(A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year
2015/2016)
A “Skripsi”
Presented to the faculty of Taribyah and Teachers’ Training
in a Partial Fulfillment of Requirements
for the Degree of S.Pd (S-1) in English Language Education
By:
Haqim Hasan Albana
1111014000029
DEPARTMENT OF ENGLIHS EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ENGLISH
TEACHERS'
PERSPECTIVES ONTHE
IMPLEMENTATION
OF 2013
CURRICULUM
(A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 20rsl20t6)
A "Skripsi"
Presented to the faculty of Taribyah and Teachers' Training in a Partial Fulfillment of Requirements
for the Degree of S.Pd (S-1) in English Language Education
By:
Haqim Hasan Albana 1111014000029
Approved by
Advisor 1, Advisor 2,
Dr. Ratna Sari Dewi. M.Pd. NrP. 19720501 199903 2 013
DEPARTMENT OF
BNGLIHS
EDUCATION
FACULTY
OFTARBIYAH AI{D
TEACHERS
TRAINING
SYARIF
HIDAYATULLAH
STATE
ISLAMIC UNIVERSITY
JAKARTA
20r6
ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers' T'raining certifies that the "skripsi" (Scientific Paper) entitled "ENGLISH TEACHERS'
PERSPECTIVES ON THE IMPLEMENTATION OF 2013 CI]RRICUI,UM
(A
Case Studyat
the Seventh Class
of
SMPN3
South Tangerang inAcademic Year 201512016)" written by I{aqim I-Iasan Albana, 1111014000029
was examined
by
the Committee on June l3th 2016. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of "S.Pd." (S-1) in the Department of English Education.Jakarta,June 1Zh 20t6
CHAIRMAN
SECRETARY
EXAMINER I
EXAMINER II
Ra
EXAMINATION COMMITTEE
Dr. AIek"
M.Pd.
t________-) - .:,.n, NIP. 19690912 200901I 008
Zaharil Anasy. M.Hu{n.
NIP. 19761007 200710
I
002 Drs. Bahrul Hasibuan. M.Ed.NIP.
Drs. Svauki. M.Pd.
NrP. 19641212 t99t03
r
002cknowledged by
Dean of Faculty iyah and T rarnlng
Saya yang befiancla tan
Nama
Ternpat/Tgi.Lahir
NIM
Jumsan / Prodi Juclul Skripsi
gan di bawah ini, Haqirn Hasan Albana Pujodadi, 26 Februari 1 993
1 I 1 1014000029
Ilmu Tarbiyah dari Kegur-uan
English Teachers' Perspectives on the Implementation of
2013 Curriculum (A C'ose Study ot Seventh Class of SMPI'{ 3
South Tangerctng in tlcademic Year 2015/2016)
Dosen Pembintbing : 1. Dr. Ratna Sari Delvi, M.Pd 2. Yenny Rahmawatj, M.Pcl.
dengan ini menyatakan bahwa sklipsi yang saya buat benar-benar hasil karya senclili dan saya bertanggung ja',vab secara akadernis atas apa yang saya tulis.
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iv
ABSTRACT
Haqim Hasan Albana. “English Teachers’ Perspectives on the Implementation of
2013 Curriculum” (A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 2015/2016), A “Skripsi” of English Education Department at Faculty
of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2016.
Advisors : Dr. Ratna Sari Dewi, M.Pd. and Yenny Rahmawati, M.Ed.
Key words : Implementation, 2013 curriculum, and English teachers.
This study aimed to observe and describe the implementation of 2013 curriculum which was conducted by seventh class English teachers in SMPN 3 South Tangerang. As addition, this study also aimed to dig out the challenges faced in the implementation of 2013 curriculum in that school. In this research, writer adopted qualitative as the research method, and the design of this research was case study. The instrument of collecting data were interview, observation, documentation, and questionnaire. All of the data was analyzed through qualitative approach. The
subjects of this research were the English teachers’ at seventh class, headmaster, vise
v
ABSTRAK
Haqim Hasan Albana. “English Teachers’ Perspectives on the Implementation of
2013 Curriculum” (A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 2015/2016), Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta, 2016.
Pembimbing : Dr. Ratna Sari Dewi, M.Pd. and Yenny Rahmawati, M.Ed. Key words : Implementasi, Kurikulum 2013, dan Guru Bahasa Inggris.
vi
ACKNOWLEDGEMENT مــــــــــــــيحرلا نــــــــمحرلا هــــللا مـــــــــــــــسب In the name of Allah the Beneficent, the Merciful
Praise be to Allah, the Lord of the worlds, the Master of the day after, and He
has no partner, for His blessings, love, and mercy given to the writer, so he is able to
complete his last assignment in his study. Peace and salutation be upon our prophet
Muhammad P.B.U.H., his family, his companions, and his adherences.
In arranging this paper, many persons had given the contribution such as
motivations, supports, and advices that were very helpful for the writer. In this
opportunity, the writer would like to express great honor and gratitude to them.
First of all, the writer would like to express his deepest gratitude to his
beloved parents, Mr. Rahmanto, and Mrs. Sarmi, and the whole of his family who
had given support, and the best wishes. Also, he expresses great honor and sincere
appreciation to his advisors, Mrs. Dr. Ratna Sari Dewi, M.Pd., Mrs. Yenny
Rahmawati, M.Ed. who had given suggestions ad critical remarks in the process of
completing this “skripsi”.
Then, the writer’s gratitude is also presented to:
1. To all lecturers of the Department of English Education, for their knowledge,
motivation, and patient during his study at the Faculty of Tarbiyah and Teachers’
Training Syarif Hidayatullah State Islamic Universtiy.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., the secretary of Department of English Education.
4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University.
5. Three English teachers of seventh class in SMPN 3 South Tangerang, the
vii
6. Prof. Dr. Ali Mustafa Ya’qub, MA., the Director of Daruss-Sunnah Institute for Hadith Sciences and all lecturers in Daruss-Sunnah.
7. All of writer’s friends in the Department of English Education year 2011, especially for A class.
8. All of writer’s family in Daruss-Sunnah Institute for Hadith Sciences especially for Fushilat generation and Musyrif (governing board).
Furthermore, the writer realizes that this “skripsi” is not ideal without critiques and suggestions. Therefore, any critiques and suggestion are always welcomed by the
writer to make it better.
