THE IMPLEMENTATION OF CURRICULUM 2013 IN ENGLISH TEACHING-LEARNING PROCESS AT SMA NEGERI 1 LUBUK PAKAM.

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THE IMPLEMENTATION OF CURRICULUM 2013

IN ENGLISH TEACHING-LEARNING PROCESS

AT SMA NEGERI 1 LUBUK PAKAM

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

SAFITRI WINDASARI SINAMBELA Registration Number: 8146111058

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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ABSTRACT

Sinambela, Safitri Windasari. 8146111058. The Implementation of Curriculum 2013 in English Teaching-Learning Process at SMA Negeri 1 Lubuk Pakam.A Thesis. English Applied Linguistics Study Program. Post Graduate School. State University of Medan. 2016.

This study deals with the implementation of Curriculum 2013 in english teaching learning process at SMA Negeri 1 Lubuk Pakam. The aims of this study were to describe the teachers’ effort in English teaching-learning process by applying scientific approach, to describe the teachers’ impelementation in English teaching-learning process by applying scientific approach, and to explain the teachers’ reasons to for the implement the scientific approach on that way. This study conducted by using qualitative research design and the design was observational case study. The source data of this study were teachers at XI IPA 1 and X IPS 1 SMA Negeri 1 Lubuk Pakam comprised two teachers. The data of this study was the implementation of Curriculum 2013 on teaching-learning English process in the classroom. The teachers were observed and interviewed to find out the data. The data was analyzed by using Interactive Model by Miles, Huberman, and Saldana. Based on data analysis, it was found that there was the teachers’ effort in implementing the curriculum 2013. Then teachers did not implement all the curriculum 2013 steps correctly, and it was found that the teachers’ reasons for the implement curriculum 2013 on their way because the teachers had many experience in teaching, curriculum 2013 was done only because of the rule from the school. Other reasons were because they had short time in teaching and lacked of the books for material in curriculum 2013.

Keywords: curriculum 2013, implementation, English teaching learning process, scientific approach, qualitative descriptive, observational case study, interactive model.

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ABSTRACT

Sinambela, Safitri Windasari. 8146111058. The Implementation of Curriculum 2013 in English Teaching-Learning Process at SMA Negeri 1 Lubuk Pakam.A Thesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah Pascasarjana. Universitas Negeri Medan. 2016.

Penelitian ini mengkaji tentang implementasi kurikulum 2013 pada proses belajar mengajar bahasa inggris di SMA Negeri 1 Lubuk Pakam. Tujuan dari penelitian ini adalah mendeskripsikan usaha guru dalam proses belajar mengajar bahasa Inggris dengan mengaplikasikan pendekatan ilmiah, mendeskripsikan pengimplementasian dalam proses belajar mengajar bahasa inggris dengan mengaplikasikan pendekatan ilmiah, dan menjelaskan alasan guru mengimplementasikan pendekatan ilmiah dengan cara mereka. Penelitian ini menggunakan metode kualitatif deskriptif dan desain observasi studi kasus. Sumber data penelitian ini adalah guru XI IPA 1 dan X IPS 1 di SMA Negeri 1 Lubuk Pakam yang terdiri dari 2 orang. Data penelitian ini adalah implementasi dari kurikulum 2013 dalam proses belajar mengajar bahasa inggris di kelas. Guru diobservasi dan diwawancara untuk memperoleh data penelitian ini. Data penelitian ini dianalisis menggunakan interaktif model oleh Miles, Huberman, dan Saldana. Berdasarkan hasil analisis data ditemukan bahwa ada usaha guru dalam mengimplementasikn kurikulum 2013. Guru tidak mengimplementasikan semua tahap dalam kurikulum 2013 dengan benar dan ditemukan alasan guru mengimplementasikan kurikulum 2013 dengan cara mereka karena guru memiliki banyak pengalaman dalam mengajar, sehingga kurikulum 2013 digunakan hanya sebagai peraturan dari sekolah. Alasan lain karena mereka kekurangan waktu untuk mengajar dan kekurangan buku untuk materi kurikulum 2013.

