this globalization era.

The 2013 curriculum is competency-based curriculum that is designed to anticipate the needs of 21st century competencies. Based on Kurikulum 2013

Tanya Jawab dan Opini book, this curriculum has three characteristics. First, competence determined in advance based on the needs, and then subject area. Second, the 2013 curriculum has more intact approach, based on the creativity of the students. The 2013 curriculum integrated which composed between one subject to another, so that the three main components of education, they are: attitudes, skills, and knowledge are used as reinforcement in the character formation of the students. Third, the 2013 curriculum competencies at each level elementary, junior high school, and senior high school is designed in continuous and intact.

There are some new things on this 2013 curriculum, among others: (i) curriculum based on scientific approach, where learning process emphasizes in observation, questioning, reasoning, tried, and communicate; (ii) For level elementary school using integrated thematic. Not use the subjects, but the themes which in it integrated with subjects which became competence of learners; (iii) Competence to be achieved balance between attitudes, skills, and knowledge in the way learning that is holistic and fun; (iv) Learning emphasizes in aspects of attitudes, knowledge, and skills with assessment based on the test and portfolio, which are complementary; (v) The number of subjects from ten to six such as religious and moral education, Bahasa, Maths, Arts and Crafts, Physical Education, Sport and Health, plus extracurricular mandatory Scout; (vi) Time allocation per hour lesson in level elementary school (35 minutes), junior high school (40 minutes), senior high school (45

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minutes); (vii) Load hours of lessons per week: elementary school (Class I = 30 hours = 32 hours of class II, class III = 34, class IV, V, VI = 36 hours), junior high school= 38 hours, and senior high school = 39 hours.

(Permendikbud 2013)

Besides that the notable difference lies in the subject matter, where the curriculum in 2013 using integrated thematic approach. If in the KTSP, syllabus development activities under the authority of the education unit, but in the 2013 curriculum syllabus development activities shifted to government authority, except for certain subjects which have been specifically developed in the educational unit concerned. It will increase the effectiveness of learning because the teacher is not busy anymore with the preparation of the syllabus.

Based on Permendikbud No.65B th 2013 in learning process organized an interactive, inspiring, fun, challenging, motivating the students to actively participate and provide enough space for innovation, creativity, and independence according to their talents, interests, and physical and psychological development of students. Education and Culture Minister, Mohammad Nuh says education towards the future is a liberating education, opening the door for students to be able to realize their ideals appropriate with their interests and talents. They become an independent person and ready to collaborate. The 2013 curriculum which emphasizes the students to be active and creative in the learning process, in which the curriculum pattern change

from teacher-centered learning into the learner-centered learning. The curriculum also includes extracurricular activities.

Law No. 20 (2003) on National Education System states that the curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the implementation of learning activities to achieve specific educational goals. Based on this definition, there are two dimensions of the curriculum, the first is a plan and setting the objectives, content, and material, while the second is the means used for learning activities. The 2013 curriculum will be effective implemented from the academic year 2013/2014 meets the both dimension (Permendikbud No.68B th 2013).

In the implementation of 2013 curriculum, it has the pro and contra that arise from various parties, such as in the world of education and in the society, who questioned the importance of the 2013 curriculum implementation. The government says that in the period 2010-2035 this nation is endowed demographic bonus, which shows the number of unproductive age population is much larger than the productive. The presence of the 2013 curriculum will transform the national education. The 2013 curriculum will make Indonesia's young generation more creative, innovative, and characterized, so that in time can be used to prepare the Indonesian golden generation, the generation currently entering the nation's 100 years of independence in 2045.

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The fear of the implementation of this new curriculum is perceived by educators in Indonesia, including the teacher itself. Most of the teachers are questioning the readiness of themselves, so it can be concluded that emergence of negative stigma towards the teachers come from themselves. Education and Culture Minister invites the teachers to do not underestimate the negative stigma that considers the quality and competence of the teachers who cannot thrive. He also asks all the teachers to prove that they can develop the competence and quality and are not affected by the negative stigma that underestimate the ability of the teacher. It is not easy to make a perfect curriculum. Therefore, the teachers should realize that they must be a good driver when driving the 2013 curriculum. In addition to the teachers, parents also have the same sense of anxiety, in which parents fear about their children's future. They doubt with the curriculum changes that occur in the world of education in Indonesia. They assume that the 2013 curriculum is the school curriculum that is not necessarily successful, especially in the early years. And their children are in a position in which these children become the first object of the 2013 curriculum implementation. On the other hand, there are also many supports for this new curriculum, one of them come from Professor of the State University of Yogyakarta, Suyanto (2013:169) believes if a nation wants to create a curriculum that can deliver the learners become successful people, the curriculum must also provide a menu of learning which includes other aspects than intelligence, such as attitudes, behavior,

personality, diversity, character, and muscle memory. It is found in the 2013 curriculum.