Jakarta, 20th May 2016
viii
TABLE OF CONTENTS
APPROVAL……… i
ENDORSEMENT SHEET……… ii
SURAT PERNYATAAN KARYA SENDIRI……….. iii
ABSTRACT……… iv
ABSTRAK……….. v
ACKNOWLEDGEMENT……… vi
TABLE OF CONTENTS……….. viii
LIST OF TABLES………. xii
LIST OF APPENDICES ……….. xiv
CHAPTER I. INTRODUCTION………. 1
A. The Background of Study……….. 1
B. The Focus of the Research………. 4
C. The Question of the Research……… 5
D. The Objective of the Research………... 5
E. The Significance of the Research……...……….... 6
CHAPTER II THEORETICAL FRAMEWORK………... 7
A. Overview……….... 7
B. 2013 Curriculum……… 7
1. Characteristic of ELT in 2013 Curriculum….. 9
a. Textbook……… 10
b. Syllabus and Lesson Plan……….. 12
c. Scientific Approach………... 16
d. Authentic Assessment……… 22
ix
CHAPTER III RESEARCH METHODOLOGY……….... 29
A. Overview………... 29
B. Place and Time of Research……….. 29
C. Research Methodology……….. 30
D. Research Subject………... 31
E. Data Collection………. 32
1. Observation………. 33
2. Interview………. 38
3. Documentation……….... 43
4. Questionnaire……….. 45
F. Data Analysis……….... 47
1. Collecting Data………... 48
2. Data Reduction………... 48
3. Data Display………... 49
4. Conclusion Drawing and Verification…….... 49
CHAPTER IV FINDING AND DISCUSSION………... 50
A. Overview……….. 50
B. The Description of Research Place……….. 50
C. The Brief Description of Research Subject…….. 51
D. The English Teachers’ Perspectives on____ …... 52
1. Teaching Plan………. 52
2. Instruction Process………. 62
a. Teaching Method………. 62
b. Media of Teaching………... 65
c. Teaching Process………. 68
1) Opening………. 68
x
a) Observing……… 72
b) Questioning………. 75
c) Experimenting………. 77
d) Associating……….. 79
e) Communicating………... 80
3) Closing……….. 82
3. Assessment Process (Authentic Assessment) 83 a. Affective………... 85
b. Cognitive………. 89
c. Psychomotor……… 92
4. The Challenges Faced During the_____... 95
a. Vice Headmaster of Curriculum………. 96
b. English Teacher A………... 100
c. English Teacher B………... 101
CHAPTER V CONCLUSION AND RECOMMENDATIONS.. 104
A. Overview………. 104
B. Results………. 104
C. Recommendations………... 105 1. Enriching teachers’ knowledge of____... 106
2. Increasing the monitoring aspect____... 106
3. Developing the relationship between___... 107
4. Building teachers’ awareness____... 107
D. Direction for Further Research……… 107 E. Conclusion………... 108
xi
REFERENCES………. 110
xii
LIST OF TABLES
Page
Table 1. The table of lesson plan design provided by government….……...14 Table 2. The table of gradation of three main aspects in 2013 curriculum with
their specific activities……….………17
Table 3. The table of assessment form related to the scoring activities provided
by government……….………26
Table 4. The table of observation guideline for teaching planning of ELT confirming the implementation of 2013 Curriculum in seventh class of
SMPN 3 South Tangerang……….……..34
Table 5. The table of observation guideline for teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South
Tangerang………35
Table 6. The table of observation guideline for authentic assessment observation process of 2013 curriculum at seventh class of SMPN 3 South
Tangerang………37
Table 7. The table of observation of Implementation 2013 curriculum schedule
in SMPN 3 South Tangerang……….………..38
Table 8. The table of teachers’ interview protocol related to the handicap faced during the implementing 2013 curriculum in methodology of English
language teaching at seven class of SMPN 3 South
Tangerang……….……...40
Table 9. The table of headmaster’s interview protocol related to the implementation of 2013 curriculum in English language teaching at
seventh class of SMPN 3 South Tangerang………...41
Table 10. The table of interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language
xiii
Table 11. The table of interview of Implementation 2013 curriculum in SMPN 3
South Tangerang………..42
Table 12. The table of documentation guideline for implementation 2013
curriculum in ELT based on teachers’ perspectives in SMPN 3 South
Tangerang………44
Table 13. The table of questionnaire for seventh class students of SMPN 3 South
Tangerang………46
Table 14. The table of questionnaire of implementation of 2013 curriculum in
SMPN 3 South Tangerang………...47
Table 15. The table of lesson plan analysis of English teacher A of SMPN 3
South Tangerang………..56
Table 16. The table of lesson plan analysis of English teacher C of SMPN 3
South Tangerang………..58
Table 17. The table of students’ questionnaire result at seventh class of SMPN 3
South Tangerang………..66
Table 18. The table of challenges in 2013 curriculum implementation of SMPN
xiv
LIST OF APPENDICES
Page Appendix 1. The observation guideline for teaching plan of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South
Tangerang………..117
Appendix 2. The observation guideline for teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South
Tangerang………..118
Appendix 3. The observation guideline for authentic assessment observation process of 2013 curriculum at seventh class of SMPN 3 South
Tangerang………..120
Appendix 4. The interview guideline about English language teaching confirming to the implementation of 2013 curriculum at seventh class of SMPN 3
South Tangerang………121
Appendix 5. The headmaster’s interview protocol related to the implementation of 2013 curriculum in English language teaching at seventh class of
SMPN 3 South Tangerang……….122
Appendix 6. The interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language
teaching at seventh class of SMPN 3 South Tangerang………123
Appendix 7. The lesson plan documentation guideline for implementation 2013 curriculum in ELT based on teachers’ perspectives in SMPN 3 South
Tangerang………..124
Appendix 8. The questionnaire protocol for seventh class students of SMPN 3
South Tangerang………..………..126
Appendix 9. The license letter for conducting research from faculty………127 Appendix 10. The letter of having conducted the research at SMPN 3 South
xv
Appendix 11. The lesson-plan analysis of English teacher A of SMPN 3 South
Tangerang………..129
Appendix 12. The lesson-plan analysis of English teacher C of SMPN 3 South
Tangerang………..131
Appendix 13. The result of observation process on instruction activity of English
teacher A of SMPN 3 South Tangerang………133
Appendix 14. The result of observation process on instruction activity of English
teacher B of SMPN 3 South Tangerang………135
Appendix 15. The result of Assessment observation of English teacher A of SMPN 3
South Tangerang………137
Appendix 16. The result of assessment observation of English teacher B of SMPN
South Tangerang………138
Appendix 17. The result of assessment observation of English teacher C of SMPN 3
South Tangerang………139
Appendix 18. The transcript of interview of English teacher A………...140