Kata kunci: kurikulum 2013, implementasi, proses belajar mengajar bahasa inggris, pendekatan ilmiah, kualitatif deskriptif, observasi studi kasus, model interaktif.

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ACKNOWLEDGEMENT

In the name of ALLAH SWT, the most gracious and merciful, all praise for His mercy, guidance and loving care which have been given to the writer so this thesis which entitled “THE IMPLEMENTATION OF CURRICULUM 2013 IN ENGLISH TEACHING-LEARNING PROCESS AT SMA NEGERI 1 LUBUK PAKAM” could be completed. This thesis is a scientific writing that has to be completed in order to fulfill one of the academic requirements for the degree of Magister Humaniora at the English Applied Linguistic Study Program; Postgraduate School, State University of Medan . It is has also shown the responsibility and capability of the writer as an academician to be able to conduct a research which would contribute to development of scientific knowledge.

On this occasion, the writer also would like to give gratitude to those people who have helped him to finish this thesis and involved during studying at Postgraduate Program at State University of Medan.

1. Prof. Dr. Syawal Gultom, M.Pd., as the rector

2. Prof. Dr. Bornok Sinaga, M.Pd., as the director of postgraduate program at State Universiity of Medan.

3. Dr. Rahmad Husein, M.Ed., as the Head of English Applied Linguistics Study Program, and also as the reviewer in this thesis for his wonderful suggestion, thought, and motivation.

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4. Dr. Anni Holila Pulungan, M.Hum., as the secretary of English Applied Linguistics study program, and as the lecturer at postgraduate program, for her wonderful thought and motivation.

5. Prof. Dr. Sumarsih, M.Pd., as the advisor I and, Dr. Siti Aisyah Ginting, M.Pd, as the advisor II, for their thought, suggestion, motivation to finish this thesis. 6. Prof. Dr. Busmin Gurning, M.Pd., Prof. Dr. Sri Minda Murni, M.S., and Dr.

Rahmad Husein, M.Ed as the reviewers in this thesis for their wonderful suggestion and thought.

7. Beloved parents, Anggiat Sinambela, S.Pd and Masitah Lubis, S.Pd, and my brothers Serda Ridho Harta Wijaya Sinambela and Nazmi Ahmad Amin Sinambela, their prayer, motivation, and support during studying at postgraduate program at State University of Medan.

Last but not least, the writer would like to thank to her beloved friends Farid Ma’ruf Harahap, and her best friend Senadaman Wau, and beloved friends, Frida Dian Handini Lubis, Eka Trisna wati tarigan, Puji Hariati, Novra and Amelia Utami. Thank you very much for their time to discuss and exchange ideas while working on the thesis as well as their prayer, encouragement, and support.

