A STUDY ON TEACHER PERCEPTION OF INDONESIAN CURRICULUM

i

A STUDY ON TEACHER PERCEPTION OF INDONESIAN CURRICULUM

THESIS

By:

Dian Eka Wisudawan

09360123

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2015

vii

TABLE OF CONTENTS

APPROVAL ...

i

LEGALIZATION ...

ii

MOTTO & DEDICATION ...

iii

ACKNOWLEDGEMENTS ...

iv

LETTER of AUNTHENTICITY……….

..

v

ABSTRACT ...

vi

TABLE OF CONTENTS ...

vii

CHAPTER I: INTRODUCTION

...

1

1.1 Background of the Study ...

1

1.2 Statement of the Problems ...

3

1.3 Purposes of the Study ...

3

1.4 Significance of the Study ...

3

1.5 Scope and Limitation ...

4

1.6 Definition of Key Terms ...

4

CHAPTER II: REVIEW OF RELATED LITERATURE

...

6

2.1

Teacher ...

6

2.1.1 Teacher as Controller...

6

viii

2.1.3

Teacher as assessor...

7

2.1.4

Teacher as participant...

7

2.2 Teacher perception ... 7

2.3 Meaning of curriculum ... 8

2.4 Curriculum in Indonesia ... 10

2.5

Component of Curriculum

... 12

2.5.1 Objective………

12

2.5.2

Material………..

13

2.5.3 Learning Strategy………

..

13

2.5.4 Curriculum Organization………

13

2.5.5 Evaluation………

14

2.6

Competence-Based Language Teaching

... 14

2.7

Competency-Based Curriculum (KBK)

………

15

2.8

Component of

Competency-Based Curriculum (KBK)

…………..

18

2.8.1

Teaching learning activity………

... 18

2.8.2 School based curriculum management………

... 18

2.8.3 Curriculum and learning

result………

... 18

2.8.4

Class based assessment………

... 19

2.9

School-Level Curriculum (KTSP)

……….

19

2.10

Component of

School-Level Curriculum (KTSP)

……….

21

2.10.1 The Goal of School Level Curriculum

……….

21

ix

2.10.3 Academic Calendar

………..

22

2.10.4 Syllabus

………

22

2.11

Curriculum 2013

………..

23

2.12

Component of Curriculum 2013

……….

23

2.12.1 Curriculum Structure

………

23

2.12.2 Major Competence

………

24

2.12.3 Basic Competence

………

24

2.12.4 Learning Content

………..

24

2.12.5 Subject Matter

………

25

2.12.6 Learning Load

………

26

2.13

Point of View about Competency Based Curriculum (KBK)

……

26

2.14

Point of View about School Level Curriculum (KTSP)

…………..

27

2.15

Point of View about Curriculum 2013

……….

28

2.16

The Difference Between Competency Based Curriculum (KBK),

School Based Curriculum (KTSP), and Curriculum 2013

... 29

CHAPTER III:

RESEARCH METHODOLOGY

………..

32

3.1

Research Design

……….

32

3.2

Population and Sample

………..

33

3.3

Data Collection

………

33

x

3.3.2

Instrument

……….

34

3.3.3

Procedure of Collectng Data

………

35

3.3.4

Validity and Reliability

……….

36

3.4

Data Analysis

………

37

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

………

39

4.1

Research Findings

………

39

4.1.1 Opinion about Curriculum in Indonesia

……….

39

4.1.2

The Teachers’ Point of View about Every Curriculum Policy in

Indonesia

………

43

4.1.3

Whether Teachers’ Expectations are Repres

ented or Not In Every

Curriculum Policy

………

48

4.2

Discussion

………

50

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

……….

53

5.1

Conclusions

……….

53

5.2

Suggestions

………..

54

5.2.1 For the English Department Students

………

54

5.2.2 For the Teachers

………

55

5.2.3 For the

Further Researchers………... 55

REFERENCES

REFERENCES

Ahmad, F. & Aziz, J. 2009.

Students’ Perception of the Teachers’ Teaching of

Literature Communicating and Understanding Through the Eyes of the

Audience

. European Journal of Social Sciences

–

Volume 7, Number 3

(2009).

Alawiyah, F. 2013.

Dampak Implementasi Kurikulum 2013 Terhadap Guru

. Jurnal

Vol. V, No. 19/I/P3DI/Oktober/2013 11

Ary, Donald; Jacobs, Lucy C & Razavieh. 2002.