Appendix 19. The transcript of interview of English teacher B………...145 Appendix 20. The transcript of interview of vice headmaster of curriculum of SMPN
3 South Tangerang……….151
Appendix 21. The result of obstacle observation in 2013 curriculum implementation
of SMPN 3 South Tangerang……….155
Appendix 22. The table of data reduction of English teachers’ perspectives on the implementation of 2013 curriculum at seventh class of SMPN 3 South
Tangerang………..…………156
Appendix 23. The result of students’ questionnaire of 7 CI………159
Appendix 24. The result of students’ questionnaire of 7 8………..160
xvi
Appendix 26. The example of lesson plan used by English teacher A………162
Appendix 27. The example of lesson plan used by English teacher C……….166
Appendix 28. The example of assessment guideline used by English teacher C….173 Appendix 29. The documentation of instruction process of 2013 curriculum at
1
CHAPTER I
INTRODUCTION
A. The Background of Study
Related to the foreign language in Indonesia, Indonesian government
emphasizes English as an only foreign language to be taught in every level of
Indonesian formal education. Based on the history of English language in
Indonesia, it has already been established to be taught since the independent day
of Indonesia in 1945. English also was chosen as first foreign language to be
taught despite other foreign languages such as French, German, Arabic, Chinese,
and Japanese in Indonesia at that time.1 The Indonesian government chooses that
policy considering that English is the most urgent and essential foreign language
to be taught. It considered that English language is a means in the development of
the country, both for international relations and scientific-technological
advancement.2
English language teaching (ELT) in Indonesia year by year has been
conducted based on the curriculum designed which is from the government
throughout provision curriculum policy. Since Indonesia got the independence,
the educational curriculum has already changed for several times. At least, there
are six curriculums design which affect the purpose of ELT in Indonesia.
Sahiruddin noticed that in every curriculum ELT has the specific methodologies;
(a) 1945’s grammar translation-based curriculum, (b) 1958’s audiolingual based-curriculum, (c) 1975’s revised audiolingual based-curriculum, (d) 1984’s structure
-based communicative curriculum, (e) 1994’s meaning-based communicative
curriculum, (f) 2004’s competency-based curriculum.3 If we take a look at the two newest curriculum that 2006 KTSP curriculum and 2013 curriculum, the ELT
1 Dardjowidjojo, S: English teaching in Indonesia. English Australia Journal, 18, 2000,
(1), p. 22-30.
2 http://www.oocities.org/upis3/bm/english-teaching-in-indonesia.htm
3 Sahiruddin: The Implement ation of the 2013 Curriculum and the Issues of English
methodology actually doesn’t really change drastically, because basically 2006
curriculum and 2013 curriculum are the revision of 2004 curriculum that still
implement text-based approach in English language teaching.
There is no doubt that the model of English language teaching in Indonesia
should depend on the curriculum design. However, in fact, the practice of ELT
methodology doesn’t always fit in the curriculum design. For instance, in 1950 Indonesian government introduced lingual approach which led to
audio-lingual based curriculum. However, in the field of ELT, even though the aspect of
audiolingual approach was developed, many teachers still employed
grammar-based approach in ELT because of large class issues.4 It was actually the common
issue occured in ELT in Indonesia, however, methodology of teaching is one of
essential factor for acquiring curriculum objective.
There are plenty issues towards mismatch of the implementation of
methodology in Indonesian ELT. The mismatch of methodology employed, the
unqualified teachers, the large classes, and the minimum facility are the main
issues towards ELT in Indonesia. Hence, the government responds the issues by
designing the new policy which hopefully will lead the better result of ELT in
Indonesia.
Designing new curriculum is one government’s response towards the educational issues happen in Indonesia. Based on UU No. 20/2003; PP No 9 2005,
curriculum defined as a set of plans and arrangements regarding the purpose,
content, and teaching materials and methods used as guidelines for
implementation of learning activities to achieve specific educational objectives.5
From this perspective of curriculum, it can be inferred the two essential aspects in
curriculum. The first is plans and arrangements regarding the purpose, content and
materials, the second is the methodology employed for instruction
4 Ibid.
(pembelajaran)6 process. As the meaning of curriculum above, curriculum
revision is one of central strategy to build up better education in Indonesia.
2013 curriculum is the newest curriculum design which was promoted by
the minister of education and culture in the beginning of 2013 to be implemented
in Indonesian formal education. This policy is decided to repair the previous
curriculum goal and process by designing the new objectives and process.
Basically the objectives of 2013 curriculum focuses on the competency-based
curriculum with improving students’ characters formation. Beside that, scientific approach is also the main feature in 2013 Curriculum which is should be adopted
by teachers in their teaching.
Along with the implementation of new curriculum, ELT in Indonesia also
experiences the changes especially in instruction process. New syllabus design,
new book are developed, new form of assessment, and new teaching approach are
designed in 2013 curriculum. As addition, in 2013 curriculum, English subject in
elementary school level is removed as compulsory subject and started at junior
high school with the reduction of time teaching allotment. In this case, English
teachers are the spearhead of ELT based on the implementation of 2013
curriculum in Indonesia especially in the methodology of teaching inside the
class.
Although the syllabus and official handbook have already been designed
and provided by the government, however, teachers require further socialization
towards the implementation of 2013 curriculum in Indonesia, especially in
assessment process and teaching process. Designing lesson plan, implementing
2013 curriculum teaching approach, teaching method, teaching technique, class
atmosphere, and class circumstance which suit the curriculum are the
responsibility of teachers. Big class and grammar translation method are
considered as the common issues which will be faced during implementing ELT
confirming implementation of 2013 curriculum.