Medan, June 2016 The writer,

Safitri Windasari Sinambela Registration Number 8146111058

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TABLE OF CONTENTS

ABSTRACT ….. ... i

ABSTRAK……… ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS……….. v

LIST OF APPENDICES……….... vii

LIST OF FIGURE……….. viii

LIST OF TABLES………. ix

CHAPTER 1 INTRODUCTION ... 1

1.1 The Background of the Study ... 1

1.2 The Problems of the Study ... 6

1.3 The Objective of the Study ... 7

1.4 The Scope of the Study... 7

1.5 The Significant of the Study ... 8

CHAPTER II RIVIEW OF LITERATURE ... 9

2.1 The General of Curriculum... 9

2.1.1 The Curriculum of 2013 ... 10

2.2. The Implementation of Curriculum 2013 ... 13

2.2.1 Scientific Approach in Curriculum2013 ... 15

2.2.2 Criteria of Scientific Approach ... 16

2.2.3 Steps of Teaching and Learning Scientific Approach ... 16

2.2.4The Learning of Models ... 21

2.2.4.1 Project Based Learning ... 21

2.2.4.1.1 The Steps of Project Based Learning ... 22

2.2.4.2 Problem Based Learning ... 24

2.2.4.2.1 The Steps of Problem Based Learning ... 25

2.2.4.3 Discovery Learning ... 28

2.2.4.3.1 The Steps of Discovery Learning ... 29

2.3 Relevant Studies ... 33

2.4 Conceptual Framework ... 37

CHAPTER III RESEARCHMETHODOLOGY ... 40

3.1 Research Design ... 40

3.2 Data and Source of Data ... 41

3.3 Instrument of Data Collection ... 41

3.4 Technique of Data Collection ... 42

3.5 Technique of Data Analysis ... 42

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CHAPTER IV DATA ANALYSIS, FINDINGS, AND DISCUSSION ... 48

4.1 Data Analysis ... 48

4.1.1 Teachers’ Efforts in implementing Scientific Approach……….. 49

4.1.2. Teachers’ Implementation in Scientific Approach……….. 53

4.1.3 Teachers’ Reasons for Implement Scientific Approach in C-13…………. 66

4.2 Findings ... 74

4.2.1. Teachers’ Efforts in Implementing Scientific Approach in C-13…………. 74

4.2.2. The Implementation of Scientific Approach In Curriculum 2013……….. 77

4.2.3 The Teachers’ Reasons for the Implement Scientific Approach in Curriculum 2013 84 4.3 Discussion ... 92

CHAPTER V CONCLUSION AND SUGGESTION ... 95

5.1 Conclusion ... 95

5.2 Suggestion ... 96

REFERENCES………. .. 97

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LIST OF APPENDICES

Page

Appendix 1. Transcription of Teachers’ Activities in Classroom Procedure ….. 102 Appendix 2. Interview Transcription ………... 157 Appendix 3 Lesson Plan of Curriculum 2013……….. 183 Appendix 4 The pictures of SMA Negeri 1 Lubuk Pakam ……….. 218

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LIST OF FIGURE

Page Figure 2.1. Conceptual Framework………... 39 Figure 3.1. Components of Data Analysis: Interactive Model ………. 42

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LIST OF TABLES

Page Table 4.1. Teachers’ Efforts in Implementing Scientific Approach in C-13 …… 74 Table 4.2. The Implementation of Scientific Approach in Curriculum 2013 …… 77 Table 4.3. The Teachers’ Reasons for the Implement Scientific Approach in

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ACKNOWLEDGEMENT

1. Prof. Dr. Syawal Gultom, M.Pd., as the rector

2. Prof. Dr. Bornok Sinaga, M.Pd., as the director of postgraduate program at State Universiity of Medan.

3. Dr. Rahmad Husein, M.Ed., as the Head of English Applied Linguistics Study Program, and also as the reviewer in this thesis for his wonderful suggestion, thought, and motivation.

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4. Dr. Anni Holila Pulungan, M.Hum., as the secretary of English Applied Linguistics study program, and as the lecturer at postgraduate program, for her wonderful thought and motivation.

Rahmad Husein, M.Ed as the reviewers in this thesis for their wonderful suggestion and thought.

