ABSTRACT
ANALYZING STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH TEACHING LEARNING PROCESS
AT THE SEVENTH GRADE OF SMP N 2 BANDAR LAMPUNG
By
DECI FAJRIANTI
Curriculum is the most important element in an education. The curriculum in Indonesia itself has been changing and developing over time. Now the government issued a new curriculum that is the 2013 curriculum in which has pro and contra in education world and society. The fear on the implementation of the 2013 curriculum is perceived by educators in Indonesia and also the parents. Most of the teachers are questioning the readiness of the teacher in the face of the 2013 curriculum. Parents also have the same sense of anxiety, in which parents fear about their children's future. According to Suyanto (2013:169) if a nation wants to create a curriculum that can deliver the learners become successful people, the curriculum must also provide a menu of learning which includes other aspects than intelligence, such as attitudes, behavior, personality, diversity, character, and muscle memory. Those aspects are found in the 2013 curriculum.
CURRICULUM VITAE
The writer, Deci Fajrianti was born on December 11th 1992 in Curup, Bengkulu. She is the second of the four children of a happy couple Mr. Ariwan and Ms. Sri Puji Astuti.
She spent her childhood and most of her teenage life in Bandar Lampung. She started her study from kindergarten at TK‘Aisyiyah Bustanul AthfalLahat and graduated in 1998. In the same year, she continued to elementary school at SD Negeri 45 Lahat, then moved to SD Negeri 3 Perumnas Kalianda, and graduated in 2004 at SD Negeri 3 Perumnas Way Kandis Bandar Lampung. After graduating from elementary school she continued to secondary at SMP Al-azhar 3 Way Halim and went to SMA Al-azhar 3 Way Halim Bandar Lampung in 2007 until 2010.
“As long as you did the best ALLAH will handle the rest”
-Dr. Bilal
Philips-“Your life does not get better by chance, it gets better by change.”
-Jim
Rohn-“Happiness isn’t about getting what you want all the time. It’s about loving
what youhave and being grateful for it.”
-Anonymous-ACKNOWLEDGEMENTS
All praises to Allah SWT, the most merciful and beneficent for his blessing and mercy that the writer is able to finish her script. Greeting is never forgotten, praise upon Prophet Muhammad S.A.W., and his family, followers and Muslims.
Gratitude and honor are addressed to all persons who have helped and supported the writer until the completion of this research. Since, it is necessary to be known that this research will never have come into its existance without any supports, encouragement and assistances by several outstanding people and institutions. Therefore, the writer would like to acknowledge his respect and best gratitude to:
1. Hery Yufrizal, M.A., Ph.D. as the first advisor, for his ideas, criticism, motivation and guidance and carefulness in correcting the writer’s research.
4. Dr. Ari Nurweni, M.A. as the Chairperson of English Education Study Program and all lecturers of English Education Study Program especially for Prof. Ag. Bambang Setiyadi, M.A., Ph.D. as her academic advisor for their kindness, advice, and help during her study in English Education. 5. Euis Tati Darnati, S.Pd., as the headmaster of SMP N 2 Bandar Lampung
for giving the writer permit to conduct the research.
6. Hj. Sri Harti, S.Pd., M.M., as the English teacher who had given chance to conduct the research and the first grade students of SMP N 2 Bandar Lampung for their help and participation during the research process. 7. All the writer’s friends of English Education Study Program 2010
generation, especially for Melina Sari, Kartika Wulandari, Nurul Aini, and Novia Riska Boru Sinaga, thank you so much for your time in sharing joy and sorrow also jokes and laughter during four years in this University. 8. The writer’s friends in PPL and KKN program, Tetty Purnama Hutabarat,
Tiara Belina, Ni Made Rika Ambarwati, Heni Mei, Fiska Aulia Rahmah, Riyo Nurbuana, Dimas Rahmat Rafendy, Dhanar Aditya Nugraha, and Arifal Paslah. Thank you for unforgetable memories that we had been through together for about three months.
