ANALYSIS OF TEACHERS’ BARRIERS IN IMPLEMENTING 2013 CURRICULUM TO TEACH ENGLISH IN SMP N 6 AND SMP N 10 SALATIGA A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for Degree of Sarjana Pendididkan Islam (S.
ANALYSIS OF TEACHERS’ BARRIERS IN IMPLEMENTING
2013 CURRICULUM TO TEACH ENGLISH IN SMP N 6 AND
SMP N 10 SALATIGA
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirement for Degree of Sarjana Pendididkan Islam (S.Pd.I)
English Education Department of Teacher Training and
Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
DYAH KOES WINDARTI
113 11 014
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
Can
Motto You Can If You think You
- Norman Vincent Peale-
Author of the book You Can if You think You can
DEDICATION
This graduating paper is whole-heartedly dedicated to: 1.
My beloved parent; Mr. Sumarsono and Mrs. SitiZumriah, thanks a bunch for everything you gave to me, for your affection, education, pray, and hard work.
2. My lovely brother; HanifFajarNurcahyo who always be my vigilant driver and be my partner in debate.
3. My big family who always supports and motivate me, especially for Mr.
Bardikan’s Family and my naughtiest beautiful niece Anggun Prasisca.
4. All my dearest friends Fitri, Nurul, Niken, Dewi, Aisah, Kusuma and others.
ACKNOWLEDGEMENT
Alhamdulillahirabbil‘alamin, thanks to the Almighty Allah. Because ofHim, the writer can complete this research as one of the requirements for getting the degree of Educational Islamic Studies (S,Pd.I) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2016. Secondly, peace and salutation are always given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success will not be achieved without support, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that it is an appropriate moment to give my deepest gratitude for: 1.
Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic Studies (IAIN) Salatiga
2. Suwardi, M. Pd, S. Pd, Dean of Teacher Training and Education Faculty 3.
Noor Malihah, Ph.D., as the Head of English Education Department 4. Dr. Sa’adi, M.Ag., as the Academic Counselor 5. Mrs. Dewi Wahyu Mustikasari. M.Pd, as the research consultant who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this research from beginning until the end 6. My beloved father and mother 7. All of the lecturers in English Education Department, who taught patiently, advised, motivated, and shared their experiences
8. The English teachers of SMPN 6 and SMP N 10 Salatiga who give chance for the writer to interviewed them
9. All of the staffs who helped the writer in processing of graduating paper administration
10. My beloved family 11.
All of my beloved friends Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. Moreover, the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.
th
Salatiga, 11 February 2016 The Writer
Dyah Koes Windarti
113 11 014
ABSTRACT
Windarti, Dyah Koes. 2016. Analysis of the
Teachers’ Bariers in
Implementing 2013 Curriculum to Teach English in State Junior High
Schools in Argomulyo Sub District of Salatiga . A Graduating Paper.
Teacher Training and Education Faculty. English Education Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Mustikasari M.A Keywords : curriculum, 2013 curriculum, implementation, english
lea rning, teachers’ barriers
Curriculum in Indonesia has revised several times and the newest is 2013 curriculum. This curriculum started to be implemented in 2013. There are some revisions in this curriculum and it becomes the controversial among the educational area, moreover it is reviewed by the new minister of education and culture. This research is aimed to analyze; (1) the implementation of 2013 curriculum in English subject (2) the barriers which are faced by the English teachers in that implementation. The kind of this study is descriptive qualitative study. The writer used the techniques of observation, interview, and documentation to collect the data. The result of the study shows that (1) administratively the teachers have implemented the 2013 curriculum well, but practically still there are many deficiencies. The implementation is included lesson plan, learning process, discovery learning as learning model, and authentic assessment. The learning process and assessment process was not fully appropriate with 2013 curriculum; (2) The barriers faced by the teachers are limited time allocation, unavailability of schools’ facilities, students’ condition, teachers’ difficulties in changing their teaching style, and the process of authentic assessment.
TABLE OF CONTENTS
TITLE .................................................................................................... i
DECLARATION ................................................................................... ii
iii ATTENTIVE COUNSELOR’S NOTE ...............................................STATEMENT OF SERTIFICATION ................................................ iv
MOTTO ................................................................................................. v
DEDICATION ....................................................................................... vi
ACKNOWLEDGMENT ...................................................................... vii
ABSTRACT ........................................................................................... ix
TABLE OF CONTENTS ...................................................................... x
LIST OF TABLES AND FIGURE ..................................................... xiii
CHAPTER I INTRODUCTION A.
