Eka Firmansyah, 2015 A STUDY ON THE PRINCIPALS’ AND ENGLISH TEACHERS’ PERCEPTIONS ABOUT CURRICULUM
2013 AND ITS IMPLEMENTATION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
according to Nurfajriah 2013 that the english teachers in her research are theoretically have a deep understanding toward the K-13, but practically they
encounter some difficulties in implementing the curriculum in their teaching and learning process. As a result, planning for this learning is critical for the success
of the new curriculum implementation. The teachers who participated in implementing this curriculum may not fully understand the concept of the new
curriculum itself. Moreover, the issue of successful implementation of the English language
curriculum has been the focus of a number of studies. However, in Indonesia, little research has been conducted on principals
’ and teachers perceptions of the K-13. There should be an analysis to the
principals’ and teachers’ perceptions toward the K-13 to determine its success. Therefore, this study is aimed at
describing the various principals’ and English teachers’ perceptions about K-13
and its implementation, and also it investigates English teachers ’ problems and
solutions in developing K-13.
1.3 Research Questions
The main issue of this study is broken down into the following research questions:
1. What are the principals’ and the English teachers’ perceptions on K-13 and its
implementation? 2. What are the English
teachers’ problems in the implementation of K-13? 3. What steps do they take to overcome those problems?
1.4 Purpose of the Research
This research aims at finding the answer to the questions stated. Thus, the purposes of the study are:
1. To describe the
principals’ and the English teachers’ perceptions about K-
Eka Firmansyah, 2015 A STUDY ON THE PRINCIPALS’ AND ENGLISH TEACHERS’ PERCEPTIONS ABOUT CURRICULUM
2013 AND ITS IMPLEMENTATION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
13 and its implementation. 2.
To find out the English teachers’ problem arises during the
implementation of this curriculum. 3.
To find out their solutions dealing with those problems.
1.5 Scope of the Study
This study attempts to investigate prin cipals’ and English teachers’
perceptions about K-13 and its implementation. The investigation of principals’
perceptions in this study is limited to their perceptions on attaining of their role as principals in K-13 implementation. Meanwhile, the investigation of English
teachers’ perceptions is limited to their perceptions on developing lesson plan, teaching materials and media, and assessment process. These aspects also become
the base on identifying the English teachers’ problems arise and also their
solutions in the implementation of K-13.
1.6 Research Methodology
This study employs quantitative and qualitative methods mixed methods. Malik and Hamied 2014 state that mixed methods paradigm is a new approach
as it aims to put quantitative and qualitative data together. Therefore two types of data collection techniques are applied, they are questionnaire and interview. In
addition, researchers can creatively combine quantitative and qualitative method to make the best sense for the study they want to do GayMills, 2006. They
also mention that one of the examples of analytic and interpretive procedures is comparing results in which the result from qualitative data collection are directly
compared with results from quantitative data collection. Statistical trends are supported by qualitative themes or vice-versa.
The populations of this study are principals and all English teachers in senior high school level who are using K-13 in their schools Bandung area.
Eka Firmansyah, 2015 A STUDY ON THE PRINCIPALS’ AND ENGLISH TEACHERS’ PERCEPTIONS ABOUT CURRICULUM
2013 AND ITS IMPLEMENTATION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Meanwhile the samples are six principals and 30 English teachers in senior high school level who have ever participated in K-13 training held by Kemendikbud.
The samples ’ names were concealed because of their privacy.
Quantitative data were collected first through survey using Guttman and Lickert scale questionnaires
to explore principals’ and English teachers’ perceptions on the implementation of K-13. These scales can be used to get the
description of attitudes, opinions and perceptions of subject Oppenheim, 1982; Kitao and Kitao, 2002; Sugiono, 2008.
To get in-depth information about English teachers’ problems and
solutions on the implementation of K-13, a qualitative method is also applied. An interview is conducted in collecting the data. The interviewee is chosen based on a
purposive sampling.
1.7 Significance of the Study