Intoduction to Research in

Education

. Sixth Edition. New York: Holt, Rineharth, and Wadsworth, Inc.

Ary, Donald; Jacobs, Lucy C & Razavieh. 2010.

Intoduction to Research in

Education

. Eigth Edition. New York: Holt, Rineharth, and Wadsworth, Inc.

Celce & Murcia. (Ed.). 2001.

Teaching English as a Second or Foreign Language

.

Third Edition.

USA. Heinley & Heinley.

Chodidjah, Itje. 2012.

Teachers’ Perception Towards KTSP

as the Main Direction to

Plan a Lesson and Conduct Teaching and Learning Process

.

Cohen, Louis. Manion, Lawrence. Morrison, Keith. 2007.

Research Methods in

Education: Sixth Edition

. New York. Routledge.

Destiwati, R. & Harahap, J. 2013.

Implementation of Competency-Based Curriculum

in Bandung Natural School

. International Journal for Educational Studies,

6(1) August, 2013.

Fraenkel, Jack, R. & Wallen, Norman, N. 2009.

How to Design and Evaluate

Research in Education

: Seventh Edition. New York. McGraw-Hill

Companies, Inc.

Harmer, Jeremy. 2001.

How to Teach English: An introduction to the Practice

English Language Teaching.

Edinburgh. Pearson Longman.

Intansari, R. 2013.

Teachers’ Strategy in Implementing English Curriculum in A

Junior High School in Indonesia

. Indonesia University of Education (UPI).

Indonesian Journal of Applied Linguistics, Vol. 2 No. 2, January 2013, pp.

235-244

Lie, A. 2007. Education Policy and EFL Curriculum in Indonesia: Between the

Commitment to Competence and the Quest For Higher Test Scores.

Surabaya. Universitas Katolik Widya Mandala.

Mcmillan, James H. 2001.

Educational Research Fundamentals for the Consumer

:

Third Edition. Virginia. Harper Collins

Publishers Inc.

Rochintaniawati,

Diana.

2013.

Curriculum

.

Retrieved

from

http//www.wordpress.com.

Santrock, John. 2001.

Educational

Psychology

. Boston. McGraw Hill Companies Inc.

Widhiyanti, T. 2008.

KTSP Kurikulum Tingkat Satuan Pendidikan: Berdasarkan

Standar Isi dan Standar Kompetensi Lulusan

. Bandung.

Indonesia

University of Education (UPI).

---.

(ND),

Indonesian

Curriculum

History

.

Retrieved

from

http//www.wordpress.com.

---. 2006.

Panduan

Penyusunan Kurikulum Tingkat Satuan Pendidikan

Jenjang Pendidikan Dasar dan Menengah. Badan Standar Nasional

Pendidikan.

---. 2003.

Pelayanan Profesional Kurikulum 2004: Kurikulum Berbasis

Kompetensi.

Jakarta.

Departemen Pendidikan Nasional

.

1 CHAPTER I

INTRODUCTION

In this chapter, the researcher is trying to discuss about background of the study, statements problem, purpose of the study, significance of the study, scope and limitation of the study and definition of the key terms. Each will be as below:

1.1Background of the Study

The development of a country cannot be separated from the role of education which exists on that country. It happens due to the fact that education is a foundation of a country to grow larger. So, it is a must for a government of a country to provide its citizen the best quality of education in order to develop both on human resources and the facilities. Moreover, a good way of government in arranging and managing the planning in a system of education will also rule importantly to direct the education into a better condition and results. Then, to provide a good system of education, there are four elements that play important role in building a good system of education, they are; students, facilities, teacher, and curriculum. Those all elements should work accordingly and support each other in order to build a good education because they will never result on a maximum result if they do not support each other.

Curriculum is one of the most acknowledged elements by the government and citizen. The Indonesian curriculum sometimes is considered by students and teacher as an inconsistent matter due to its frequency of changes. Those changes happen in a very short time of period and it depends on the political condition of Indonesia. It can almost be predicted that in

2 every changes of leadership also bring the changes on curriculum. Those matters undeniably will bring the confusion into teacher and students. For teacher as example, those who have arranged the planning of the previous curriculum will be shocked and clumsy into the new curriculum. They will be paralyzed into a condition where they have to adapt into a new environment that sometimes differs so much from the previous one. As the result, their lack of mastering the new curriculum will also bring the inefficiency of result on student that they will not be able to get the maximum result in education.