Although many doubts in this 2013 curriculum, Mohammad Nuh as Education and Culture Minister says that the implementation of the 2013 curriculum cannot be postponed and must be started in this new academic year, if it is not implemented immediately, the future generation of the nation into a great bet. The 2013 curriculum as an improvement of the previous curriculum which must be immediately enforced even if the public has not seen the results of the scientific research that states the quality of our educational curriculum continues to decline due to errors existing curriculum (Hafis Abbas 2013:113).

The quality of a teacher is a key of the success in teaching learning process. The school in this study is one of a pilot school, in which the teachers have qualified in their respective fields. In this study, the researcher took sample of the seventh grade which already implemented this 2013 curriculum. English teachers who taught in the seventh grade consisted of three teachers, which all of them got the training to implement the 2013 curriculum in that school. The training helped the teachers to understand this new curriculum and can applied it properly.

There are some differences that perceived from the previous curriculum (KTSP) with the 2013 curriculum that makes the teachers and the students need time to adjust to this new curriculum. In order to meet the aims of the

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2013 curriculum, that is to prepare Indonesian people to have life skills as individuals and faithful citizens, productive, creative, innovative, and affective and able to contribute in society life, nation, state, and world civilization. This is a new experience for the teachers and the students in the implementation of the 2013 curriculum, where they are as a measure in the success of the 2013 curriculum.

The students are one of the most parts that feel the impact of a change in the curriculum. Because any changes to the curriculum in Indonesia is aimed for the sake of better outcomes for the students in Indonesia.

Referring to the background, the researcher is going to investigate what are the students' perceptions about the implementation of the 2013 curriculum for the seventh grade of junior high school.

1.2 Research Questions

How do the students perceive the learning English by using the 2013 curriculum in terms of: the teacher, English teaching method, learning support, evaluation and learning environment?

1.3 Objectives

The study has an objective to investigate how the students perceive the learning English based on the implementation of the 2013 curriculum at seventh grade of SMP N 2 Bandar Lampung. It tries to investigate the

students’ perception on the teacher, English teaching method, learning support, evaluation and learning environment.

1.4 Uses

1.4.1 Theoretically

This research is to give the information to the readers about the students’ perception on the implementation of 2013 curriculum at Junior High School.

1.4.2 Practically

This research is as the consideration for the schools and each education authority in applying the 2013 curriculum in Junior High Schools.

1.5 Scope

This research is a descriptive quantitative design. This research will conducted at seventh grade of SMP N 2 Bandar Lampung. The researcher will do the observation and take some students to be sampled to answer the questionnaire. The researcher wants to find out the students’ perception on the implementation of 2013 curriculum. The focus on the students’ perception about the implementation of 2013 curriculum such as: the teacher, English teaching method, learning support, evaluation and learning environment.

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1.6 Definition of Terms The 2013 Curriculum

A continuation of a competency based curriculum that has been initiated in 2004 to include competences attitudes, knowledge, and skill in an integrated manner. Competency based curriculum is designed to anticipate the needs of 21st century competencies.

Perception

Perception is process by which the individual organizes and makes sense of his/her sensory (see and hear) experience (Page and Thomas 1978:26).

Implementation

Implementation of the 2013 curriculum is an attempt to develop the ability of students to have life skills as individuals and faithful citizens, productive, creative, innovative, and affective and able to contribute life in society, nation, state, and world civilization.

This chapter focused on an overview/introduction of the study. In general it consists of formulation of the problem, objectives of the research, uses of the research and definition of terms. Chapter Two is a review of literature on the topics of the implementation of the 2013 curriculum.

This chapter discusses several points: perception, concept of the 2013 curriculum, the supporting part on the implementation of the 2013 curriculum, the characteristics of the 2013 curriculum, the 2013 curriculum syllabus, the 2013 curriculum lesson plan, teachers’ role in the 2013 curriculum, students’ role in the 2013 curriculum. They are described in the followings.

2.1 Perception

There are several assumptions about perception. One of them is mentioned by Moskowitz and Orgel (1969:158). They describe perception as follows:

You are walking along a street, you see a figure approaching and you recognize as that of a close friend. The recognition is perception but you would be at loss if you were asked to indicate the specific stimulus which lead to your perception-was it the shape of figure, a manner of walking, a way of holding the head, the familiar article dress, or some combination of them?

From the description above, it can be stated that perception is an attempt to interpret the information in order to represent the state of an environment. This information is the result of physical stimulation of the sense organs. The definition is supported by Page and Thomas (1978:26) who state that

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perception is a process by which the individual organizes and makes sense of his/her sensory (seeing and hearing) experience.

From previous definition and explanation above, it can be concluded that perception is a process to interpret the information related to his/her experience as the result of physical stimulation of the sense organs (by seeing and hearing). It includes a specific idea, concept, and impression. It means that, when someone gives a response on something he/she involves his/her specific idea, concept, and impression he/she will get knowledge and understand something. The understanding and knowledge that was obtained is called someone’s perception.

Here, the researcher asserts that perception is the recognition of things by using the sense, especially the senses of seeing and hearing. It is about perception of what he/she experienced, which gives an impression to him/her.