6 Dr. Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,
Since the 2013 curriculum was introduced in the beginning of 2013, it has
already been more than two years of this implementation up to now days. There
are many socializations and trainings which already been conducted throughout
teachers training program gradually. Considering the quantity and the length of
2013 curriculum socialization, the English teachers should be capable to
implement it properly. Despite that, the model of ELT methodology should be
based on new curriculum design that is 2013 curriculum that based on scientific
approach which can be in various methodology of teaching such as Discovery
Based Learning, Project Based Learning, and Problem Based Learning, moreover, Junior High school is the first level of English subject as compulsory subject, it is
kind of English teachers’ challenge to implement the new government policy properly.
Moreover, as stated in electronical newspaper that there are three common
problems faced by the teacher in implementing 2013 curriculum that are;
conducting authentic assessment, practicing the scientific approach which is a
fundamental feature of 2013 curriculum, and creating active students during the
class.7 Considering the three major problems above, it can be seen that the
teachers’ problem is very technical problem which actually occurs during the teaching process in class. Therefore, researcher is interested and curious to
observe and analyze further about English Teachers’ Perspectives on the
Implementation of 2013 Curriculum (A Case Study at the Seventh Class of
SMPN 3 South Tangerang in Academic Year 2015/2016) which aims to find
out everything inside the implementation such as the lesson plan, approach,
methodology, teaching technique, and assessment process.
B. The Focus of the Research
Based on what was explained in the background of study above, the main
focuses on this research is on the implementation of 2013 curriculum, in this case,
especially in English Language Teaching (ELT) in Indonesia. As the issue of this
7
research, there is no doubt that there must be factors influence the problem
whether in ELT issue or Curriculum issue.
Start from ELT issue in Indonesia, some factors rise that are; a). Many
methodologies of language teaching were employed in Indonesia, however, the
model of ELT still in a form of conservatives teaching in major, b). The changes
of methodology were not accompanied by limitation of class size which still
remains as the major issue now days, c). The qualification of English language
teacher doesn’t meet the newest methodology employed in major.
C. The Question of Research
Based on the research background above, the research question was as
follow:
How did the English teachers implement the 2013 Curriculum in their
teaching at the seventh class of SMPN 3 South Tangerang?
D. The Objective of Research
The objectives of this research are as followed:
To analyze the implementation of 2013 curriculum seen from teachers’ perspective which mean cover English teachers’ activities, they are:
- The preparation of designing the lesson plan.
- The process of instruction in class.
- The process of assessment.
- The handicaps faced during implementing 2013 curriculum in ELT
E. Research Significance
The results of this research were expected to give some significances not
only theoretically but also practically go to:
1. English language teachers.
2. Students.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Overview
This chapter contained the theoretical which related to this research. It
started with the concept and description and design of 2013 curriculum which is
designed by the government. Next sub chapter contained the characteristic of
2013 curriculum that covered its textbook, lesson plan, instruction approach
(scientific approach), and assessment (authentic assessment).
B. 2013 Curriculum
2013 Curriculum is the newest curriculum implemented in Indonesian
education after the existence of 2006 curriculum for about seven years. The
revision towards 2006 curriculum started in 2012. Many critiques were pointed to
previous curriculum that considered no longer effective to be implemented.1 The
rationale offered to revise 2006 curriculum that based on the future challenge in
21st century that known as science century, knowledge-based society and future
competence. This curriculum was exactly promoted by the Ministry of National
Education and Culture in the beginning of 2013 or in academic year 2013/2014
gradually.2
2013 Curriculum is the further curriculum which is developed based on
the neglect of 2004 curriculum (Competency-Based Curriculum).3 In one chance
the previous Minister of National Education stated that this curriculum is not
competency-based curriculum, but character-based curriculum.4 However, as
1 http://kemdikbud.go.id/kemdikbud/artikel-mendikbud-kurikulum2013, 14th December
2015, at 2.10 pm.
2 Ni Luh Gede Riwan Putri Bintari, I Nyoman Sudiana, and Ida Bagus Putrayasa.
Pembelajaran Bahasa Indonesia Berdasarkan Pendekatan Saintifik (Problem Based Learning) Sesuai Kurikulum 2013 at VII Class of SMP Negeri 2 Amlapura, e- Journal Program Pascasarjana Universitas Pendidikan Ganesha, 2014, Vol. 3, p. 3
3http://smp.labschool.upi.edu/2014/08/fakta-fakta-seputar-kurikulum-2013/.14th
December 2015, at 2.34 pm.
4 Yuyun yulia, An Evaluation of English Language Teaching Programs in Indonesian
stated in 2013 curriculum design that this curriculum is developed base on
standard-based education and competency-based curriculum theory.5 In the
practice, the development 2013 curriculum should be based on those theories.
Here is the characteristic of the competency-based curriculum:
1. Content of curriculum is the competence which is stated in
core-competence (KI) subject and specified furtherly into basic-core-competence
(KD).
2. Core-competence is categorical overview relates to the competence
which should be learned by students in school, class, and subject level.
3. Basic-competence is the competence learned by students for specific
subject and class.
4. The emphasize of character- competence, affective cognitive, affective
psychomotor, and knowledge for education level and subject is signed
by the quantity of basic-competence of subject.
5. Core-competence become organizational competence not a concept,
generalization, topic or something gained from “disciplinary-based
curriculum” or “content-based curriculum” approach.
6. Basic-competence is developed based on accumulative principal,
tightening each other and enriching subject each other.
7. The process of teaching learning based on an effort to master the
competence in satisfied level by watching at the content characteristic
competence that the knowledge is final competence (mastery).
Cognitive and psychomotor aspect is the ability of content mastery that
can be trained. Whether in character aspect is the ability of harder
content mastery to be developed and needs indirect educational
process.
5 I. Wayan As. S. Si, Kurikulum 2013 Perangkat Pembelajaran SMP/Mts Mata
8. The assessment covers whole aspects of competence, formatively form
and the result will be soon followed by remedial to ensure the
competence mastery in satisfied level.6
Therefore, the design of kompetensi inti (KI) and kompetensi dasar (KD)
is much more based on developing good students’ character and capable students.
In July 2014, it was recorded that the implementation of this curriculum
covered almost all of Indonesian schools with the target number is 206.799
schools which consisted of 148.171 elementary schools, 35.597 junior high
schools, 12.403 senior high school, and 10.628 for vocational senior high school.7
This implementation is conducted through curriculum training gradually and
remains up to now days.