Medan, June 2016 The writer,

Safitri Windasari Sinambela Registration Number 8146111058

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TABLE OF CONTENTS

ABSTRACT ….. ... i

ABSTRAK……… ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS……….. v

LIST OF APPENDICES……….... vii

LIST OF FIGURE……….. viii

LIST OF TABLES………. ix

CHAPTER 1 INTRODUCTION ... 1

1.1 The Background of the Study ... 1

1.2 The Problems of the Study ... 6

1.3 The Objective of the Study ... 7

1.4 The Scope of the Study... 7

1.5 The Significant of the Study ... 8

CHAPTER II RIVIEW OF LITERATURE ... 9

2.1 The General of Curriculum... 9

2.1.1 The Curriculum of 2013 ... 10

2.2. The Implementation of Curriculum 2013 ... 13

2.2.1 Scientific Approach in Curriculum2013 ... 15

2.2.2 Criteria of Scientific Approach ... 16

2.2.3 Steps of Teaching and Learning Scientific Approach ... 16

2.2.4The Learning of Models ... 21

2.2.4.1 Project Based Learning ... 21

2.2.4.1.1 The Steps of Project Based Learning ... 22

2.2.4.2 Problem Based Learning ... 24

2.2.4.2.1 The Steps of Problem Based Learning ... 25

2.2.4.3 Discovery Learning ... 28

2.2.4.3.1 The Steps of Discovery Learning ... 29

2.3 Relevant Studies ... 33

2.4 Conceptual Framework ... 37

CHAPTER III RESEARCHMETHODOLOGY ... 40

3.1 Research Design ... 40

3.2 Data and Source of Data ... 41

3.3 Instrument of Data Collection ... 41

3.4 Technique of Data Collection ... 42

3.5 Technique of Data Analysis ... 42

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CHAPTER IV DATA ANALYSIS, FINDINGS, AND DISCUSSION ... 48

4.1 Data Analysis ... 48

4.1.1 Teachers’ Efforts in implementing Scientific Approach……….. 49

4.1.2. Teachers’ Implementation in Scientific Approach……….. 53

4.1.3 Teachers’ Reasons for Implement Scientific Approach in C-13…………. 66

4.2 Findings ... 74

4.2.1. Teachers’ Efforts in Implementing Scientific Approach in C-13…………. 74

4.2.2. The Implementation of Scientific Approach In Curriculum 2013……….. 77

4.2.3 The Teachers’ Reasons for the Implement Scientific Approach in Curriculum 2013 84 4.3 Discussion ... 92

CHAPTER V CONCLUSION AND SUGGESTION ... 95

5.1 Conclusion ... 95

5.2 Suggestion ... 96

REFERENCES………. .. 97

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iii

LIST OF APPENDICES

Page

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LIST OF FIGURE

Page Figure 2.1. Conceptual Framework………... 39 Figure 3.1. Components of Data Analysis: Interactive Model ………. 42

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LIST OF TABLES

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LIST OF TABLES

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LIST OF FIGURE

Page Figure 2.1. Conceptual Framework………... 39 Figure 3.1. Components of Data Analysis: Interactive Model ………. 42

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CHAPTER 1 INTRODUCTION

1.1 The Background of the Study

In Indonesia, English has an important role, beside as foreign language, English is also a compulsory subject taught in the school. It has been taught at school as one of the subject from elementary school up to university, so it has to be learned by every student at school.

The government of Indonesia has paid attention to the education for a long time. It can be seen from the curriculum that had changed several times in order to improve the quality national of education and creates a qualified students based on the development era. In the beginning of 2013, based on the Regulation of Republic Indonesia No. 20 year 2003 about National Education System and Government Arrangement and the Government Regulation No. 65 Year 2013 about the Process Standard of Education for elementary and high school, the Ministry of National Education designed the new curriculum known as the 2013 Curriculum for Elementary and High Schools.

The curriculum is the teaching and learning program design guided by educators. According to Taba (1962) that understanding the curriculum as a plan of learning is something that is planned by educators to be studied to students which includes plans. In Addition, Beaucham (1976) states that understanding the curriculum are a written document that contains the contents of the subjects taught to students through a variety of subjects, choice of disciplines, and the problem in everyday life.

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The government also says that the Curriculum of 2013 does not fully change the previous curriculum. The curriculum of 2013 is the development of the previous curriculum that was KTSP. Based on the government about this curriculum there are some materials added which are not presented before in the last curriculum, but it still maintains the material which had been given in the last curriculum and removing less important materials for the development of student’s competency.

The Curriculum of 2013 claims it is different from the previous one, KTSP, in several aspects. One of the differences is that curriculum of 2013 uses the Scientific Approach. In this curriculum, it is expected that Indonesia can promote its national education. This curriculum is intended to empower teachers to develop the competency in learning activities relevant to the learner’s need, based on actual condition of the school, and the necessity which is linked to the environment. This approach is called a scientific approach. With regard to classroom procedure, the scientific approach is materialized in the learning cycle which comprises of five steps, namely: observing, questioning, experimenting, associating, and communicating. The decision of using scientific approach in language education is to make learners curious about the world around them, to improve skills and exhibit more positive attitudes toward science, to improve their oral communication and critical thinking.