2.2 Concept of the 2013 Curriculum

According to Law No. 20 (2003) on National Education System, Article 1 paragraph 1 states that education is a conscious and deliberate effort to create the learning atmosphere and learning process. So, the learners are actively developing their potential to have the spiritual strength of religious, self-control, personality, intelligence, noble character, and skills needed by them, society, nation and state.

According to Permendikbud No.68B th 2013, the 2013 curriculum was developed based on the following factors:

1) Internal Challenges

Internal challenges are related to the state of education associated with the demands of education, which refers to the eight of the Education National Standards which includes standard content, standard process, standard competence, standard educator and education personnel, facilities and standard infrastructure, standard management, standard financial, educational and assessment standards. Other internal challenges are related to the efforts so that human resources which are abundant productive age in Indonesia can be converted into human resources that have competencies and skills through education so it is not become a burden.

2) External Challenges

External challenges are related to the globalization and the various issues related to the environmental problems, technology advances and information, the rise of the creative industries and cultural, and the development of education at the international level. Other external challenges are related to the shift of world economic power, influence and impact of technosains and quality, investment, and the transformation of education.

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3) Mindset Improvement

a. Pattern of teacher-centered learning into the learner-centered learning. The learners should have choice for the materials being studied to have the same competences;

b. Pattern of one-way learning (teacher-student interaction) into an interactive learning (interactive teacher-student-society-environment nature, source / other media);

c. Isolated learning pattern into learning networks (learners can gain the knowledge from anyone and from anywhere that can be reached and obtained via the Internet);

d. Pattern of passive learning into active learning-seeking (students actively seeking a learning model is reinforced by science approach);

e. Pattern of learning individually becomes a learning group (team-based); f. Pattern of learning from a single tool into learning multimedia-based; g. Pattern of mass-based learning into the needs of customers (users) to

promote the development of specific potential of every learner;

h. Pattern of single science (monodiscipline) into plural science (multidisciplines), and

i. Pattern of passive learning becomes critical learning.

4) Strengthening Governance Curriculum

The implementation of the curriculum has been placed curriculum as a list of subjects. Approaches of the 2013 curriculum for Junior High School /

Madrasah Tsanawiyah changed in accordance with curriculum in educational unit. Therefore, in the 2013 curriculum carried strengthening governance as follows:

a. Teachers’working procedures that are individually converted into a work order that is collaborative;

b. School management strengthening through capabilities management strengthening of headmaster as educational leaders; and

c. The infrastructure strengthening for the benefit of management and the learning process.

5) Material Reinforcement

Material Reinforcement is done by the deepening and expansion of relevant material for the learners.

Legal bases of developing the 2013 curriculum: 1. Constitution of the Republic of Indonesia (1945); 2. Law No. 20 (2003) on National Education System;

3. Law No. 17 (2005) on the National Long-Term Development Plan, and all the provisions set forth the National Medium Term Development Plan; and 4. Government Regulation No. 19 (2005) on National Education Standards, as

amended by Government Regulation No. 32 (2013) regarding Amendment to Government Regulation No. 19 (2005) on National Education Standards.

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2.3 The Supporting Part on the Implementation of the 2013 Curriculum In implementing this 2013 curriculum, there are many supporting parts that can support the success of this curriculum but in this research the researcher focuses on five supporting parts as follows:

1) The Teacher

Teachers have a duty not only to teach but also to educate. According to the Law no. 14 of 2005 "Teachers are professional educator with the primary task of educating, teaching, guiding, directing, train, assess, and evaluate students on early childhood education, formal education, elementary education, and secondary education." The duty of a teacher is needed in the education system, the teacher is a bridge towards a success in the education world. In other words, the quality of a teacher reflects the quality of an education.

2) English Teaching Method

The method is the way used by the teachers in implementing the teaching and learning activities in the classroom in order to achieve the learning objectives that have been set out in the curriculum. According to Permendikbud No.65B th 2013 the teacher must pay attention to the learning process that should take place in an interactive, inspiring, fun, challenging, efficient, motivating the students to actively participate and provide enough space for innovation, creativity, and independence

according to their talents, interests, and physical and psychological development of the learners to increase students' competences.

3) Learning Support

Learning support or media are important factors and needed to support the learning process in the classroom. According to Purnamawati and Eldarni (2001:4) the media are anything that can be used to deliver a message from the sender to the receiver. So, it can stimulate the thoughts, feelings, concerns and interests of students so that learning occurs. Meanwhile, according to Wijaya and Rusyan (1994: 137) the media act as a stimulus to motivate learning. So, the students do not feel bored in achieving learning goals. It can be said that the media as a supporting the success of students in the learning process. It shows that media are necessary for an effective teaching and learning process, which is used as a tool for students to understand the lesson easily.

4) Evaluation

Evaluation is the way to look at the learning outcomes that have been done by the students. According to Djaali dan Pudji (2008:1) evaluation is a process of judging something based on criteria or goals that have been set and followed by the decisions of the object have been evaluated. Evaluation is important part to correct existing deficiencies in learning has been done before.