1 Background of the Research .......................................................
B.
4 Problems of the Research ............................................................
C.
4 Objectives of the Research .........................................................
D.
5 Limitation of the Problem ..........................................................
E.
5 Benefits of the Research..............................................................
F.
7 Clarification of Key Terms .........................................................
G.
9 Graduating Paper Organization ...................................................
CHAPTER II LITERATURE REVIEW A.
10 Curriculum .................................................................................
1.
10 Curriculum Definition ....................................................
2.
11 Curriculum Component ..................................................
3.
14 Syllabus ..........................................................................
4.
15 Lesson Plan ....................................................................
B.
16 2013 Curriculum .........................................................................
1.
17 Legal Foundation ............................................................
2.
18 Element of Revision in 2013 Curriculum ......................
3.
22 Teachers’ Role in 2013 Curriculum ..............................
4.
24 Scientific Approach ........................................................
5.
28 Learning Model In 2013 Curriculum .............................
6.
31 Assessment in 2013 Curriculum ....................................
7.
36 Review of Previous Research..........................................
CHAPTER III RESEARCH METHODOLOGY A.
40 Research Methodology................................................................
B.
41 Role of Researcher ......................................................................
C.
41 Subject of the Research ..............................................................
D.
42 Technique of Collecting Data ....................................................
E.
45 Technique of Data Analysis ........................................................
F.
47 Validity of the Research .............................................................
CHAPTER IV FINDING AND DISCUSSION A. Implementation of 2013 Curriculum in English Subject ......
49 1. Lesson Plan .....................................................................
49 2. Learning Process .............................................................
70 3. Discovery Learning as Learning Media ..........................
78 4. Assessment Process .........................................................
82 B. Barriers in the Implementation of 2013 Curriculum.......
94 1. Lack of Time Allocation ................................................
95 2. Unavailability of School Facilities and Equipments .......
99 3. Students’ Condition ........................................................ 101 4. Teachers’ Difficulties in Changing Their Teaching Style 104 5.
Assessment Process ........................................................ 107
CHAPTER V CLOSURE A. Conclusions ........................................................................... 111 B. Suggestions ........................................................................... 114 REFERENCES APPENDICES
LIST OF TABLES AND FIGURE
Table 2.1 : Differences between 2013 curriculum and KTSP .......................55 Table 4.12 : The learning activity in the teacher A’s lesson plan ................
66 Table 4.21 : The learning activity in Teacher D’s Lesson plan ............
65 Table 4.20 :The base competence and Indicator formula of Teacher D’s lesson plan ........................................................................
63 Table 4.19 :The Base Competence from Syllabus .................................
62 Table 4.18 :The activity in Teacher C’s Lesson Plan ............................
................................................................................
61 Table 4.17 :The base competence and Indicator formula of Teacher C’s lesson plan
59 Table 4.16 :The Base competence from the syllabus ......................................
58 Table 4.15 :The activity in Teacher B’s Lesson Plan ......................................
58 Table 4.14 :The base competence and Indicator formula of Teacher B’s lesson plan .........................................................................................
56 Table 4.13 : The base competence from the English syllabus .......................
55 Table 4.11 :The base competence and Indicator formula of Teacher A’s lesson plan .........................................................................................
18 Table 2.2 : Changes of English Subject ............................................................
54 Table 4.10 : The Base competence from the syllabus .....................................
53 Table 4.9 : The core competence of Teachers D’s Lesson Plan ...................
53 Table 4.8 : The core competence of Teachers C’s Lesson Plan ...................
52 Table 4.7 : The core competence of Teachers B’s Lesson Plan ...................
51 Table 4.6 : The core competence of Teachers A’s Lesson Plan ...................
51 Table 4.5 : The core competence from English Sylabus ..............................
50 Table 4.4 : Teacher D’s Lesson Plan ...............................................................
50 Table 4.3 : Teacher C’s Lesson Plan ...............................................................
50 Table 4.2 : Teacher B’s Lesson Plan ...............................................................
20 Table 4.1 : Teacher A’s Lesson Plan .................................................................
67
Table 4.22 ................68 :Method of learning in Teacher A’s lesson plan ................