1. Characteristic of ELT in 2013 Curriculum
As stated in the appendix of the Ministry of National Education and
Culture law number 68 Year 2013 about basic frame and curriculum structure of
junior high school and Islamic junior high school, clearly presented that
characteristic of 2013 curriculum as below:
2013 curriculum is designed with the characteristic as below:
1. Developing the equilibrium between the development of character,
spiritual, and social, curiosity, creativity, and cooperating with intellectual
and psychomotor competence.
2. School is part of society which gives well planned educational experience
where students can implement what they get from school into real society
and utilize society as learning resource.
3. Developing character, knowledge, and skill, then implement them in multi
situations in school and society.
6 Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, p. 6-7
7 http;//smp.labschool.upi.edu/2014/08/fakta-fakta-seputar-kurikulum-2013./ retrieved:
4. Giving sufficient time allotment for developing various characters,
knowledges, and skills.
5. The competence is presented in a form of core-competence in class and
specified further into subject basic-competence.
6. The core-competence of class become an organizing elements of
basic-competence, which all of basic-competences and teaching learning process
are developed to achieve those competencies stated in core-competence.
7. Basic-competence is developed based on accumulative principal,
reinforced, and enriched between subjects and educational level.8
Beside those characters, there are some feature in 2013 curriculum that
become essential parts in curriculum. The character of 2013 curriculum in ELT
will be portrayed in some essential characteristics such as using scientific
approach in instruction process, adopting authentic assessment in assessing
students, using authentic material in decision of teaching material, centralized
syllabus design by government, and providing guideline textbook for teachers and
students.
a. Text Book
To complete the development of 2013 curriculum comprehensively, the
government through its policy design the textbook for instruction guideline. This
policy of textbook establishment is stated in the Ministry of National Education
and Culture law number 71 Year 2013 about lesson textbook and teachers’ guideline textbook for elementary and junior high school.9 The textbook is
provided for teachers and students. This policy aims to assist the instruction
process with unite material.
As stated in article 1 point 1) that lesson textbook as a book for students
which is proper to be used in learning. For teachers’ textbook is stated in article 1
8 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 68 Tahun 2013:
Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, p. 3
9 Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 71 Tahun
point 2) that teachers’ guideline textbook as teachers’ book which is proper to be
used in teaching process. Based on this decree, hence, the school which
implements 2013 curriculum has to use the book in the instruction process. The
textbook describes the minimum students’ effort to achieve target competence.10 Despite of material of teaching, the textbook for teachers also consists of
teaching guideline. The guideline consists of core and basic competence display,
the characteristic of instruction in each subject, instruction framework, model of
assessment, and teaching activities. Whether in students’ textbook, it only consists
of learning material. The further discussion about English textbook will be in the
next chapter.
For English subject, government also provided two guideline textbooks
that are for teachers and students. The teachers’ book is When English Rings a
Bell. This book is teachers’ book which is prepared by government purposely to implement 2013 curriculum especially for English subject as well. This book
contains four chapters. First chapter tells about the general guideline in teaching
English based on 2013 curriculum including characteristic of teaching English in
2013 curriculum, the model of instruction, form of assessment, and example of
teaching process. The second chapter contains set of English teaching material
which is presented in instruction process. The third chapter contains teachers’ activity in class especially the use of language in presenting the material. The last
chapter contains syllabus of English subject for junior high school.
Same as the name of teachers’ book, students’ book is also When English
Rings a Bell. This book portrays the students’ minimum effort to achieve expected competence. There are eleven chapters in this book. Each chapter
contains the material including the exercise for students. Classroom language and
glossary are also attributed in this book.
10 Bahasa Inggris When English Rings a Bell for VII SMP/MTs, (Kementrian Pendidikan
b. Syllabus and Lesson Plan
In the previous curriculum which was based on school-based curriculum
the design curriculum and syllabus was the authority of each school. School has
the own design of syllabus which designed by teachers, while government was
just as supervisor and developer of KI and KD.11 Whether in lesson plan design,
2013 curriculum provides the outline of lesson plan and developed contextually
by the teachers.12From this stipulation, the teachers’ burden is reduced compared with previous curriculum. Teachers are not demanded to design syllabus and well
serviced by government related to the syllabus, outline of lesson plan and
textbook.
The design of syllabus and lesson plan is comprehensively stated in the
appendix of law of the Ministry of National Education and Culture number 65
year 2013 chapter III. Instruction plan is designed in a form of syllabus and lesson
plan which refers to the content standard. The design of syllabus and lesson plan
refers to the approach adopted.13 Both syllabus and lesson plan should be made
before the instruction process runs.
According to this law, syllabus is the guideline for designing the lesson
framework for each subjects. Syllabus at least consists of:
a. Subject identity
b. School identity
c. Core competence
d. Basic competence
e. Theme
f. Main material
g. Instruction model
h. Assessment
i. Time allocation
11 Kementerian Pendidikan dan Kebudayaan, op.cit. p. 26
12 Bahasa Inggris When English Rings a Bell for VII SMP/MTs, op.cit. p. 11-13
13 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor
j. Material resource
Syllabus is developed bases on Standard of Passing Competence and
Content Standard for elementary and junior high school in specific academic year.
Then syllabus is a guideline used to develop lesson plan.
Lesson plan (RPP) is a plan for instruction process in one meeting or
more. According to the law number 81A year 2013 about the implementation of
curriculum states that lesson plan is the instruction plan which is specifically
designed from single main material or specific theme that refers to syllabus.14
Lesson plan is developed from syllabus for guiding the instruction process for
students in which to achieve the basic competence. It is obligated for each teacher
to develop and design their lesson plans comprehensively and systematically in
order to achieve interactive, inspired, joyful, challenging, efficient learning and
motivate students to actively involve, and gives the sufficient chance for their
initiative, creativity, and independence based on their talents, desires, physics and
psychological growth.15 Lesson plan is designed based on basic competence and
sub theme which is implemented in one meeting or more. Here is the component
of lesson plan design based on this law:
a. School identity.
b. Subject identity or sub theme.
c. Class/semester.
d. Main material.
e. Time allocation decided by considering the time to achieve basic
competence.
f. The objective of instruction deigned based on basic competence by
using operational verb which can be analyzed and measured that cover
character, cognitive, and affective aspect.
g. Basic competence and competence indicator.