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5) Learning Environment

A good environmental condition can support the creation of good learning process. According to Indra Djati Sidi (2005: 148) the learning environment has an important role in creating a fun learning environment. The environment can enhance good learning activity. Therefore, the success of the learning process is influenced by the existing learning environment.

2.4 Characteristics of the 2013 Curriculum

The 2013 curriculum is using philosophy in developing students' individual life in religion, art, creativity, communication, and the various dimensions of intelligence value that required by the learners, community, nation and mankind. It is hoped to give a good impact toward thestudents’ competences. The 2013 curriculum is designed with the following characteristics:

1) Developing a balance between the development of spiritual and social attitudes, curiosity, creativity, cooperation with intellectual and psychomotor abilities;

2) Schools are part of a community that provides a planned learning experience in which students apply what is learned in school to the community and take advantage of the community as a learning resource; 3) Developing the attitudes, knowledge, and skills and apply them in various

situations in schools and communities;

5) Competence is expressed in the form of class core competencies which is detailed in the basic competencies for each subject;

6) Class core competence become organizing elements of the basic competence, in which all the basic competence and the learning process are developed to achieve the competence which are stated in core competence; 7) Basic competencies are developed based on the accumulative principle,

mutually reinforced and enriched between the lesson and education level (horizontal and vertical organization).

(Permendikbud No.68B th 2013)

2.4.1 Approach of the 2013 Curriculum

The 2013 curriculum brings the scientific approach in the learning process. This scientific approach is a learning process that supports creativity (Saddhono, 2013). In line with Permendikbud No. 65 th 2013 about standard process, the activities in the scientific approach are observing, asking, associating, experimenting, forming networks for all subjects.

 Observing

See, observe, read, hear, listen (without and with the tool).

 Asking

Asking question about information that is not understood from what is observed or questions to obtain additional information about what is observed (starting from factual questions to the questions that are hypothetical)

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 Experimenting

Determine the necessary data from the questions asked. Determining the source of the data (objects, documents, books, experiments).

 Associating

Analyzing the data in the form of making a category, specify the data relationship / category. Conclude it from the data analysis. Starting from unstructured-unistructure-multi structure-complicated structure.

 Networking

Delivering results conceptualization. In the form of oral, written, diagrams, charts, images or other media.

2.4.2 The Method on 2013 Curriculum

The teachers should be able to select the appropriate methods in teaching to facilitate the students to understand the material being taught to them. In the 2013 curriculum, the teachers must pay attention to the learning process that should take place in an interactive, inspiring, fun, challenging, efficient, motivating the students to actively participate and provide enough space for innovation, creativity, and independence according to their talents, interests, and physical and psychological development of the learners to increase students’ competences (Permendikbud No.65B th 2013). There are several methods that used in the 2013 curriculum, such as:

 Collaborative Learning Model

Collaborative learning puts the students in small groups and gives them assignments where they help to complete the task or group work, peers, diversity of views, knowledge and skills that are useful to reach collaborative learning. The method can be applied, among others, search for information, projects, card sorting, tournaments, team quiz.

 Individual Learning Model

Individual learning model provides an opportunity for the students to be able to develop properly in accordance to the needs of learners. The method can be applied, among others, independent assignments, self-assessments, portfolios, galleries processes.

 Peer Learning Model

Peer learning provides an opportunity for the learners to learn something well. The method can be applied to the activities such as: the exchange from group to group, learning through jigsaw, case studies and projects, reading the news, use the worksheet, etc.

 Attitude Learning Model

Affective learning activities help the learners to test the feelings, values, and attitudes. The strategies to develop learning model is designed to increase the feelings, values and attitudes of the students. The method can be applied by means of observing a work tool or material used, the self-assessment and friends, demonstrations, know himself/herself, and the position of adviser.

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 Playing Learning Model

The game is very useful for shaping the character and the confidence of the students. Humor can open the knot of creativity, with a funny exercise, laughing, smiling the students will easily absorb the knowledge given. The game will generate energy and engagement of the learners. There are several methods that can be applied include: guess the picture, charades, guessing objects sticker affixed to the back of the opponent, puzzles, and play a role.

 Group Learning Model

Group learning model (cooperative learning) is often used in any learning activities in addition to save the time as well as effective, especially if the theme very adequate for the development of the learners. The method can be applied among others, the project group, open discussion, role play.

 Independent Learning Model

This model emphasizes the students to learn on the basis of their own accord with the desire to focus. The technique can be applied, namely to use their imagination in creating materials based on their own findings or modification and imitation, reflection paper, through study contracts, and structured based on a given task (investigation, discovery, recovery).

 Multi Learning Model

Multi learning model is done with the intention of getting optimal results compared with just one model. The method which is developed in this study is a project, modification, simulation, interactive, elaborative, participatory, internship (cooperative study), integrative, production, demonstration, imitation, experiential, collaborative.

