55
a. Training from Government
Long before implementing Curriculum 2013, the government should have given an official training to the teachers. In Indonesia, the training is called
Diklat. Diklat stands for Pendidikan dan Pelatihan. The training consisted of an explanation about the curriculum itself, how to deal with the learning
methodology, and how to make the administrative requirements, such as lesson plan and assessment formats. However, based on the interview which was
conducted by the researcher, not all of the participants were trained by the government.
However, all of the participants in this research were taken from different schools. As stated before, the participants were teaching in three different cities.
There was also one participant in this research who taught in a pilot project school.
From the interview result, there was only one participant who did not get the invitation for the training from the government. This participant AR had the
lowest understanding about Curriculum 2013, compared to the other participants who had been trained by the government. AR admitted that he did not really
understand about this curriculum. It influenced his teaching performance when the school implemented Curriculum 2013. In fact, AR was often being hesitated in
implementing the scientific approach and assessment. Although AR stated that he understood all of the assessment formats for the affective skill, he still got
problems in differentiating between cognitive and psychomotor skill in the syllabus.
56 On the other hand, YA, DI and AN was trained by the trainer from the
government. Although AN did not got the quota to attend the official training from the government, the MGMP under the school foundation had invited an
instructor from government. Those participants showed better understanding on the implementation of Curriculum 2013. The problems which appeared from their
experience during the implementation on Curriculum 2013 were about some technical problems, namely administrations, textbook, and curriculum
implementation. From the interview, it was proved that the training had not equally
distributed. The other problem was that the government was not ready with the system for final examination and final report. From this result, it implied that the
government did not show a good responsibility on the implementation of Curriculum 2013.
b. Introduction about Curriculum 2013 from the School or MGMP Besides training from the government, the teachers should also be given
additional introduction about Curriculum 2013 from school. This introduction aimed to provide further explanation about Curriculum 2013, namely lesson plan.
Moreover, this introduction could facilitate the teachers‟ questions and hesitations
which had not been answered in the training from the government. From the interview, all of the participants stated that they were
introduced about the Curriculum 2013 by school andor MGMP Musyawarah Guru Mata Pelajaran. It implied that the schools showed a good responsibility
for the implementation of Curriculum 2013.
57
4. Some Strategies to Prevent the Senior High School English Teachers from Being Trapped by the Problems which Occurred in Implementing
Curriculum 2013
There were four theories which were being used to analyze the teachers‟
way of implementing Curriculum 2013, namely self- agency, teacher‟s
professionalism, pedagogical competence, and adult learning theory. Later, after analyzing the way the teachers implemented Curriculum 2013, the researcher
stated four strategies to prevent the teachers from being trapped by the problems in implementing Curriculum 2013. The strategies were based on the ability to
increase self-agency, professional competence, pedagogical competence, and transformative learning.
a. Increasing the Self-agency From the analysis above, there were two internal abilities to avoid the
teachers from being trapped by the administration requirements in Curriculum 2013. Assessment forms were parts of administration requirements. Besides
expecting the teachers to make an innovation in the learning and teaching process, Curriculum 2013 also made the teachers trap in administrative requirements.
Increasing the self-agency could be one of the strategies to prevent the teacher from being trapedd by the problems in implementing Curriculum 2013.
Besides having the responsibility to increase their self-agency, the teachers should also make the students become autonomous learners. Autonomous learners
needed to be able to understand the curriculum that the teachers were teaching
58 them. Besides, they needed to be responsible for their own learning and for the
learning with whom they interacted Farrel and Jacobs 2010. In terms of self-agency, AR and DI did not take administration
requirement as a burden. Unconsciously, when they did not take it as a burden, they had more time to engage the
students‟ autonomy and preparing a meaningful learning for the students. It was proved from AR‟s statement that his students had
the ability to be autonomous learners. When the teacher and learners had a good awareness of their obligation in the learning process, it proved that the self-agency
ran well. Besides, AR also implemented Zou‟s 2011 theory about student‟s autonomy. In order to make the students participate actively in the classroom, he
assigned the students to work in groups. Thus, the students could gain the knowledge from the discussion with the other classmates.