Table 4.23 :Method of learning in Teacher B’s lesson plan68 Table 4.24 ................
69 :Method of learning in Teacher C’s lesson plan ................
Table 4.25
69 :Method of learning in Teacher D’s lesson plan
Table 4.26 : The implementation of scientific approach in Teacher A’s Class ..........................................................................................
72 Table 4.27 : The implementation of scientific approach in Teacher B’s ..........................................................................................
Class
74 Table 4.28 :The Implementation of Discovery Learning Based on ........................
79 Writer’s Observation in Teacher’s A Class Table 4.29
: Implementation of Discovery Learning Based on Writer’s ........................................
80 Observation in Teacher’s B Class
Table 4.30 ......................83 :The Assessment of Teacher A’s lesson plan ......................
Table 4.31 :The Assessment of Teacher C’s lesson plan86 Table 4.32 ......................
89 :The Assessment of Teacher D’s lesson plan
Figure 3.1 : Components of Interactive Analysis Models ................... 46CHAPTER I INTRODUCTION A. Background of the Research Education is one of the important parts in the country’s
development. The quality of the education also influences the country’s quality, so it is not strange thing when the government put much attention to the educational world. There are many efforts which are done by them to increase the educational quality. They revise some part of educations, one of the revision’s target is curriculum.
Curriculum is the soul of education, and it influences the successful of the education in Indonesia. Based on the situation, the government revises the curriculum periodically. The revision can be partially on the certain component or completely on the entire component.
The renewal of the curriculum usually starts from the conceptual change and it is followed by the structural change. The conceptual changes are the change of the curriculum concept, for example the change on the approach, the foundation, and the change of model of learning. Whereas the structural changes are the change of the curriculum system, it influences some aspect such as the role of teacher and the arrangement of learning. The revision is the result of the change of politics system, social culture, economic, and technology. The department of education and culture (Depdikbud) since 1945 has changed the curriculum several times , it is changed on 1947, 1952, 1964, 1968, 1975, 1984, 1994, 1999, 2004, 2006, 2008. More specifically known some periods of the curriculum implementation as follow ; “kurikulum sederhana” or the simple curriculum (1947-
1964), “kurikulum pembaruan” or renewal curriculum (1968 and 1975)
, “ kurikulum berbasis keterampilan” or the skills-based curriculum (1984 and 1994), and “kurikulum berbasis kompetensi” or competency-based curriculum (2004 and 2006). The improvement of competency based learning is Curriculum Education Unit (KTSP) or
”
Kurikulum Tingkat Satuan Pendidikan” and the newest curriculum named
as 2013 curriculum The new curriculum is expected to increase the educational quality and reconstruct the style of education in this country. Different from the previous curriculum the core of this curriculum is students’ character building. Mulyasa (2014: 6) asserts that 2013 curriculum more emphasizes on character education which aims to increase the quality of learning processes and outcomes.
There are four elements of revision in the 2013 curriculum; the four elements are the standard of graduate competency, standard of process, standard of content, and standard of assessment. In order to make the learning process effective the government eliminates some subjects in this curriculum. For example, now in junior high school there are only ten subjects, different to the previous curriculum which there is 12 subjects. In the other hand the time allocation of the learning is increasing from 32 hours per week and it becomes 38 hours per week. It seems that the increasing of the time allocation and the elimination of some subjects make the students learn more deeply in each subject. The ministry of education in document of 2013 curriculum (2013 : 137) explained that this curriculum having character of thematic integrative so it means that some subject related to others subjects, in other words it can be said that there isn’t elimination of the subjects but it is combined.
2013 curriculum starts to be implemented in the academic year of 2013-2014 with little preparation. There are only few schools which use this curriculum. The schools that implement this curriculum in 2013 are the designated school. The government points some schools to be pilot project school. Salatiga becomes one of the cities which implement this curriculum. There are five state junior high schools which become the pilot project school for the implementation of this new curriculum. In the second year of this implementation exactly in 2015 all state junior high school in Salatiga has implemented it.
The implementation of 2013 curriculum is under the spotlight from many parties, especially they which is in the educational field. It is seemed rushed and forced to implement it. Problems raises in the beginning of the curriculum implementation, the problems come from the process, materials, instruments, and lack of preparation from the teachers and government.