14 Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 81a tahun
2013 Tentang: Implementasi Kuriukulum, p. 37
15 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor
h. The material of subject.
i. Instruction method.
j. Instruction media.
k. Material resource.
l. Instruction step are conducted through introduction, content, and
closing process.
m. The assessment of learning process.
[image:31.595.108.516.273.668.2]Here is the example of lesson plan form provided by government.
Table 1. The table of lesson plan design provided by government.
School :
Subject :
Class/Semester :
Material :
Time Allocation :
A. Core Competence (KI)
B. Basic Competence (KD) and Indicator
1. (KD to KI-1)
2. (KD to KI-2)
3. (KD to KI-3)
Indicator:
4. (KD to KI-4)
Indicator:
Note:
KD-1 and KD-2 from KI-1 and KI-2 is not supposedly developed in indicator because both competences are achieved through indirect learning. The indicator is only developed for KD-3 and KD-4 which is achieved through direct instruction process.
C. The Objectives of Instruction
E. Method of Instruction (Details of instruction activity)
F. Media, equipment, and Instruction Resource
1. Media
2. Tools/equipment
3. Learning Resource
G. Steps of Instruction
1. First Meeting:
a. Introduction/Opening (…minutes)
b. Content (...minutes)
c. Closing (…minutes)
2. Second Meeting:
a. Introduction/Opening (…minutes)
b. Content (...minutes)
c. Closing (…minutes), and so on.
H. Assessment
1. Kind/Technique of Assessment
2. Form of Instrument and Instrument
3. Scoring Guideline.
The government also completes the principal in designing lesson plan as
follows:
a. The difference of students ability affected by first ability, intellectual
level, talent, potential, desire, learning motivation, social competence,
emotion, learning style, special needs, learning speed, cultural
background, norm, value, and learning environment.
b. Active participation of students.
c. Students’ centered to encourage their enthusiasm of learning, motivation, desire, creativity, initiative, inspiration, innovation, and
d. The development of reading and writing culture is designed for
developing the reading interest, understanding of various reading types
and expressing in various texts.
e. The feedback giving and evaluation of lesson plan consists of design
of program of positive feedback giving, reinforcement, enrichment,
and remedial.
f. The emphasize in relevance and cohesiveness between basic
competence, material, instruction process, indicator of competence
achievement, assessment, and learning resource put in unite of learning
experience.
g. Accommodating thematic learning, cohesiveness across-subject, across
learning aspect in unity of learning experience.
h. Implementing integrated technology, information, and communication
systematically, and effectively based on situation and condition.
c. Scientific Approach
Dealing with the method and procedure in 2013 curriculum, it will talk
about the model of instruction model which is related to the approach, and method
used. Actually the procedure in instruction implementation is stated in the law of
the Ministry of National Education and Culture number 65 year 2013 chapter and
chapter III and IV about instruction implementation.
Based on the standard of passing competence, the objective of instruction
covers the development of character, cognitive, and students’ skill which is elaborated annually. According to the vise of Ministry of National Education
statement in the concept and implementation of 2013 curriculum that scientific
approach should be implemented in every instruction to develop students’ creativity.16 Actually, this approach is chosen as the following of process standard
of Indonesian education in 2013 curriculum that covers three main aspects that are
16 Kementerian Pendidikan dan Kebudayaan, Paparan Wakil Menteri Pendidikan dan
character, cognitive, and psychomotor aspect.17 Each aspects has the gradation of
activities as the table below:
Table 2. The table of gradation of three main aspects in 2013 curriculum with their specific activities.
Character Cognitive Psychomotor
Receiving Recalling Observing
Operating Understanding Questioning
Appreciating Implementing Attempting
Inspiring Analyzing Arguing
Applying Evaluating Presenting
Creating
Approach is defined as a particular way of thinking about or dealing with
something.18In 2013 curriculum, scientific approach in the instruction as
explained above.
This scientific approach was firstly introduced by America in last of 19s
century, as the emphasizing towards the formalistic laboratory approach which
direct to the science facts.19 In the practice scientific approach is also known as
scientific method that defined by Edmond in Xiaowei Tang et.al as the method to
specifically denote the accounts of scientific process steps that are central to many
inquiry models and infuse policy, curriculum and instruction.20
This scientific approach guides and assists the teachers and curriculum
developer to advance and fix the instruction process through breaking the process
into the specific steps that consists of set of instructions for students in learning
activity. According to the directorate of Senior High School development stated
17 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor
65 tahun 2013. op.cit. p. 3
18 Macmillan English Dictionary for Advance Learners, International Student Edition,
(London: A division of Macmillan Publishers Limited, 2002), p.57
19 Lulu Anggi Rhosalia, Pendekatan Scientific Dalam Pembelajaran Tematik Terpadu,
(UNESA, 2014), p. 3
20 Xiaowei Tang, et.al, The scientific Method and Scientific Inquiry: Tension as in
[image:34.595.104.517.180.470.2]that scientific approach is kind of instruction models which adopts scientific steps
in constructing knowledge through scientific method.21 From those theories and
definitions of scientific approach it can be assumed that scientific approach in
2013 curriculum is a belief in instruction process that become an fundamental
guideline for instruction activities inside class by several scientific instructions
provided by teachers to students.
Scientific approach as stated above consists of several instructions. Based
on vise of Ministry of National Education statement in that scientific approach
consists of five main scientific activities that are; observing, questioning,
experimenting, associating, and networking.22 These activities or instructions have
an own objective in the instruction process. Still stated in the paper of senior high
school development directorate that explained those activities as below:
1. Observing aims to make the instruction tightly relates to the daily real
context. The process of observing the fact or phenomenon covers the
discovering, seeing, listening, reading, and scrutinizing information.
Example:
Students observe pictures or video the people body language who still
shaking hand each other or listening the self-introduction in English.
2. Questioningconducted as one of developing students’ knowledge process
in a form of concept, principal, procedure, law, and theory. This activity
aims to create students have a critical thinking skill, logic, and systematic.
This process can be conducted through discussion, work in group, and
class discussion.
Example:
Students discuss when, where, who with, and what people say when they
are having conversation about introducing self in video or picture.
3. Experimenting is quietly useful to enhance the students’ curiosity in developing creativity, communication skill. This activity can be conducted
21 Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, Naskah Bahasa Inggris, p. 5 22 Kementerian Pendidikan dan Kebudayaan, Paparan Wakil Menteri Pendidikan dan
through reading other resource of information excluding textbook,
observing activity, event or specific object, obtaining information,
analyzing the data, and presenting it through written, text, or picture based
on basic competence characteristic.