9. Roby Wijaya as the third advisor, thanks a lot for your love and support. 10. Mr. Ariwan, S.E. and Mrs. Sri Puji Astuti who become wonderful parents
11. Naili Adilah Hamhij and Indah Nurhasanah thank you for your cooperation and support in completing this script.
Finally, the writer believes that this script is still far from perfection. There may be weakness in the research. Thus, comments, critiques, and suggestion are always opened for better research. Somehow, the writer hopes this research would give a positive contribution to the educational development, the readers and to those who want to accomplish further research.
Bandar Lampung, 19 September 2014
The writer,
In the name of Allah, the beneficent and merciful
This script is proudly dedicated to:
My beloved parents, Ariwan and Sri Puji Astuti
My beloved brother Arfan Dedi Handoko
My beloved sisters Yulianti Devitasari and Dini Anggraini
My big family
TABLE OF CONTENTS ABSTRACT CURRICULUM VITAE MOTTO ACKNOWLEDGEMENT DEDICATION
LIST OF TABLES LIST OF APPENDICES
I. INTRODUCTION
1.1 Background ...1
1.2 Research Questions ...13
1.3 Objectives... 13
1.4 Uses... 14
1.5 Scope...14
1.6 Definition of Terms... 15
II. LITERATURE REVIEW 2.1 Perception ...16
2.2 Concept of the 2013 Curriculum ...17
2.3 The supporting part on the Implementation of 2013Curriculum....21
2.4 Characteristics of the 2013 Curriculum ...23
2.4.1 Approach of the 2013 Curriculum ... 24
2.4.2 Method of the 2013 Curriculum ... 25
2.4.3 Time Allocation ... 28
2.4.4 Evaluation ... 28
2.5 The 2013 Curriculum English Syllabus... 31
2.6 The 2013 Curriculum English Lesson Plan ...33
2.7 Teachers’ Role in the 2013 Curriculum...34
3.1.2 Descriptive Research ...39
3.2 Population and Sample ...40
3.3 Data Collecting Technique ...40
3.4 Procedures...41
3.5 Validity and Reliability of the Data ...42
3.5.1 Validity ...42
3.5.2 Reliability...43
3.6 Research Instrument ...44
3.6.1 Observation ...44
3.6.2 Questionnaire ...44
3.7 Data Analysis ...44
3.8 Research Schedule ...45
IV. RESULTS AND DISCUSSIONS 4.1 Result ...46
4.1.1 Result of Reliability ... 47
4.1.2 Result of Observation ... 48
4.1.3 Result of Questionnaire ... 49
4.2 Discussion... 52
V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions... 58
5.2 Suggestions ... 59
LIST OF TABLES
Tables
Page
Table 4.1The students’ perception toward the teacher... 49
Table 4.2The students’ perception toward English teaching method... 50
Table 4.3The students’ perception toward learning support... 51
Table 4.4The students’ perception toward evaluation... 51
Appendix 1 Reliability Statistics Appendix 2 Standard Deviation Appendix 3 Questionnaire
Appendix 4Lembar Observasi Kegiatan Guru Appendix 5Sample of Students’ answer Appendix 6Students’ questionnaire
I INTRODUCTION
This chapter describes the background of the curriculum in Indonesia. It also consists of formulation of the problem, research question, objectives, uses, scope and definition of terms. Here are the points classified as in the followings.
1.1 Background
forming attitudes, the process of internalization or the process of forming habit that can only be known through a certain procedure and tools are believed to represent the construct in question.
Curriculum has a very important role as a guide to success for an educational system. Without suitable and appropriate curriculum, it will be difficult to achieve the goals and objectives of educational desire. The curriculum in Indonesia itself has been changing and developing over time from 1947 to 2013. The curriculum changes would be accompanied by the different educational goals because in each of these changes there is a specific goal to be achieved to advance our national education. The changes in the educational curriculum in Indonesia and the objectives that want to achieve can be described as follows:
1. 1947 Curriculum
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2. 1952 Curriculum
After Retjana Pelajaran1947, in the 1952 curriculum in Indonesia was modified. The 1952 curriculum was called Rentjana Pelajaran Terurai 1952. This curriculum was approaching to a national education system. The most prominent feature of the 1952 curriculum was each lesson plan should pay attention to the content of the lessons associated with everyday life.