(Kemendikbud 2013)

2.4.3 Time Allocation

The determination of time allocation on each basic competence is based on the number of weeks and the effective allocation of lesson time per week by considering the number of basic competencies, breadth, depth, complexity, and level of interest of basic competence. Time allocation which is specified in the syllabus is an estimate for the average time required by the students to master the basic competencies. In the 2013 curriculum the time allocation for English subject of Junior High School will be two meetings in a week and each meeting consists of 2X40 minutes, 30 minutes structured activity, and the rest for unstructured activity.

(Permendikbud No.68B th 2013)

2.4.4 Evaluation

In the evaluation, there are several techniques and instruments are used for the assessment of attitudes, knowledge, and skills competence as follows:

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a. Assessment of Attitude Competence

The educators do the assessment of attitude competence through observation, self-assessment, peer assessment by the learners and journals. The instrument used for observation, self-assessment, and assessment between the learners is check list or rating scale with the rubric, whereas for journal in form of educator notes.

1) Observation is a technique of continuous assessment that is done by using the senses, either directly or indirectly by using the observation that contains a number of the behavioral indicators which observed. 2) Self-assessment is an assessment technique by asking the students to

express the advantages and disadvantages that exist in themselves in the context of the achievement of competence. The instrument is using self-assessment sheets.

3) Assessment among the learners is evaluation technique by asking the learners to assess each other related to the achievement of competence. The instrument is using form sheets of assessment among the learners. 4) Journal is an educator’s notes inside and outside the classroom which

contains the information of observation about the strengths and the weaknesses of the learners that relating to the attitudes and behavior. b. Assessment of Knowledge Competence

The educatots assess the competence of knowledge through written tests, oral tests, and assignments.

1) Instrument in the form of a written test multiple choice questions, stuffing, short answer, true-false, matching, and description. Instrument of descriptions be equipped scoring guidelines.

2) Oral test instruments such as questionnaires.

3) Instruments such as homework assignments and / or projects done individually or in groups according to the characteristics of the task. c. Assessment of Skills Competence

The educators assess the skill competence through performance evaluation, where this assessment requires the students to demonstrate a particular competency using practice tests, projects, and portfolio assessment. The instrument is using form of a check list or rating scale equipped by the rubric.

1) Practice test is an assessment which requires a response in the form of skills to undertake an activity or behavior in accordance with the demands of competence.

2) Project is learning tasks which include design activity, implementation, and the written and oral reporting in a particular time.

3) Portfolio assessment is an assessment that is done by assessing the entire collection of students work in a particular field that are reflective-integrative to know the interests, growth, achievement, and / or creativity of learners within a certain time. The work can be in the form of real action that reflects concern of the students to the environment.

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2.5 The 2013 Curriculum Syllabus

According to BSNP (2006:3) syllabus is a set of plans that organize about the purpose, content, and materials and ways of which are used as a guidance of learning activity to achieve certain goals. In line to Permendikbud No.65B th 2013 syllabus is a learning frame of reference preparation for each study subject material. Syllabus at least contains:

a. The identity of the subjects (especially SMP / MTs / SMPLB / Package B and SMA / MA / SMALB / SMK / MAK / Package C / C Package Vocational);

b. The identity includes the name of the school and classroom education units; c. Core competence is a categorical description of competence in aspects of

attitudes, knowledge, and skills that must be learned by the learners for a school level, grade and subject;

d. Basic competence is a specific capability that include attitudes, knowledge, and skills related to content or subjects;

e. Theme (especially SD / MI / SDLB / Package A);

f. Subject matter includes facts, concepts, principles, and procedures that are relevant, and written in the form of points according to the formulation of the competence achievement indicators;

g. The learning activities are undertaken by the educators and the learners to achieve the expected competencies;

h. Assessment is a process of collecting and processing the information to determine the achievement of the students learning outcomes;

i. Time allocation is appropriate to the number of lesson hours in the curriculum structure for one semester or one year, and

j. Learning resources can be books, print and electronic media, nature or other relevant learning resources.

The syllabus is developed based on Standard Competence and Standard Content for primary and secondary education units in accordance with the learning patterns in any given school year. The syllabus is used as a reference in developing lesson plan.

Standard Competence has an criteria for qualifying graduate capabilities that include attitudes, knowledge, and skills. Standard Competence is used as the primary reference in standard content development, standard process, standard of education assessment, standard of teacher, standard infrastructure, standard management, and standard of financing. Standard Competence consists of qualifying criteria of the learners ability that expected to be achieved after completing the learning period in the educational unit on elementary and secondary education (Permendikbud No.54B th 2013). Standard content is expressed in terms of Core Competence (KI) in class and further detailed in the Basic Competence (KD) in subjects. Standard Content provides a conceptual framework of learning activities and the learning derived from the level of competence and scope of material (Permendikbud No.65B th 2013).

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2.6 The 2013 Curriculum Lesson Plan

The implementation of Lesson Plan (RPP) is a face-to-face learning activity plan for one or more meetings. Lesson plan is developed from the syllabus to direct the learning activities of the students in an effort to achieve basic competencies. Every educators in the educational unit are obliged to draw up a complete and systematic lesson plan, so the learning take place in an interactive, inspiring, fun, challenging, efficient, motivating the students to actively participate and provide enough space for innovation, creativity, and independence according to their talents, interests, and the physical and psychological development of the students. Lesson plan prepared by basic competence or sub-themes executed in one or more meetings.