2013 curriculum raises some problems as explained by Alawiyah (2013:11) in the implementation of Curriculum 2013 are still found some problems, including confusion of the teachers and education units. These constraints include: the teachers are not ready and hard to change their mindset, the lack of information about guideline and dissemination, the content of the book which not appropriate with the materials. The problem hamper the teachers in the implementation of 2013 curriculum.
Based on the above problem the writer wants to conduct a research entitled “ANALYSIS OF THE
TEACHERS’ BARIERS IN
IMPLEMENTING 2013 CURRICULUM TO TEACH ENGLISH IN SMP N 6 AND SMP N 10
SALATIGA “
B.Problems of the Research
Based on the background of the Research, this research is aimed to answer the following problems:
1. How is the implementation of the 2013 curriculum in English learning in SMP N 6 and SMP N 10 Salatiga?
2. What are the barriers faced by the English teachers of SMP N 6 and
SMP N 10 Salatiga in implementing 2013 curriculum? C.
Objectives of the Research
Based on the statements of the problems above, the intentions of the research are as follow:
1. To describe the implementation of 2013 curriculum in English learning in SMP N 6 and SMP N 10 Salatiga.
2. To describe the barriers faced by the English teachers in implementing 2013 curriculum in SMP N 6 and SMP N 10 Salatiga.
D. Limitation of the Problem
There are bunch components of the curriculum which can be researched, but in this research the writer only focuses on the implementation and the difficulties which are faced by the English teachers in implementing 2013 curriculum in SMP N 6 and SMP N 10 Salatiga. The implementation is restricted in the aspect of lesson plan, learning process, learning model, and assessment process.
E. Benefits of the Research
The benefits of the Research are: 1.
Theoretical Benefits : The result of the research is expected to give information to the reader about the implementation of 2013 curriculum in English learning and some problems which is faced by the teachers in implementing it.
2. Practical Benefits
a.
For the students: The research adds students’ knowledge about the English learning process and the various problems which happen in it, so it will motivate them to be active students in learning English.
b.
For the English teachers: The finding of the research hopefully can help the teachers to identify problems in implementing 2013 curriculum and help them to solve these problem. It also gives contribution to the teachers in the form of suggestion to complete their role in the implementation of 2013 curriculum in the English learning process. The other benefit is to give reflection to the teachers to evaluate their work in achieve the goal of 2013 curriculum especially in English subject.
c.
For the other researcher: The research can be one of the references for other researchers who want to conduct a research about curriculum in language learning.
F. Clarification of Key Terms
The writer wants to explain the main terms of the title to avoid ambiguity and different interpretation of each reader.
1. Curriculum
According to UU no nomor 20 tahun 2003; PP nomor 19 tahun
2005 “Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu .”
"curriculum is a set of plans and arrangements regarding the objectives, content and learning materials as well as the means used to guide the implementation of learning activities to achieve specific educational objectives." 2.
2013 Curriculum
2013 curriculum is competency based curriculum, It designs to anticipate the demand of the modern era. Mulyasa (2013 : 64) states that 2013 curriculum has purpose to encourage students to be able and better to observe, ask, reason, and communicate what they have got or known after the lesson. It is the development of creative and innovative thinking, and it brings up the improv ement of the students’ attitude.
3. Barriers of Curriculum Implementation
Implementation is the process of implementing the idea, concepts, policy, or innovation in doing practically so give effects are like the development of knowledge, skills even values and attitudes (Kunandar, 2007: 233). It can be said that curriculum implementation is the process of implementing the concept of curriculum.
The teachers are faced with barriers which hinder the successful of the curriculum implementation. According to Mkandawire( 2010:3) the barriers which usually faced by the teachers or the implementer are: a.
The education system has limited funding capacities.
b.
Unavailability of school facilities and equipments like classrooms, libraries, resource centers, offices, desks, schools halls and others c.
Limited procurement and supply of teaching and learning resources.
d.
Quality and quantity of teaching staff to meet the expectations of pupils and the society is another impediment.
e.
Poor conditions of services for curriculum implementers are another challenge.
f.
Poor time management by school administrators and teachers is another factor. Curriculum implementation is also hindered by what goes on in learning institutions.