3. 1964 Curriculum
Towards 1964, the government tried again to enhance the curriculum system in Indonesia. It was calledRentjana Pendidikan 1964. The main ideas of the 1964 curriculum which is become characteristic of this curriculum is that the government has a desire for people to get academic knowledge to equip the elementary school level. So that, the learning centered on Pancawardhana program that includes the development of creativity, taste, intention, work, and moral (Hamalik, 2004). Subjects were classified into five groups of subjects: morality, intelligence, emotional / artistic, craft (skill), and physical. Basic education is more emphasis on practical knowledge and functional activities.
4. 1968 Curriculum
skills. The 1968 curriculum is a manifestation of a change in the orientation of the 1945 implementation of a genuine and consistent. In terms of educational objectives, the 1968 curriculum aims that emphasized education in an effort to establish the Pancasila true man, strong, and healthy body, enhancing intelligence and physical skills, morals, manners, and religious beliefs. Content of educational directed on the activities to improve intelligence and skills, and develop a healthy and strong physic.
5. 1975 Curriculum
The 1975 curriculum emphasizes the goal, making education more efficient and effective. "The background is the influence of concept in management field, namely MBO (management by objectives) being the most famous. Methods, materials, and teaching purposes specified in procedure Instructional System Development (ITS). In general instructions, specific instructional objectives, learning materials, learning tools, learning activities, and evaluation should be detailed by the teachers. The 1975 curriculum was heavily criticized. Teachers contrived busy writing details of what will be achieved from each learning activity.
6. 1984 Curriculum
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enhanced". The students' position placed as a subject of study. That is observing something, classify, discuss, to report. This model is called the Active Student Learning Method or Student Active Learning.
The 1984 curriculum is oriented to instructional purposes. Based on the view that the provision of learning experiences to the students in a very limited study time at school to be really functional and effective. Therefore, before selecting or determining instructional materials, the first should be defined is what the goal should be achieved by the students.
7. 1994 Curriculum
The 1994 curriculum as curriculum improvement made in 1984 and implemented in accordance with Law no. 2 of 1989 on National Education System. This curriculum has an impact in a time sharing system, namely by changing from a semester system to the quarter system. The quarter system expected to provide opportunities for the students to be able to receive the subject matter quite a lot. The purpose of teaching emphasizes on understanding concepts and the ability to solve the problems and problem solving.
8. 2004 Curriculum
preparing individual to perform-identified competencies (Scharg in Hamalik, 2000: 89). This implies that education refers to the effort to prepare individuals who are able to perform the predetermined competencies. The implication is the need to develop a competency-based curriculum as a guide in learning process.
Competency based curriculum oriented to: (1) the expected outcomes and impacts which appear to self-learners through a series of meaningful learning experiences, and (2) the diversity that can be manifested according to his needs (Pusat kurikulum, 2002a). The objectives emphasize the achievement of student competence both individually and classical.
9. 2006 Curriculum
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assessment system are under the authority of the education unit (school) under the coordination and supervision of District / City.
The purpose of this KTSP includes national education goals as well as compliance with the distinctiveness, condition and potential of the area, the education unit and learners. Therefore, the curriculum prepared by the education unit to allow adjustment of educational programs to the needs and potential in the area. The purpose of these Guidelines for Developing KTSP to become a reference for the education unit SD / MI / SDLB, SMP / MTs / SMPLB, SMA / MA / SMALB, and SMK / MAK in the preparation and development of curriculum that will be implemented at the level of the educational unit concerned.
Although the curriculum has been changed from many years, in fact, the history records that any curriculum changes that occur have never been able to create improvements to the national education system is fundamentally and significantly positive impact, even excellence that is capable of lifting a positive image that is marked by the increasing quality of education in Indonesia. The latest curriculum for Indonesia’s education is the 2013 curriculum. This curriculum change is obviously expected to be able to increase Indonesia’s education in this globalization era.