In preparing lesson plan should pay attention to the principles as follows: a. Individual differences of the students such as initial knowledge, intellectual

level, talents, values, interests, motivation to learn, social skills, emotional, learning styles, special needs, speed of learning, cultural background, norms, values, and / or environment of the learners.

b. The active participation of the learners.

c. Centered on the learner to encourage the spirit of learning, motivation, interests, creativity, initiative, inspiration, innovation and independence. d. Developing a culture of reading and writing are designed to develop reading

craze, diverse reading comprehension, and expression in various writing forms.

e. Giving feedback and follow-up lesson plan include the proposed program providing positive feedback, reinforcement, enrichment, and remedy.

f. Emphasis on linkages and coherence between basic competence, learning materials, learning activities, the indicators of achievement competencies, assessment, and learning resources in the integrity of the learning experience.

g. Accommodates integrated-thematic learning, integration across subjects, cross the learning aspects, and cultural diversity.

h. Application of information and communication technologies in an integrated, systematic, and effective in accordance with the circumstances and conditions.

(Permendikbud No. 65B th 2013)

2.7Teachers’ Role in the 2013 Curriculum

The 2013 curriculum requires the realization of creativity, independence, cooperation, solidarity, leadership, empathy, tolerance and life skills in order to form the students’ character and improve the nation's civilization and dignity in the learning process.

The teachers provide a learning experience for the students to perform a variety of activities that allow them to develop their potentials into competence specified in curriculum documents or more, to develop a learning environment

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that gives students the opportunity to discover, implement their own ideas, be aware and consciously use their own strategies for learning.

The teachers develop learning opportunities for the learners to climb stairs carrying learner higher understanding, which was originally done with the help of the teacher but more and more independent. For the learners, the learning must shift from "being told" to "actively seek out". It is expected that the learning experience progressively increased to independent learning habits and steady as a basis for lifelong learning.

Therefore, the success of the 2013 curriculum is depending on the learning process. In whichthe teachers’role as a bridge or become a facilitator to carry out the purposes of the curriculum in the students’learning process in order to develop the potential of the students.

2.8Students’ Role in_{Learning Process the 2013 Curriculum}

The role of students in learning process, in which students are encouraged to discover themselves and transform complex information, checking new information that already exists in memory, and to develop into information or capabilities to suit the environment and times where and when he was alive. The 2013 curriculum has view that the knowledge base cannot be moved so only from the teacher to the learner. The learners are subjects that have ability to actively seek, process, construct, and use knowledge.

The learning process provides the opportunity for the learners to construct knowledge in cognitive processes. In order to really understand and apply the knowledge, the learners should be encouraged to work and solve problems, find everything for them, and strive to realize their ideas.

In this chapter the researcher has described about perception, concept of the 2013 curriculum, the supporting part on the implementation of the 2013 curriculum, the characteristics of the 2013 curriculum, the 2013 curriculum syllabus, the 2013 curriculum lesson plan, teachers’ role in the 2013 curriculum,students’ role inthe 2013 curriculum.

III METHODS

In order to deal with concept of research method, this chapter discusses design, population and sample, data collecting technique, procedure, validity and reliability, research instrument and data analysis. They are described as in the following.

3.1 Design

A descriptive quantitative research design was used in this research to know the perception of the students on the implementation of the 2013 curriculum.

3.1.1 Quantitative Research Design

Quantitative research is “a systematic process of obtaining formal objective data to describe the variables and their relationships. Quantitative research uses structured tools to generate numerical data and uses statistics to interpret, organize and represent the collected data” (Burns & Grove 2001:30). In this study, the research design was quantitative as the researcher used questionnaire to collect data from the respondents. This method allows the researcher to ask all the respondents the same questions with predetermined responses, which allows objective data to be collected. The researcher also used mean and

standard deviation as the process of drawing information from sampled observations of a population and making conclusions about the population.

a. The Mean

For a data set, the mean is the sum of the observations divided by the number of observations. It identifies the central location of the data. The mean is calculated using the following formula.

M = ( ) Where_Σ= Sum of

X= Individual data points

N= Sample size (number of data points)

b. The Standard Deviation

The standard deviation is the most common measure of variability, measuring the spread of the data set and the relationship of the mean to the rest of the data. If the data points are close to the mean, indicating that the responses are fairly uniform, then the standard deviation will be small. Conversely, if many data points are far from the mean, indicating that there is a wide variance in the responses, then the standard deviation will be large. If all the data values are equal, then the standard deviation will be zero. The standard deviation is calculated using the following formula.

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WhereΣ= Sum of X= Individual score M= Mean of all scores

N= Sample size (number of scores)

3.1.2 Descriptive Research Design

A descriptive study “observes and describes the presence, frequency or absence of characteristics of a phenomenon as it naturally occurs, in order to gain additional information. The primary purpose of a descriptive study is to describe the situation, preferences, practices, options, concerns or interests of the phenomenon of interest” (Burns & Grove 2001:248; Polite & Beck 2006:189). Descriptive studies provide valuable base line information. The method is also flexible and can be used to collect information from a large group of respondents (Drummond 1998:31).