Usually when curriculum change many teachers are not ready with new curriculum policy. They do not understand what the component of new curriculum. Many teachers try to improve or develop the curriculum to make learning activity easier and more attractive, but only a few teachers just follow or do nothing. They just try to understand the curriculum and to do learning activity without improvitation..

On the other hand, many teachers feel that their contribution in education is still not appreciated by other elements of education. Sometimes they feel just like a robot who run government program. Furthermore, the development of new curriculum is highly concentrated on student’s need and ignores the teachers side. As the result, the consideration on teacher adaptation on new curriculum will affect on the quality on teacher in which they have to learn new thing and undeniably it will result on the quality of students who get no maximum results in learning process.

Based on phenomena above, the researcher tries to know and discover the answer from all of that problem. The researcher chooses English teacher

3 to be the subject because they have experiences in teaching process and they have experiences with indonesian curriculum. The researcher expect that this research will be usefull for all part on education elements especially for teacher.

1.2 Statement Problem

Dealing with the problem stated in the background, the researcher formulated three research questions as below:

1. What are the teachers opinion about curriculum in Indonesia? 2. How are point of view of teachers about curriculum policy in

Indonesia?

3. Are teacher’s expectations in education represented in curriculum policy

1.3 Purpose of The Study

In line with the research questions in this present study, the researcher designs the purpose of this present study as: to know what the teachers opinion about curriculum in Indonesia, to know how the point of view of teacher in every curriculum policy, and to know wheter teachers expectation was represented or not in every curriculum policy.

1.4 Significance of The Study

1. The result will be beneficial for English teachers. They are able to give their aspiration for this research, because this research talk about teachers contribution in education especially in every curriculum policy.

4 2. The result will be beneficial for the students. It is expected that the result of this present study can contribute a new motivation. Student can realize that in every element of education has their role. Student can realize that teachers has big contribution in every learning process.

3. This present study is also aimed to give contribution for other researchers to do the same related research topic in deeper, further and better techniques.

1.5 Scope and Limitation

The scope of this study is limited in teacher’s perception in education especially in curriculum policy. The limitation of this study is only limited in two teachers of SMA Pronojiwo Lumajang that faced with curriculum policy.

1.6 Definition of The Key Terms

In order to avoid misunderstanding and misinterpretation the meaning of the term in this study, the definition of key term is presented. Those terms are:

1. Teacher

Teacher is person who provides education for children or student. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching.

5 2. Perception

Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the environment.

4. Curriculum

Curriculum is the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.

To sum up, this chapther has already highlighted the introduction of the study that consist of, background of study, statement of problem, purpose of study, significant of the study, scope and limitation of study, and definition of key terms. In order to expand the chapter one and to give more understanding about this research, chapter two will disccuss about the review on the literature that has connection with education and curriculum.

Lie, A. 2007. Education Policy and EFL Curriculum in Indonesia: Between the

Commitment to Competence and the Quest For Higher Test Scores.

Surabaya. Universitas Katolik Widya Mandala.

Mcmillan, James H. 2001.

Educational Research Fundamentals for the Consumer

:

Third Edition. Virginia. Harper Collins

Publishers Inc.

Rochintaniawati,

Diana.

2013.

Curriculum

.

Retrieved

from

http//www.wordpress.com.

Santrock, John. 2001.

Educational

Psychology

. Boston. McGraw Hill Companies Inc.

Widhiyanti, T. 2008.

KTSP Kurikulum Tingkat Satuan Pendidikan: Berdasarkan

Standar Isi dan Standar Kompetensi Lulusan

. Bandung.

Indonesia

University of Education (UPI).

---.

(ND),

Indonesian

Curriculum

History

.

Retrieved

from

http//www.wordpress.com.

---. 2006.

Panduan

Penyusunan Kurikulum Tingkat Satuan Pendidikan

Jenjang Pendidikan Dasar dan Menengah. Badan Standar Nasional

Pendidikan.

---. 2003.

Pelayanan Profesional Kurikulum 2004: Kurikulum Berbasis

Kompetensi.

Jakarta.

Departemen Pendidikan Nasional

.