Wachidah (2013) states that the curriculum of 2013 is competence-based, operationally integrating the three domains of competence: “attitudes, knowledge, and skills” Therefore, in curriculum 2013, the competence in English

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as subject matter defines in larger domains. It does not only cover knowledge (competence) and skills (performance), but also cover moral education (attitudes). In other words, while in one side the concept of curriculum 2013 can be good because it is integrated with the moral education.

The Scientific approach has been implemented for elementary and high schools in Indonesia with the enactment of 2013 curriculum. SMA Negeri 1 Lubuk Pakam is one of senior high schools which apply the curriculum 2013 which using scientific approach in the teaching-learning process. In this school the English teachers’ implementation of 2013 curriculum by scientific approach in teaching-learning process which covers:

1) Observation: The step of observing was before T-1 did teaching learning process T-1 checks the English books of students actually exist in the table so that students can follow and pay attention to the material of English book of 2013 curriculum. After that the teacher give instructed to open book page 55

until 57 about “Direct-Indirect Speech” and the students open their books.

2) Questioning: The step of questioning was T-1 give direction to students and stimulus some questions about the material for them especially about

“Direct-Indirect Speech”. T-1 make like that in order to students creative to give question and raises curiosity about it. T-1 teacher give instruction to make self sentences Direct-Indirect Speech one by bone by oral practice or task with pair in their desk so there is social interaction in the learning process

3) Experimenting: The step of experimenting the teachers’ effort to order students trying to create their own sentences direct-indirect speech and their efforts also in test teachers by trying to student understanding in identifying text finding sentences direct-indirect, to create a discussion group learning in the classroom even without moving the seating.

4) Associating: Teachers give a simple explanation of the learning material by way of example sentences to make direct-indirect speech through a simple conversation with a classmate. Students can interacted with the discussion and write down the work of their discussions and then read it in rotation with teachers' guides that guide the activities of the learning process so that students are encouraged to speak English with the phrase direct-indirect speech is taught by the teacher.

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5) Communicating: The step of communicating was the teacher asks the students to write their work on the board forward one by one. Teachers establish good communication with his students while interacting in the learning process. Ask what the problem is experienced in understanding the direct-indirect speech. Teacher and students together examine the work of other students that was written on the board by providing the opportunity for another discussion group, to examine the wrong sentence and changed into a correct sentence.

From above utterances teaching-learning process that’s English teacher implemented learning process, there are English teachers’ efforts to design a series of scientific approach, but the English teacher in this school did not apply fully in English teaching-learning process in the classroom activities. In other words English teacher did not specify the expected learning component in the curriculum of 2013. For example of fact English teacher in SMA Negeri 1. Lubuk Pakam while teaching-learning process did not used one of the three models of expected learning of 2013 curriculum. The English teachers use discussion and cooperative learning of models in their lesson plan and their activities teaching– learning in the class.

Furthermore, as has been explained previously that curriculum 2013 emphasizes the scientific approach which some models of teaching-learning appropriate such as: problem-based learning or project-based learning, and discovery learning with the material that will be being taught or learned by the students. However, in fact, the implementation of curriculum 2013 is not applied fully in this school. It is seen from the learning model that applied is out of expectation in lesson plan. For example, the learning material of ‘analytical exposition’ that emphasizes scientific approach uses the learning through discussion (LTD). The steps of learning through discussion only emphasize the

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students to observe and to question during the classroom is going on (http:www.ryerson.ca/lt/taga/index.html). From those steps of LTD emphasized, the learning model is not appropriate with the learning objectives and the English teaching-learning process in the classroom and competence-based as expected in curriculum 2013. Anyway, in English teaching-learning process, the students get some difficulties such as: the students’ difficulty’s in experiment session of scientific approach that the students know nothing about the process on how to do that which relate what the material intended or learning objectives. It means that there is no correspondence between material, scientific approach, and model of learning expected; the teachers’ participation in guiding the students in learning is less. Therefore, the researcher assumes that SMA Negeri 1 Lubuk Pakam does not achieve yet what expected in curriculum of 2013 and the learning objectives as planned.