Quantitative method emphasis on objective measurements and numerical analysis of the data collected throught polls or questionnaires. Measuring the spread of the data set and the relationship of the mean to the rest of the data. While descriptive method was used to describe characteristics of population or phenomenon being studied.

3.2 Population and Sample

The population of this research was the seventh grade of SMP N 2 Bandar Lampung. The researcher used the random sampling technique by using lottery. It means that all in the first year class got the same chance to be sample. The number of students that had been taken to be sample of this research is based on Arikunto (2006), if the subject is less than 100, preferably taken all, so the research is the study population, further if more than 100, it can be between 10-15% or 20-25% or more depending at least of: (a) research capability in terms of time, effort and funds, (b) narrowing the vast area of observation of each subject because it would at least involve a lot of funds, (c) the size of the risk borne by the researcher. For the seventh grade in SMP N 2 Bandar Lampung, there were twelve classes of them. Each of them consisted of 20-25 students. After some consideration of the ability of the researcher, the researcher decided to take 80 students as the samples.

3.3 Data Collecting Technique

To collect the data, first the researcher observed the activities which happened in the classroom to know the real situation in the class. To see the state of the learning process directly in the implementation of 2013 curriculum as the method was used by the teacher. This observation used Lembar Observasi Aktivitas Guru to see teaching learning process in the class. This was done as supporting data from the questionnaire given to the students.

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Secondly, the researcher distributed a set of questionnaire. The questionnaires were developed based on five topics in the research questions. The questionnaire used Likert Scale question. There were 20 items to be answered by the students.

Table of Specification

Topic Number

The teacher 1, 3, 5, 6, 7, and 17 English teaching method 2, 4, 8, 10, and 20 Learning support 11, 12, and 19

Evaluation 15 and 16

Learning environment 9, 13, 14, and 18

3.4 Procedure

To achieve the best result of the research the researcher had been planned the procedure of the research on these following steps:

1. Determined the research subject

The researcher decided the question of the research. 2. Selected the population

The researcher selected the population that was the students of the first year of SMP N 2 Bandar Lampung. Then, the researcher selected the sample by using lottery.

3. Determined method for data collection

At the point the researcher decided the type of data to be collected. Here, the researcher used observation and questionnaire.

4. Collected the data

In this step, the researcher did the observation to see the teaching learning process. Then, she distributed the questionnaire.

5. Analyzed the data

Once the data have been collected they must be organized into manageable unit, so it can be analyzed well.

6. Described the result of numerical data.

3.5 Validity and Reliability of the Data

The general meaning of validity is that it can be trusted and reliability is consistency of the result of the research.

3.5.1 Validity

Validity is important to find out the validity of instrument. According to Hatch and Farhady (1982: 250), validity is the extent to which an instrument really measures the objective to be measured and suitable with the criteria. According to Hatch and Farhady (1982: 281) there are three basic types of validity; content, construct and face validity. In this research, the researcher used content validity and face validity to measure whether the questionnaire had good validity or not.

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a. Content Validity

As the name suggests, the content validity discover what it contains instrument validity. Content validity in this research had been used to analyze the students' perceptions about the implementation of the curriculum. According to Setiyadi (2006: 23) to find the type validity the researcher should be aware of all the indicators of the questionnaire items and analyzed whether these instruments represent the material to be measured.

b. Face Validity

Face variables shows that in terms of the shape and appearance of a visible measuring instruments measure what you want to measure and face validity determine how far the students’ interest toward the question or how far the question can be measure the instruments (Singarimbun & Effendi, 1989).

3.5.2 Reliability

To measure the reliability of the instrument in this study the researcher used the reliability Cronbach Alpha which is calculated by using the reliability procedure in SPSS. The aim of calculation coefficient reliability is to determine the level of consistency of the respondents' answers. If the alpha value is higher than 0.60 it means that the questionnaire can be said fulfill the concept of reliability, whereas if the alpha value is lower than 0.60 it means

that the questionnaire cannot fulfill the reliability concepts so, the questions cannot be used to measure the research (Ghozali, 2002).

3.6 Research Instrument 3.6.1 Observation

This observation was conducted to determine the current state of the classroom learning process took place. The researcher observed the teaching learning process by using “Non participant observation”, the researcher just observed and recorded or took notes of the students’ activity and respond toward the material (Selinger & Shohamy, 1995:120). The researcher used Lembar Observasi Aktivitas Gurusheets (see appendix 4). This was done to support the data from the questionnaire.

3.6.2 Questionnaire

The researcher used questionnaire as a collecting data for this research. The questionnaire consisted of 20 items that were distributed to the students to find out their response and opinion toward the 2013 curriculum in English teaching learning process.

3.7 Data Analysis

Data analysis is the process of organizing the data in order to gain regularity of the pattern of the research. Data analysis is done to create understanding of the

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data after following certain procedure final result of the students can be presented by the readers (Setiyadi, 2001).

