The last challenge in 2013 curriculum implementation was the laziness of implementing 2013 curriculum. This statement was clearly stated in the result
interview as below. “Guru : Yang ke dua itu tadi, masih ada kemalasan kita untuk
mempraktikkan K-13, padahal kalo kita praktekin, akan sangat bagus. Ya saya anggap keren lah bagus lah termasuk bagus.
Karena mengedepankan karakter siswa. Pengetahuan tidak terlalu diambil, maksudnya ngga terlalu dibutuhkan lah.
” Thursday, 12
th
November 2015 Translation, T: Teacher
“Guru : The second was that, there was still a laziness of us to practice 2013 curriculum. Whereas, if we practice it, it will be very good.
Ya, I admitted it 2013 curriculum was good. Because 2013 Curriculum considers the students’ character as main focus. The
Cognitive aspect is not really taken, it means that it is not really necessary.”
Based on the transcript above, teacher B probably was the one of teachers who faced this challenges. Even though some teachers were lazy to implement
2013 curriculum, he admitted that it is good curriculum. He liked the design of the curriculum that emphasizes the students’ character instead of students’ cognitive.
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CHAPTER V CONCLUSION AND RECOMMENDATIONS
A. Overview
This chapter contains a summary of research of this study which is also completed by the recommendation to maximize the implementation of 2013
curriculum in English language teaching. The direction of further research which could be done is also added in this chapter as the opportunity for any readers and
researchers who has the pure willingness to enhance this study.
B. Results
This research aimed to investigate the English teachers’ perspective on the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang.
As discussed aforementioned that there were four main aspects concerned, they were teaching plan, instruction process, assessment process and challenge in
implementing 2013 curriculum. The data obtained from three major techniques that were interview, observation, and documentation, also supported by students’
questionnaire. Related to teaching plan, the data revealed that there were misses in this
case. Starting with the absence of lesson plan for one teacher and followed by misappropriate design of lesson plan. However, there was an English teacher who
designed the lesson plan based on the characteristic of 2013 curriculum. In this case, it showed that for those three English teachers, they were different each
other whether on their perspectives of lesson plan and also the design. In instruction process, actually the scientific approach was adopted in their
instruction. However, in the practice, they didn’t conduct the instruction based on the lesson plan designed, except English teacher C. Although scientific approach
was adopted, but the implementation wasn’t effective as its purpose. Some activities were conducted in meaningless and not in order. As with the opening
and closing session, both sessions were conducted averagely not based on the characteristic of 2013 curriculum. Therefore, the instruction process wasn’t really
going supposedly based on 2013 curriculum characteristic. As resulted from the data, it showed that the three English teachers agreed
and had well understanding about the concept of authentic assessment. As resulted from the data, however, it revealed that only English teacher C who created the
guideline of scoring based on the characteristic of 2013 curriculum. Related to the implementation of authentic assessment, the finding showed that only English
teacher C who performed authentic assessment properly. From three participants that were vice headmaster, English teacher A, and
C, they had different challenges in implementing 2013 curriculum. In this case, assessment was the most crucial aspect as the challenge. Started with the
assessment computerization, its process, and its procedure. From the finding also revealed that changing students’ perception, the process of instruction, less of
monitoring, and the laziness to implement 2013 curriculum were also the other challenge faced bay teacher.
Overall, from the result of those aspects, it could be said that seventh class English teacher in SMPN 3 South Tangerang had already implemented 2013
curriculum officially. However, the implementation was not maximum caused by several misses in three aspects above. The English teachers had different
perspective on the implementation each other. There is only one English teacher who implemented 2013 curriculum closely to the order.
C. Recommendations
The result of study says that the implementation of 2013 curriculum in SMPN 3 South Tangerang especially in English teaching was not maximum.
Dealing with this result, many factors were seen as the cause of the problem. Therefore, it would be wise to convey recommendations to improve the
implementation of 2013 curriculum on English teaching in SMPN 3 South Tangerang. Here are some recommendations towards this research.
1. Enriching teachers’ knowledge of 2013 curriculum through various
trainings which focuses on their challenges in implementing it.
As resulted in this research that the implementation of 2013 curriculum was low quality, it seems that the teacher as the spearhead of curriculum has less
understanding about 2013 curriculum. Moreover, many aspects change in the new curriculum such as paradigm of teaching method, assessment process, the design
of lesson plan and so on. Even though the government had already conducted many trainings and workshops facing the implementation of 2013 curriculum,
however, many teachers are still facing the problem especially in teaching and assessment process. As addition, the format of workshop and training perhaps
should be conducted based on the challenges faced by the teacher. Therefore, intensive training and followed by evaluation can be a solution for maximizing the
implementation of 2013 curriculum itself.
2. Increasing the monitoring aspect to be more intensive whether from
school and also from educational institution.
The lack of supervising and monitoring are the one of problem in this case. Supervising and monitoring are absolutely necessary to guarantee that
implementation of 2013 curriculum runs on the track. As resulted in this research that there was only monthly gathering with the headmaster to discuss everything
and also briefing of 2013 curriculum implementation. However, it is not really sufficient because the supervision and monitoring were not conducted by
government to the school as the point of educational institution. Hence, the intensive and scheduled supervision is absolutely urgent to succeed the
implementation of 2013 curriculum, not only for English subject, but also all subjects.
3. Developing the relationship between English teachers to cooperate in
succeeding the implementation of 2013 curriculum in English teach- ing.
The result of study portrays that there were differences between seventh class English teachers in some points. This thing could be caused by the different
competence of teachers and also the less of cooperation between teachers. Having intense communication between English teachers especially relates to the English
teaching according 2013 curriculum can improve their teaching quality and also other important aspects. Through this way, the competence teacher is able to share
her or his knowledge effectively because they have same subject and also as partner as educator.
4. Building teachers’ awareness to be more professional teachers by
completing administrative aspect in education.
A teacher and educator is seen as professional profession in Indonesia. In this case, teacher duty is not only teaching the students but also educating them,
and also providing the administrative aspect such as designing lesson plan. From the result of research showed that some English teachers didn’t fulfill the
requirement of administrative side. Therefore, it is important for every teacher to be more aware on professionalism of teacher.
D. Direction for Future Research
This research focused on the teachers’ perspective on the implementation of 2013 curriculum in English lesson and conducted in limited short time.
However, it will be more comprehensive research to involve more subject research such as students and stakeholders in the school. Students are also
important aspect in education, hence, their perceptions are reasonable to be observed to dig out the implementation of 2013 curriculum. In other side,
stakeholders also had significant role in every policy made by the school, so their perceptions on this research are essential from administrative side. Moreover, this
research will also give accurate and comprehensive result if it is conducted in long