G. Graduating Paper Organization
In this section, the writer discusses some parts of graduating paper organization. The graduating paper consists of five chapter. Chapter I present background of the Research, problems of the Research, objective of the Research, limitation of the Research, benefits of the Research, Clarification of key terms, and graduating paper Organization. Chapter II is the literature review of the research. Chapter III discuss about the research methodology, it consists of research method, role of the research, subject of the research, technique of collecting data, technique of analysis data. Chapter IV is the finding and discussion of the research. It consists of discussion and finding of the research. Chapter V is closure that consists of the conclusion and suggestion. The last part of the research is the references and appendices.
CHAPTER II LITERATURE REVIEW A. Curriculum 1. Curriculum Definition The etymology meaning of curriculum rooted from the word
“currir” which mean runner and “curere” mean a place for run. So, curriculum is a distance which must be taken on by the runner from the start until finish. This word is known in the sport world and then adopted to the education.
John Franklin Bobbitt (1918) as quoted by Kurniasih and Sani (2014
:3) stated: “Curriculum, as an idea has its roots in Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. This definition is the general term of curriculum, it seems that curriculum is a journey which taken on by people.
Other definition is states by Caswell and campell as quoted by Kurniasih & Sani (2014 :5), “curriculum as all of the experiences children have under the guidance of teachers”. This explanation closely related with the educational field because in that definition is mentioned “teachers” and “children”.
Another definition is also presented by Taylor (1956) cited in Poerwati, (2013:15 ) which mentioned that curriculum is, “attempt to influence the child's learning, whether in the classroom, on school grounds or outside the school”. Taylor focuses on the scope of curriculum. It is not only about schools’ world but it is also impact the students’ daily life.
According to a new view of modern as proposed by Romine cited by Hamalik (2009:4) “Curriculum is interpreted to mean all of the organized courses, activities, and experiences which pupils have under direction of the school, whether in the classroom or not.
There is other complete definition in the dictionary of education as quoted by Kurniasih and Sani (2014:3) “curriculum is a general overplan of the content or specific studies of that the school should offer the students by way qualifying him for graduation or for entrance into a professional or a vocational field”. This definition explains clearly about the content of curriculum, purpose, and people who responsible for the development of curriculum.
Based on the explanation above it can conclude that curriculum is a set of rules and plan of study that use as guidance to organize learning process. Curriculum becomes references for the teachers to determine their ways in teaching.
2. Curriculum Component
There are some main components of curriculum, it can be studied from the definition from UU No 20 th 2003 PP No 19 th 2005 “Curriculum is a set of plan and adjustment about the goal, content, and materials of the lesson including the way which is used as guidance in the organizing a learning process to achieve particular educational goal“. In that description seen that curriculum has four main component including; goal, materials, process, and evaluation.
All components are important in the development of curriculum and it influences each other.
a. Goal
In composing curriculum the first thing which should be determined is the goal. The educational goal of a country is a clarification from country’s goal, because education is a tool to achieve the national goal. There are two kinds of curriculum’s goal seen from its scope, namely general goal and special goal .
According to Hilda Taba as quoted by Arifin (2012:20) “The source of the curriculum are society culture, a study course, individual, and diciplinary science
”. Education was considered as a preservative culture in order to make the students became good societies which know well about their own culture.
Curriculum should be designed appropriate with country’s ideal and based on country’s cultures. The clear goal is an obligation in order to avoid ambiguity in the implementation process.
b. Material
Curriculum material is all activity and experience which compose to gain the educational goal. According to Arifin (2012: 20) generally the content of curriculum can be classified into three parts as follow:
1) Logic, knowledge about true or false grounded on scientific procedure. 2)Ethics, knowledge about good or bad, value, and morality. 3) Aesthetics, knowledge about beautiful or not which related to art.
In the formal education the content of curriculum is arranged in the form of subject lesson or discipline which poured in the form of curriculum’s structure and appropriate with the institutional’ purpose. For example the materials is divided into some subject such as; mathematic, English, science, civic education, etc.
c. Process
The implementation process of curriculum should indicate the learning process; it is an effort from teacher to educate their students in school or outside school by structured activity. For example, teacher gives a task to the students to answer some question related with the given materials or teacher makes groups in class to do some experiments. This process requires teachers to use various kind of learning strategy, methods of learning, medium, and others source of learning. The selection of an effective teaching method is based on specific objectives to be achieved (Nurdin 2002: 94). This expression means that teaching methods should be appropriated to the learning objectives, subject matter and levels of learners.
d. Evaluation
Evaluation is an effort to know the effectiveness of curriculum and to determine the quality of education. It is not easy because there are many aspects which should be evaluated and this process also involves many people. (Tafsir, 1992: 41) clarifies the "evaluation should be directed at all aspects of coaching education. Commonly it should cover aspects of cognitive, affective and psychomotor.