Sarosa (2014) studied about implementing 2013 curriculum by using CLT. He states that the focus of learning English as a foreign language in 2013 curriculum is learning using language to communicate. Communicative language teaching can be an alternative to achieve that objective by considering the principles and creating innovative cooperative activity. The reason of why he suggested that because based on empirical data at schools, many English teachers encountered problems dealing with understanding the concept and implementing 2013 curriculum in classroom activities and said that English material (students’ book) made and provided by the government is too simple and lack of content. The aim of providing the books by the government is to standardize the content of

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English. So, there will be a standard of English competency at any school either at rural areas or urban areas. Then, he adds that considering the similarities of ultimate goal of teaching English in 2013 curriculum and Communicative Language Teaching, it seems that English teachers can adopt the principles of CLT to be applied in classroom activities rather than strictly hold the steps in scientific approach.

The phenomena which occur as described above seem that the implementation of 2013 Curriculum is far from what expected. In the implementation of curriculum 2013, it is expected that the English teachers must hold the steps of scientific approach: observing, questioning, associating, experimenting, and communicating; by integrating three main base competences: attitude, knowledge, and skills to achieve the objective of teaching English as foreign language.

Based on the description of phenomenon above, the researcher wants to study more details about the implementation and the procedures of teaching-learning English by using Scientific Approach by conducting a research entitled “The implementation of curriculum 2013 in English Teaching-Learning Process at SMA Negeri 1 Lubuk Pakam”.

1.2 The Problems of the Study

The problems of the study are formulated as follow.

1. What is the teachers’ effort in English teaching-learning process by applying scientific approach?

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2. How does the teacher implement the English teaching-learning process by applying scientific approach?

3. Why do the teachers implement scientific approach on their way?

1.3 The Objectives of the Study

In relation to the problems of the study, the objectives of this research are formulated as follow.

1. to describe the teachers’ effort in English teaching-learning process by applying scientific approach.

2. to describe the English teaching-learning process by applying scientific approach.

3. to explain the teachers’ reasons for the implement of scientific on their way

1.4 The Scope of the Study

In this research, many things that was done or observed in the study of the implementation of the curriculum of 2013, namely; the steps of scientific approach, model of learning, lesson plan, materials (textbooks). This study focused on the implementation of curriculum of 2013 in English teaching-learning process at eleventh grade of SMA Negeri 1 Lubuk Pakam. There will be two English teachers with amount of 65 students at least, XI-IPA 1 with 32 students, and X-IPS 1 with 33 students.

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1.5 The Significances of the Study

The findings of the study are expected to be useful theoretically and practically.

a. Theoretically, the objectives of this study are to show the steps of teaching and learning process, with scientific approach. Thus theoretically the result of the study is expected providing some information about the use of curriculum 2013 in English teaching-learning process.

b. Practically, the result of this study is able to increase the students’ ability by knowing whole process of doing scientific approach, and what intended by learning the particular material; and to form the student’s ability in finishing a problem systematic way. The creating conducive atmosphere of the learning, the students feel that learning is a necessity of life. The achievement of high learning result also is to exercise students in communication the ideas, especially in writing a scientific article, and to develop the student’s character. Furthermore, the result of this study may also give some contribution to the government particularly in education sector that the implementation of curriculum of 2013 not only hold models of learning suggested in that curriculum such as problem-based learning or project-based learning, but the teacher may have given some varieties in English teaching-learning process.

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95 CHAPTER V

CONCLUSION AND SUGGESTION 5.1Conclusions

These study focus on the implementation of curriculum 2013 in English teaching-learning process at SMA Negeri 1. Lubuk Pakam. It was aimed to find out the implemented in English teaching-learning process classroom procedure by Scientific Approach. After analyzing the data, conclusions are draw as the following:

1. There were teachers’ efforts in implementing scientific approach in

curriculum 2013. The teachers’ made lesson plan of C-13, reading the reference book of C-13, discussion with MGMP, asking the students to make a note of the topic, and asking learning of model then teachers’ also practice the learning of model on teaching-learning process, the last the teachers’ active too involved students in activities teaching-learning process in the classroom.