Example:
Students try to introduce their selves in English, start with rehearsing the
sentence, completing the missing conversation, until introducing their
selves to their classmates.
4. Associating aims to construct the students thinking ability and scientific
action. The activity can be designed by teachers through specific
manipulated situation, so that students perform the activity such as
analyzing data, categorizing, making category, concluding, and predicting
by using work paper, discussion or practice.
Example:
Students compare the model of introduction in Indonesian language and
culture with English language and culture, and concluding the similarity
and the difference.
5. Communicating is a means to expressing the conceptualization result in
oral, written, picture, diagram, chart, or manner. This activity purposely
conducted to create students to be able to communicate knowledge, skill,
and their implementation, and students’ creation through presentation, and
report.23
Example:
Students communicate the discussion result which talks about the
comparison of introduction model between Indonesian language and
culture with English language and culture in English.
Those activities should be implemented in teachers’ teaching and
systematically written on their lesson plan. Scientific approach doesn’t only emphasize the result of instruction process, but also focus on the process of them.
Therefore, teachers have to pay more attention in students’ learning process in every meeting in the class.
In the context of ELT based on scientific approach, teachers have to create
activities which help students to comprehend the content of the text, including the
roles of people involved, the purposes of the text, the function of the text, and the
type of situation.24 Therefore, the context of ELT that focus on language skill,
scientific approach requires students to produce text, after observing, questioning,
and analyzing. It can be concluded that in 2013 curriculum text-based theory is
still being adopted in language teaching especially ELT. The practice of this
theory in ELT is developed based on children language acquisition in systematic
functional model which shows how children learn language and produce the
text.25 This theory is relevant to the scientific approach considering the features
and characteristic of text-based.
Related to the method or the model of ELT based on scientific approach,
at least there are three common model used, they are discovery based learning,
project based learning, and problem based learning.26 The brief further
explanation about these models is below.
1. Discovery Based Learning.
Discovery based learning is the theory of learning that locate the students
as an active student in constructing the expected knowledge. The common steps in
implementing this model are:
a. Creating stimulus.
b. Preparing problem statement.
c. Collecting the data/ experiencing.
24 Kementerian Pendidikan dan Kebudayaan: Badan Pengembangan Sumberdaya
Manusia Pendidikan dan Kebudayaan dan Penjamin Mutu Pendidikan, Konsep Pendekatan Ilmiah Dalam Pembelajran Bahasa Inggris, p. 11
25 Atmazaki, Implementasi Kurikulum 2013 Mata Pelajaran Bahasa Indonesia: Pola Pikir,
Pendekatan Ilmiah, Teks (Genre), dan Penilaian Otentik, Proceeding of the International Seminar on Languages and Arts, ISLA-2, 2013, p. 19
d. Analyzing the data.
e. Verifying the data.
f. Drawing the conclusion.
2. Project Based learning.
This model of learning is kind of learning method that take the problem as
the first step in gathering and integrating new knowledge based on empirical
experience in doing real activities. Here are the steps in this method
implementation:
a. Deciding basic question.
b. Designing project plan.
c. Arranging the schedule.
d. Monitoring the activity and project progress.
e. Examining the result.
f. Evaluating the activities/ experiences.
3. Problem Based Learning.
This method is almost the same as the previous method. The similarity that
both of the methods use problem as basic instruction, while the difference that in
this method isn’t provided by producing the project which is the result of problem
solving. Here are the steps of the problem based learning:
a. Conditioning students into problem.
b. Organizing instruction activity.
c. Guiding individual and group investigation.
d. Developing and presenting work result.
e. Analyzing and evaluating the process of problem solving.
The choosing of these learning model as the implementation of scientific
approach requires deep analysis based on the characteristic of competence and
about the concept of designing the lesson plan with the syllabus despite of many
common challenges in teaching.
d. Authentic Assessment
Along with the implementation of 2013 curriculum, the Ministry of
National Education and Culture through its law number 65 year 2013 chapter IV
adopts authentic assessment as the assessment of instruction process. This
assessment assesses students’ readiness, process, and result of complete learning.27 The different characteristic and format of authentic assessment
between previous form curriculum assessment is also attributed in this curriculum.
The result of authentic assessment can be used by the teachers to plan
remedial program, enrichment, and counseling service. Besides that, it can be also
used as the substance to repair the instruction process based on the standard of
educational assessment. Here is further explanation relates to Authentic
assessment.
Authentic means accurate or based in fact.28Assessment is defined as the
process of making a judgement or forming an opinion, after considering
something or someone carefully.29 Form the literal definition above, authentic
assessment can be defined as the process of judging or valuating something or
someone based on real condition by considering the aspects carefully.
Authentic assessment is defined by many educational language experts so
far. O’Malley and Pierce in Hana stated that authentic assessment as the multiple
forms of assessment reflecting students’ learning, achievement, motivation, and attitudes toward classroom instructional activities.30 Another definition about
authentic assessment is stated by Newman, Brandt and Wiggins in Bruce that
assessment is authentic when it measures products or performances that having
27 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor
65 tahun 2013.op.cit. p. 11
28 Macmillan English Dictionary for Advance Learners.op.cit. p.78 29Ibid., p.70
30 Hana Yulinda Fithriyani, Implementing Authentic Assessment: A Challenge for English
meaning or value beyond success in school.31 Herman and friends in Di Martino
et.al also stated that in general, performance assessments can be thought of
assessment that require students to actively accomplish complex and significant
tasks, while bringing to bear prior knowledge, recent learning and relevant skills
to solve realistic or authentic problems.32 The last definition comes from Cohen
et.al in in Fitri and Sofwan that authentic assessment as the assessment which uses
real evidence from real situation rather than through the use of tests.33 From these
definitions relate to authentic assessment, it can be seen as the process of
assessing students through several designed instructions or tasks that reflect their
learning, and achievement in solving and treating real world or fact.
Authentic assessment is also referred to alternative assessment. Many
terms are also attributed to authentic assessment such as: informal assessment,
performance assessment, descriptive assessment, and direct assessment.34 From
this statement, it can be realized that authentic assessment can be implemented
and performed in many ways. However, teachers as the spearhead of curriculum
implementation and assessor have to completely understand about the
characteristic of authentic assessment such as the rubrics, scale, and what to be
assessed.