3. Syllabus
According to Kunandar (2007: 244) Syllabus is a further elaboration of the basic competency standards to be achieved, as well as the subject matter to be studied by the students in order to achieve the standards of competence and basic competences. It means that the syllabus is the foundation in the development of learning activity.
A syllabus is an explicit and coherent plan for a course of study. The syllabus is a guide or map for the teacher or the learner, which may need to be altered once the course commences. A syllabus is constructed by selecting and sequencing content, based on explicit objectives. It is a public document, usually prepared by the teachers and negotiated with learners. It specifics what is to be taught in any course of study” (Feez and Joyce, 1998:2). From the definition above can be said that syllabus should contain the learning materials, the time of study and the purpose of the study. It is in line with the definition from Richard (2002:2) A syllabus is a specification of the content of a course of instruction and lists what will be taught and tested.
4. Lesson Plan
In the learning process usually the teachers have drafted the activity, before they teaching in the class. There is a document which contains the plan from the teachers. This document is called as lesson plan. Lesson plan is a plan that describes procedures and the organization of learning to achieve the basic competencies that specified in Content Standards and is described in the syllabus (Kunandar, 2007: 263).
In composing the lesson plan the teacher should consider some principles, according to Kunandar (2007;64) there are eight principles, the first is students differences which include the ability, talent, and emotional. The second is the active participation of the students, the teachers should design the learning activity which give opportunities for the students to be active. The third is students centered in oreder to encourage the spirit of learning, motivation. The fourth principle is the development of reading and writing culture. The fifth is the lesson plan contain the program of giving positive feedback, reinforcement, enrichment and remedial. The sixth is emphasis on the coherence between basic competencies, learning materials, learning activities, indicator formula, assessment, and learning resources in a whole learning experience. The next principle is Accommodates-integrated thematic learning, the integration of cross-eyes lessons, across all aspects of learning, and cultural diversity. The last is The application of information and communication technologies in an integrated, systematic, and effective in accordance with the circumstances. The teachers cannot arbitrarily alone in preparing lesson plan. They should pay attention to all the above principles B.
2013 Curriculum
Curriculum in Indonesia has been revised for several times. The revision was made to enhance the previous curriculum. It is as an effort to increase the quality of education in this country. The newest curriculum is 2013 curriculum which replaces the use of KTSP.
The main purpose of this curriculum is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible citizens and positive contributors to the civilization (Kemendikbud, 2013:22). It is proven by the additional of time allocation in the religious subject and the implementation of scientific approach. It also emphasizes on the educational character and the development of thematic integrative lesson. The further explanations about the element of 2013 curriculum are explained as follow:
1. Legal Foundation
The revision of curriculum is the answer of the demands of modern era. According to Mulyasa (2013: 64) Curriculum 2013 is developed based on three aspects namely; philosophic, judicial, and conceptual.
The philosophic foundation is Pancasila and educational philosophic. Pancasila directs the purpose of 2013 curriculum. The content of curriculum grows the value of Pancasila in the students’ self. Beside that the development also notices the philosophy of education. It based on the eminent value, academic value, students and societies’ need.
Judicial foundation is the formal regulation from the government which uses as basis in the development of 2013 curriculum. The regulation which becomes the foundation such as : government regulation (peraturan pemerintah) Number. 19 Year 2015,
permendikbud Nomor 71 tahun 2011, and undang-undang nomor 20 tahun 2003 tentang system nasional pendidikan. The last is conceptual
foundation, this aspect according to Sani (2014 : 37) include the relevance of curriculum based competence, contextual teaching and learning, student active learning, and the assessment process.
2. Element of Revisions in 2013 Curriculum
th
2013 curriculum is formally launched at 15 July 2013 and it is implemented in academic year of 2013/2014 by some schools in Indonesia. The revision of curriculum certainly makes change with the previous curriculum. This following tables show the differences between 2013 curriculum and KTSP.