2. The teachers did not implement the three models that have been written in curriculum 2013. It was found that the teachers only active in asking the questions while their students were passive to ask the questions. The students were still passive to ask the questions, they just answered the questions from the teachers

3. The teachers’ reasons for implement the curriculum 2013 on their way because they assumed that they had many experiences, so the scientific

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approach was only used as the rule from the school. The teachers’ reasons there were distinction reason from both of teachers in teaching-learning process ( T.1 said that ‘the students had different ability’ and T.2 said that ‘the teacher’s made the students like to the topic’). But both of them did use same model of learning it was Discussion in teaching-learning process. These did not match as expectation that was scientific approach on written of curriculum 2013. The time and the book for curriculum 2013 were also because their reasons

5.2Suggestions

Based on the conclusions stated above, this study has some suggestions’ to the reader as provided in the following:

1. To the other researchers, it is suggested to conduct further research about the implementation of scientific approach in curriculum 2013. The researcher suggests to other researchers to find out the implementation of curriculum 2013 in the general school, not only in role model school. 2. To all readers, it is suggested to use the study as references for specially in

using scientific approach of the implementation of curriculum 2013 in English teaching-learning process.

3. To the government, it is suggested to complete the material books for curriculum 2013 so the implementation of curriculum 2013 can run effectively.

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Kementrian Pendidikan dan Kebudayaan.2013. Peraturan Menteri Pendidikan dan KebudayaanNo.70tahun 2013 Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/ Madrasah Aliyah Kejuruan.

Republik Indonesia: Kementrian Pendidikan dan Kebudayaan. Retrieved on June, 20 2013.http://bsnp-indonesia.org/id/?p=1239.

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100

Mashun, 2005:134. The Criteria to get the Representative Data. Sage Publication Miles, M. B., &Huberman, A.M. 2014. Qualitative Data Analysis. Califormnia:

Sage.

Mulyasa, E. 2006.Kurikulum Berbasis Kompetensi: Konsep, Karakteristik, dan Implementasi. Bandung: PT Remaja Rosdakarya.

Nur, M. R. & Madkur, A. 2014. Teachers’ Voices on the 2013 Curriculum for English Instructional Activities.

Pendekatan Scientific dalam Implementasi Kurikulum 2013. Accessed from http://penelitian tindakan kelas.blogspot.com/2013/07/pendekatan-scientific-dalam-implementasi-kuriku-lum-2013.html, 5 November 2013. Peraturan Menteri Pendidikan dan Kebudayaan Nomor 81.A Tahun 2013 tentang

Implementasi Kurikulum.

Peraturan Pemerintah No.32 Tahun 2013 tentang perubahan atas PP No. 19 tahun 2005 tentang Standar Nasional pendidikan (Lembar Negara RI Tahun 2013 No.71, Tambahan Lembar Negara)

Permendikbud No.65 Tahun 2013 tentang Standar proses Pendidkan Dasar dan Menengah.

Pratt, D. 1994. Curriculum Planning: A Handbook for Professionals. Toronto: Harcourt Brace College.

Sarosa, T. 2014. Implementing Curriculum 2013 by Using Communicative Language Teaching. (online). The 3rd UAD TEFL International Conference.

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101

Sejati, C. W. G. 2015. The Implementation of Teaching English Based on 2013 Curriculum to the Seventh Grade Students of SMPN 5 Kediri in Academic Year 2014/2015. (online). English education department Faculty of Teacher Training and Education University of Nusantara PGRI Kediri Solikah, S. C. S. 2015. The Implementation of Scientific Approach in Teaching

English at SMP Muhammadiyah Surakarta. (online) School Of Teacher Training And Education Muhammadiyah University Of Surakarta

Shah, 2004:244. Step Model of Learning: Badan Pengembangan Sumber Daya Manusia dan Kementerian Pendidikan dan Kebudayaan

UU No 20 tahun 2003 tentang Sisten Pendidikan Nasional (lembar Negara RI tahun 2003 No. 78, Tambahan lembar Negara RI No. 4301),

Wachidah, S. 2013. The Why, What, and How of the 2013 Curriculum. Presented on Educational Linguistic Conference 2013, Yogyakarta, Indonesia.