1 CHAPTER I

INTRODUCTION

In this chapter, the researcher is trying to discuss about background of the study, statements problem, purpose of the study, significance of the study, scope and limitation of the study and definition of the key terms. Each will be as below:

1.1Background of the Study

The development of a country cannot be separated from the role of education which exists on that country. It happens due to the fact that education is a foundation of a country to grow larger. So, it is a must for a government of a country to provide its citizen the best quality of education in order to develop both on human resources and the facilities. Moreover, a good way of government in arranging and managing the planning in a system of education will also rule importantly to direct the education into a better condition and results. Then, to provide a good system of education, there are four elements that play important role in building a good system of education, they are; students, facilities, teacher, and curriculum. Those all elements should work accordingly and support each other in order to build a good education because they will never result on a maximum result if they do not support each other.

Curriculum is one of the most acknowledged elements by the government and citizen. The Indonesian curriculum sometimes is considered by students and teacher as an inconsistent matter due to its frequency of changes. Those changes happen in a very short time of period and it depends on the political condition of Indonesia. It can almost be predicted that in

2 every changes of leadership also bring the changes on curriculum. Those matters undeniably will bring the confusion into teacher and students. For teacher as example, those who have arranged the planning of the previous curriculum will be shocked and clumsy into the new curriculum. They will be paralyzed into a condition where they have to adapt into a new environment that sometimes differs so much from the previous one. As the result, their lack of mastering the new curriculum will also bring the inefficiency of result on student that they will not be able to get the maximum result in education.

Usually when curriculum change many teachers are not ready with new curriculum policy. They do not understand what the component of new curriculum. Many teachers try to improve or develop the curriculum to make learning activity easier and more attractive, but only a few teachers just follow or do nothing. They just try to understand the curriculum and to do learning activity without improvitation..

On the other hand, many teachers feel that their contribution in education is still not appreciated by other elements of education. Sometimes they feel just like a robot who run government program. Furthermore, the development of new curriculum is highly concentrated on student’s need and ignores the teachers side. As the result, the consideration on teacher adaptation on new curriculum will affect on the quality on teacher in which they have to learn new thing and undeniably it will result on the quality of students who get no maximum results in learning process.

Based on phenomena above, the researcher tries to know and discover the answer from all of that problem. The researcher chooses English teacher

3 to be the subject because they have experiences in teaching process and they have experiences with indonesian curriculum. The researcher expect that this research will be usefull for all part on education elements especially for teacher.

1.2 Statement Problem

Dealing with the problem stated in the background, the researcher formulated three research questions as below:

1. What are the teachers opinion about curriculum in Indonesia? 2. How are point of view of teachers about curriculum policy in

Indonesia?

3. Are teacher’s expectations in education represented in curriculum policy

1.3 Purpose of The Study

In line with the research questions in this present study, the researcher designs the purpose of this present study as: to know what the teachers opinion about curriculum in Indonesia, to know how the point of view of teacher in every curriculum policy, and to know wheter teachers expectation was represented or not in every curriculum policy.

1.4 Significance of The Study

1. The result will be beneficial for English teachers. They are able to give their aspiration for this research, because this research talk about teachers contribution in education especially in every curriculum policy.

4 2. The result will be beneficial for the students. It is expected that the result of this present study can contribute a new motivation. Student can realize that in every element of education has their role. Student can realize that teachers has big contribution in every learning process.

3. This present study is also aimed to give contribution for other researchers to do the same related research topic in deeper, further and better techniques.

1.5 Scope and Limitation

The scope of this study is limited in teacher’s perception in education especially in curriculum policy. The limitation of this study is only limited in two teachers of SMA Pronojiwo Lumajang that faced with curriculum policy.

1.6 Definition of The Key Terms

In order to avoid misunderstanding and misinterpretation the meaning of the term in this study, the definition of key term is presented. Those terms are:

1. Teacher

Teacher is person who provides education for children or student. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching.

5 2. Perception

Perception is the organization, identification, and interpretation of sensory information in order to represent and understand the environment.

4. Curriculum

Curriculum is the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.

To sum up, this chapther has already highlighted the introduction of the study that consist of, background of study, statement of problem, purpose of study, significant of the study, scope and limitation of study, and definition of key terms. In order to expand the chapter one and to give more understanding about this research, chapter two will disccuss about the review on the literature that has connection with education and curriculum.