Dealing with the implementation of 2013 curriculum, authentic assessment
is highly relevant with the scientific approach. This assessment considered can
portray the students’ learning progress in five steps of scientific approach that are
observing, questioning, experimenting, associating, and networking.35 This
authentic assessment more focus on complex and contextual tasks, that create
31 Frey, Schmitt, & Allen, Defining Authentic Classroom Assessment, Practical
Assessment, Research and Evaluation, Vol. 17, No. 2, 2012, p. 2
32 Joe Di Martino, et.al, Authentic Assessment, Principal’s Research Review Supporting
the Principal’s Data-Driven Decision, Vol. 2, 2007, p. 2
33Aliningsih, F. & A. Sofwan. 2015. English Teachers‘ Perceptions and Practices of
Au-thentic Assessment. Language Circle: Journal of Language and Literature, X/1, p. 20
34 Else V. Hamyan, Approaches to Alternative Assessment, Annual Review of Applied
Linguistics, New York: Cambridge University Press, 1995, p. 213
students to show their competences which cover character, cognitive, and
psychomotor aspect.
As explained above that authentic assessment is conducted through several
ways or techniques. O’Malley and Pierce mentioned that the techniques which are
included as authentic assessment, such as oral interviews, story or text retelling,
writing samples, projects and exhibitions, experiments and demonstrations,
constructed response items, teachers’ observations and portfolios.36 Hence, to
obtain students’ achievement can be conducted through the techniques above with a belief that authentic assessment is beneficial to provide clear information of
students’ achievement.
The implementation of authentic assessment should be based on these
principals, they are:
1. The assessment process should be in unseparated from the instruction
process or not apart from instruction.
2. The assessment should portray the real world problems, not a school-work
of problems.
3. The assessment should use the various measurements, method and criteria
which suit with the characteristic and essence of learning experience.
4. The assessment should be in holistic nature that covers all of instruction
objectives aspects (affective, psychomotor, and cognitive).
In ELT, the authentic assessment can be conducted through the various activities
for checking the students’ understanding. English learners need various activities to demonstrate their understanding about the concepts learned. O’Malley and Pierce proposed some examples of authentic assessment in students’ action in ELT which can be observed and documented:
1. Oral Interviews
Teachers ask students questions about personal background, activities,
readings, and interests.
2. Story or test retelling
Students retell main ideas or selected details of text experienced through
listening or reading.
3. Writing samples
Students generate narrative, expository, persuasive, or reference paper.
4. Projects/exhibitions
Students complete project in content area, working individually or in pairs.
5. Experiments/demonstrations
Students complete experiment or demonstrate use of materials.
6. Constructed-response items
Students respond in writing to open-ended questions.
7. Teacher observation
Teachers observe student attention, response to instructional materials, or
interactions with other students.
8. Focused collection of student work to show progress over time.37
The further example about authentic assessment activities is explicitly
stated in directorate of Senior High School development paper. Authentic
assessment activities are students read authentic text, write authentically about
meaningful topics, and involve in authentic literacy tasks such as discussing short
story book, creating journal, writing message, and editing the text into correct
structure and proper social context.38 Besides, the authentic assessment also
concerns on thinking ability, instruction process, and final result from instruction
process.
Still in directorate of Senior High School development paper, that there are
five main dimension of authentic assessment in ELT according to Gulikers,
Bastiaens, & Krischner, they are:
37 Office of English Language Learning and Migrant Education, Authentic Assessment,
Indiana Department of Education, Indianapolis, p. 3
1. The form of assessment should be relevant and represent the knowledge
and skill of students.
2. The physics environment should present how the skill of language usage
really used.
3. The social context should present how the language skill will be used.
4. The result of students’ performance should be included in result of assessment.
5. The criteria of assessment should be based on students’ competence level which is settled in basic competence.39
The assessment in every single subject focuses on three major aspect
competences that are cognitive, affective, and psychomotor. The government
already provided the guideline of assessing format which is stated in law number
81a year 2013. Each competence has the own characteristic format of assessment.
For cognitive competence and psychomotor competence use the scale 1-4
(multiple 0.33), while affective competence uses the scale Very Good (VG), Good
(G), Fairly Good (FG), and Less (L). Here is the table of scoring conversion for
[image:43.595.103.519.284.716.2]each competence.
Table 3. The table of assessment form related to the scoring activities provided by government.
Predicate
Competence Score
Cognitive Psychomotor Affective
A 4 4 VG
A- 3.66 3.66
B+ 3.33 3.33 G
B 3 3
B- 2.66 2.66
C+ 2.33 2.33 FG
C 2 2
C- 1.66 1.66
D+ 1.33 1.33 L
D 1 1
The minimum standard for psychomotor competence and cognitive competence is
2.66 (B-), and for affective competence is B (Good).
C. Previous Related Studies
This chapter contains some previous studies which have similar
characteristic with my research. The similarity can be in the subject of study,
variable, and also the type of research. The presence of some previous related
studies purposely to give the comparison of research. It can be used as the
reference and also the guideline. Here are three previous related studies:
First research is Implementasi Pendekatan Saintifik dalam Kurikulum 2013
pada Siswa Kelas II SDN Prembulan, Pandowan, Galur, Kulon Progo by Ika
Budhi Utami. This research portrayed the implementation of scientific approach
as one of 2013 curriculum characteristic in one school. The process of designing
the lesson plan, instruction process, assessment process, and overcoming the
handicap of implementation 2103 curriculum are the main focus of this study. The
using of qualitative research also strengthens the similarity with my research.
Although there are some similar characteristics with my research, however, the
place, time, and variable of research that is English language subject differentiate
between this research with my research.
Second research come from Sahiruddin who has written The
Implementation of the 2013 Curriculum and the Issues of English Language
Instruction in Indonesia. This research talks about the critique of and evaluation
of 2013 curriculum in English language teaching in Indonesia. The course of
Indonesian curriculum from the beginning up to the newest curriculum in English
language teaching was studied well in this research. Some common problems in
Indonesian ELT were also studied. 2013 curriculum and English language
complexity of research which is about the implementation of 2013 curriculum in
the field that covers preparation of lesson plan design, instruction process, and
assessment process are not included in this research.