In this research, as mentioned previously, the data were collected by means of questionnaires. After the data of questionnaire was collected, the researcher calculated mean and standard deviation. After that, the researcher explained the results that had obtained.

3.8 Research Schedule

The researcher did observation in order to support the data and make the data more valid. Then the researcher asked the students to answer the questionnaire.

The Schedule Time

Observation Monday, March 24th2014 Giving questionnaire Monday, April 21st2014

Wednesday, April 23th2014

In this chapter the researcher described design, population and sample, data collecting technique, procedure, validity and reliability, research instrument, data analysis and research schedule.

Based on the result of the data analysis, the researcher draws the following conclusion, which then will be followed by some suggestions.

5.1 Conclusion

The students of SMP N 2 Bandar Lampung perceive the 2013 curriculum positively in all topics in terms of: the teacher, English teaching method, learning support, evaluation, and learning environment. The students’ perception toward the teacher on the implementation of 2013 curriculum was very good, where the students felt progress in the teacher’sperformance in the classroom. The total of agree was 53.54% that the students liked the performance of the teacher who can handle the class well.

English teaching method also had a positive result with 69.25% agree. It was the higher result compared to the number of other topics percentage because the teachers were implementing the methods and the scientific approach that exist in the 2013 curriculum. It gave a new experience to the students in the learning process that took place.

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Learning support was very assist the students in their learning process, the total of percentage was 52.08% agree. The media in this school were complete enough to support the students' learning process. So, the media can facilitate the students to easily in understand the lessons.

On the evaluation of learning results there was 50.62% agree, the students responded positively. The students realized the teachers assess them individually. So, they were motivated to display their abilities.

The students’ positive perceptions also showed in the topic about learning environment 50.93% agree. They felt the environment in that school supported them to get a good learning situation. So, they enjoyed the learning process.

In accordance with the result and discussion, the researcher concludes that the students’ perception on the implementation of the 2013 curriculumis positive, which is indicated by all the topics had high percentages in point strongly agree and agree with the better changes when using this 2013 curriculum. The positive perception from the explanation above might be caused by the quality of the school being targeted as well as the good teachers.

5.2 Suggestion

Based on the result and conclusion of the research, the researcher would like to propose some suggestions as follows:

5.2.1 For Teaching

1. English teachers can develop a variety of learning materials by using the methods recommended in this 2013 curriculum becauce in the implementation of 2013 curriculum they can create engaging learning situation for the students.

2. The teachers can give more motivation and always provide an opportunity to the students. So, they feel eager to learn English and able to develop their skill because if the students have high motivation they will achieve the learning goal.

5.2.2 For Further Research

1. The research on the implementation of the 2013 curriculum was conducted in the pilot school for this research in SMP N 2 Bandar Lampung which has been supported in terms of the teachers, the media, the environment, as well as the students. So, the implementation in this curriculum had a good result. For further research, the researcher can conduct the same research in remote area, private school or in the public schools that have a standard quality of the learning process under the international school to find the differences on the implementation of 2013 curriculum in other school.

2. The other researchers can investigate the teachers' perception about the benefits and the obstacles on the implementation of 2013 curriculum.

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Learning support was very assist the students in their learning process, the total of percentage was 52.08% agree. The media in this school were complete enough to support the students' learning process. So, the media can facilitate the students to easily in understand the lessons.

On the evaluation of learning results there was 50.62% agree, the students responded positively. The students realized the teachers assess them individually. So, they were motivated to display their abilities.

The students’ positive perceptions also showed in the topic about learning environment 50.93% agree. They felt the environment in that school supported them to get a good learning situation. So, they enjoyed the learning process.

In accordance with the result and discussion, the researcher concludes that the students’ perception on the implementation of the 2013 curriculumis positive, which is indicated by all the topics had high percentages in point strongly agree and agree with the better changes when using this 2013 curriculum. The positive perception from the explanation above might be caused by the quality of the school being targeted as well as the good teachers.

5.2 Suggestion

Based on the result and conclusion of the research, the researcher would like to propose some suggestions as follows:

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5.2.1 For Teaching

1. English teachers can develop a variety of learning materials by using the methods recommended in this 2013 curriculum becauce in the implementation of 2013 curriculum they can create engaging learning situation for the students.

2. The teachers can give more motivation and always provide an opportunity to the students. So, they feel eager to learn English and able to develop their skill because if the students have high motivation they will achieve the learning goal.

5.2.2 For Further Research

1. The research on the implementation of the 2013 curriculum was conducted in the pilot school for this research in SMP N 2 Bandar Lampung which has been supported in terms of the teachers, the media, the environment, as well as the students. So, the implementation in this curriculum had a good result. For further research, the researcher can conduct the same research in remote area, private school or in the public schools that have a standard quality of the learning process under the international school to find the differences on the implementation of 2013 curriculum in other school.

2. The other researchers can investigate the teachers' perception about the benefits and the obstacles on the implementation of 2013 curriculum.

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