In terms of self-agency, YA did not give a good example in dealing with assessment forms. In this case, YA admitted that she was being burdensome with
the assessment forms. However, because YA trapped in assessment forms, YA spent too much time in the assessment forms, rather than preparing a meaningful
learning for the students. It was also affected the learners ‟s autonomy. The
learners did not have the students‟ autonomy. In fact, because YA „trapped‟ with
the administrative requirements, she did not have much time to make a solution to increase the
students‟ autonomy. In order to make the students participate actively, YA only made an instant breakthrough for the students, such as by
rewarding an extra point.
59 b. Increasing the Professional Competence
According to
Undang-Undang No. 14 Tahun 2005 Pasal 10 ayat 1, professional competence means the ability to have in-depth material understanding.
Increasing the professional competence could be a strategy to make an inovation in the teaching and learning activity, despite having some problems in implementing
Curriculum 2013.
In terms of professional competence, AN showed a good example of having a good professional competence. Considering the needs to
increase students‟ motivation, AN made a fun learning activity for the students. One of the ways which AN used to make a fun learning activity for the students
was by having a discussion about the daily activities of a Korean celebrity. At that time, Korean celebrity was popular among the students. From this example, it
proved that although AN also found some problems in the implementation of Curriculum 2013, she did not forget her obligation to engage students‟ motivation
by attracting students‟ attention. c. Increasing the Pedagogical Competence
Curriculum 2013 expected teachers to involve the learners building a critical thinking concept. Thus, the function of the teachers is no longer as the
learning source. In order to engage the learners in a critical thinking concept, the teachers should have
the ability to scaffold the materials based on the students‟ mastering level to make the learners find the answer or solutions of the problems
in the classroom easily. Besides, according to
Undang-Undang No. 14 Tahun 2005 Pasal 10 ayat 1, pedagogical competence means the ability to manage the learning
process.
60 In pedagogical competence, AR, YA, DI, and AN had shown a good
pedagogical competence. All of the participants said that they always scuffled the materials based on students‟ understanding. Besides, the ability to be aware of
students‟ understanding in scaffolding the material was one of the examples of a good classroom management pedagogical competence.
d. Applying Transformative Learning Mezirow
2002 states that”...adult learning emphasize contextual understanding, critical reflection on assumptions, and validating meaning by
assessing reasons” p.3. These principles, then turn out into their beliefs. Thus, if the teachers are open to others‟ suggestion and feedback, they would improve the
teaching performance Mezirow, 2000. Besides improving teaching performance, the teachers would also enrich their understanding towards many issues related to
the development of education. All of the participants of this research stated that they were open to
others‟ suggestion and feedback, especially the students and fellow teachers. AR, YA, DI, and AN always tried to appreciate the students feedback, even if the
suggestions were given in the middle of a learning activity. On the other hand, among the three of them, DI had the lowest interaction with other fellow teachers.
DI rarely got a suggestion from other fellow teachers. From this difference, it showed that AR, YA and AN were more up-to-date with the information about
Curriculum 2013, compared to DI. It happened because AR, YA and AN had more interaction with other fellow teachers. This interaction boosted their self-
willingness to upgrade the knowledge about the latest information of the
61 curriculum implementation. Thus, b
eing reflective to others‟ suggestions, made the teachers construct their knowledge in implementing Curriculum 2013.
62
CHAPTER V CONCLUSIONS AND SUGGESTIONS
There are two parts in this chapter. The first part presents the conclusions of the research. Meanwhile, the second part presents some suggestions for the
improvement of Curriculum 2013.
A. Conclusions
Curriculum 2013 aimed to change the learning paradigm by bringing the scientific approach as a breakthrough. Through the scientific approach,
Curriculum 2013 tried to apply the observing, questioning, associating, experimenting and creatingnetworking as the primary process of the teaching and
learning activity. With the scientific method, the students were expected to have the passion to dig out the objective truth. Besides, there were three domains which
were being assessed in this curriculum, namely cognitive, affective, and psychomotor competence.
Based on the participants’ opinions, Curriculum 2013 had a good purpose, in which to change the teaching and learning paradigm. However, the
participants had a negative perception on the implementation of Curriculum 2013. There were various opinions from the participants related to the
implementation of Curriculum 2013. First, the implementation of Curriculum 2013 seemed to be in a rush DI-South Tangerang. Second, the participants were
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