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there were distinction reason from both of teachers in teaching-learning process ( T.1 said that ‘the students had different ability’ and T.2 said that ‘the teacher’s made the students like to the topic’). But both of them did use same model of learning it was Discussion in teaching-learning process. These did not match as expectation that was scientific approach on written of curriculum 2013. The time and the book for curriculum 2013 were also because their reasons

5.2Suggestions

Based on the conclusions stated above, this study has some suggestions’ to the reader as provided in the following:

using scientific approach of the implementation of curriculum 2013 in English teaching-learning process.

3. To the government, it is suggested to complete the material books for curriculum 2013 so the implementation of curriculum 2013 can run effectively.

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Kementrian Pendidikan dan Kebudayaan.2013. Peraturan Menteri Pendidikan dan Kebudayaan No.67 tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Dasar/ Madrasah Ibtidaiyah.Republik Indonesia: Kementrian Pendidikan dan Kebudayaan. Retrieved on June, 20 2013.http://bsnp-indonesia.org/id/?p=1239.

Kementrian Pendidikan dan Kebudayaan.2013. Peraturan Menteri Pendidikan dan Kebudayaan No.69 tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Atas/ Madrasah Aliyah.Republik Indonesia: Kementrian Pendidikan dan Kebudayaan. Retrieved on June, 20 2013.http://bsnp-indonesia.org/id/?p=1239.

Kementrian Pendidikan dan Kebudayaan.2013. Peraturan Menteri Pendidikan dan KebudayaanNo.70tahun 2013 Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/ Madrasah Aliyah Kejuruan. Republik Indonesia: Kementrian Pendidikan dan Kebudayaan. Retrieved on June, 20 2013.http://bsnp-indonesia.org/id/?p=1239.

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Miles, M. B., &Huberman, A.M. 2014. Qualitative Data Analysis. Califormnia: Sage.

Mulyasa, E. 2006.Kurikulum Berbasis Kompetensi: Konsep, Karakteristik, dan Implementasi. Bandung: PT Remaja Rosdakarya.

Nur, M. R. & Madkur, A. 2014. Teachers’ Voices on the 2013 Curriculum for English Instructional Activities.

Implementasi Kurikulum.

Peraturan Pemerintah No.32 Tahun 2013 tentang perubahan atas PP No. 19 tahun 2005 tentang Standar Nasional pendidikan (Lembar Negara RI Tahun 2013 No.71, Tambahan Lembar Negara)

Permendikbud No.65 Tahun 2013 tentang Standar proses Pendidkan Dasar dan Menengah.

Pratt, D. 1994. Curriculum Planning: A Handbook for Professionals. Toronto: Harcourt Brace College.

Sarosa, T. 2014. Implementing Curriculum 2013 by Using Communicative Language Teaching. (online). The 3rd_{UAD TEFL International} Conference.

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English at SMP Muhammadiyah Surakarta. (online) School Of Teacher Training And Education Muhammadiyah University Of Surakarta

Shah, 2004:244. Step Model of Learning: Badan Pengembangan Sumber Daya Manusia dan Kementerian Pendidikan dan Kebudayaan

UU No 20 tahun 2003 tentang Sisten Pendidikan Nasional (lembar Negara RI tahun 2003 No. 78, Tambahan lembar Negara RI No. 4301),

Wachidah, S. 2013. The Why, What, and How of the 2013 Curriculum. Presented on Educational Linguistic Conference 2013, Yogyakarta, Indonesia.

THE IMPLEMENTATION OF CURRICULUM 2013 IN ENGLISH TEACHING-LEARNING PROCESS AT SMA NEGERI 1 LUBUK PAKAM.