Table 2.1 Differences between 2013 curriculum and KTSP No KTSP 2013 Curriculum1 Standard of Content (Standar Isi) Graduated Competency standard (SKL is determined first trough ) Determines first through Permendiknas No 22 Tahun Permendikbud No 54 Tahun 2013. 2006.After that the Graduated After that standard of content ( Standar Competency standard (SKL ) is isi) is determined. It is in the form of determined through Permendiknas curriculum framework which is No 23 Tahun 2006. presented in Permendikbud No 67, 68, 69, and 70 Tahun 2013.
2 It emphasized on knowledge There is balance in soft and hard skill aspect. in the aspect of graduated competency which overwhelmed attitude competency, skill, and knowledge aspect.
st st th
3 It used of integrated thematic at 1 It uses integrated thematic at 1 to 6 to 4
th grade of Elementary school. grade of Elementary school.
4 Time of study was less than 2013 curriculum and the subjects were more than 2013 curriculum.
Time of study is more than KTSP but the subjects are less than KTSP.
5 The learning process consists of Exploration, Elaboration, and Colaboration.
The learning process uses scientific approach which consists of observing, questioning, exploring, associating, and communicating.
6 Information and Communication Technology (TIK) was subject of learning.
Information and Communication Technology (TIK) is not subject of learning but it act as a learning media.
7 The assessment was dominant to knowledge aspect.
The assessment use authentic assessment that is measure all competencies (attitude, skill, and knowledge)based on process and product.
8 Scout was not obligatory extracurricular.
Scout is obligatory extracurricular.
9 BK was function to solve students’ problem.
BK is more stress on expand students’ potency.
Taken from (Kurniasih & Sani. 2014 : 45-46)
The above table shows that 2013 curriculum prepare smart and skillful students. It is seen from the second point, there is equalizing between soft and hard skill. There is an effort to develop students’ critical thinking through scientific approach. The use of TIK as a learning media also proves modernization in education.
Table 2.2 Changes of English SubjectNo Previous Curriculum 2013 Curriculum
1 The materials taught emphasis on The materials teach emphasis on grammar / structure of language. language competence as a communication tool to convey ideas and knowledge.
2 Students were not accustomed to Students accustom to read and read and understand the meaning of understand the meaning of the text as the text presented. well as summarizing and presenting again with its own language.
3 Students were not accustomed to Students accustomed to compose text compose text systematic, logical, systematic, logical, and effective and effective. through the exercises preparation of the text.
4 Students were not introduced on the Students are introduced to the rules of rules text as needed. the appropriate text so as not to confuse the process of preparation of the text
(according to the situation: who, what, where).
5 Less emphasize on the importance Students are taught to be able to of language expression and express himself and his knowledge with spontaneously. persuasive language spontaneously.
The revision in English subject is a good thing because it is return the function of language, as a tool of communication. Materials in this curriculum are seen more applicable in daily life than the materials in KTSP. The new design is expected to produce students with good communication skill.
Some revisions have goal to improve the quality of education. From the above table can be said that the purpose of 2013 curriculum is not only making students smart and good in mastering materials but it also emphasize on the development of skill and character. Students are ready to face the real world with that way.
3. Teachers’ Role in 2013 Curriculum
There is a moving of learning model in this new curriculum. If previously the model of learning is a teacher centered model now it becomes a student centered model, absolutely it gives impact for the teacher. Role of the teachers is not same anymore.
In 2013 curriculum, the teachers are not making a syllabus, they just develop what the government has already prepared. The teachers’ roles in the provision of books is just in provision of pengayaan books and preparing lesson plans for the development of the existing text books (Poerwati ,2013: 82 ). It looks that their tasks easier than before, but it challenges them be more creative. The teachers must create the learning process that less their role but can maximize the students’ participation.
The teachers’ task is a facilitator for the students in learning process. There are some attitudes that the teachers must have as facilitator as explained by Rogers in Mulyasa (2014: 42) : First, the teachers cannot be excessive in retain their opinion and believe. They must have equanimity for positive and negative feedback. Second, they can pay more attention to their students especially about students’ aspiration and feeling. Support and motivation are examples of teachers’ attention. Third, they can receive and appreciate students’ idea which innovative, creative, moreover difficult.