Tanya Jawab dan Opini book, this curriculum has three characteristics. First, competence determined in advance based on the needs, and then subject area. Second, the 2013 curriculum has more intact approach, based on the creativity of the students. The 2013 curriculum integrated which composed between one subject to another, so that the three main components of education, they are: attitudes, skills, and knowledge are used as reinforcement in the character formation of the students. Third, the 2013 curriculum competencies at each level elementary, junior high school, and senior high school is designed in continuous and intact.
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minutes); (vii) Load hours of lessons per week: elementary school (Class I = 30 hours = 32 hours of class II, class III = 34, class IV, V, VI = 36 hours), junior high school= 38 hours, and senior high school = 39 hours.
(Permendikbud 2013)
Besides that the notable difference lies in the subject matter, where the curriculum in 2013 using integrated thematic approach. If in the KTSP, syllabus development activities under the authority of the education unit, but in the 2013 curriculum syllabus development activities shifted to government authority, except for certain subjects which have been specifically developed in the educational unit concerned. It will increase the effectiveness of learning because the teacher is not busy anymore with the preparation of the syllabus.
from teacher-centered learning into the learner-centered learning. The curriculum also includes extracurricular activities.
Law No. 20 (2003) on National Education System states that the curriculum is a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used to guide the implementation of learning activities to achieve specific educational goals. Based on this definition, there are two dimensions of the curriculum, the first is a plan and setting the objectives, content, and material, while the second is the means used for learning activities. The 2013 curriculum will be effective implemented from the academic year 2013/2014 meets the both dimension (Permendikbud No.68B th 2013).
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personality, diversity, character, and muscle memory. It is found in the 2013 curriculum.
Although many doubts in this 2013 curriculum, Mohammad Nuh as Education and Culture Minister says that the implementation of the 2013 curriculum cannot be postponed and must be started in this new academic year, if it is not implemented immediately, the future generation of the nation into a great bet. The 2013 curriculum as an improvement of the previous curriculum which must be immediately enforced even if the public has not seen the results of the scientific research that states the quality of our educational curriculum continues to decline due to errors existing curriculum (Hafis Abbas 2013:113).
The quality of a teacher is a key of the success in teaching learning process. The school in this study is one of a pilot school, in which the teachers have qualified in their respective fields. In this study, the researcher took sample of the seventh grade which already implemented this 2013 curriculum. English teachers who taught in the seventh grade consisted of three teachers, which all of them got the training to implement the 2013 curriculum in that school. The training helped the teachers to understand this new curriculum and can applied it properly.
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2013 curriculum, that is to prepare Indonesian people to have life skills as individuals and faithful citizens, productive, creative, innovative, and affective and able to contribute in society life, nation, state, and world civilization. This is a new experience for the teachers and the students in the implementation of the 2013 curriculum, where they are as a measure in the success of the 2013 curriculum.
The students are one of the most parts that feel the impact of a change in the curriculum. Because any changes to the curriculum in Indonesia is aimed for the sake of better outcomes for the students in Indonesia.
Referring to the background, the researcher is going to investigate what are the students' perceptions about the implementation of the 2013 curriculum for the seventh grade of junior high school.
1.2 Research Questions
How do the students perceive the learning English by using the 2013 curriculum in terms of: the teacher, English teaching method, learning support, evaluation and learning environment?
1.3 Objectives
students’ perception on the teacher, English teaching method, learning support, evaluation and learning environment.
1.4 Uses
1.4.1 Theoretically
This research is to give the information to the readers about the students’ perception on the implementation of 2013 curriculum at Junior High School.
1.4.2 Practically
This research is as the consideration for the schools and each education authority in applying the 2013 curriculum in Junior High Schools.
1.5 Scope
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1.6 Definition of Terms The 2013 Curriculum
A continuation of a competency based curriculum that has been initiated in 2004 to include competences attitudes, knowledge, and skill in an integrated manner. Competency based curriculum is designed to anticipate the needs of 21st century competencies.
Perception
Perception is process by which the individual organizes and makes sense of his/her sensory (see and hear) experience (Page and Thomas 1978:26).
Implementation
Implementation of the 2013 curriculum is an attempt to develop the ability of students to have life skills as individuals and faithful citizens, productive, creative, innovative, and affective and able to contribute life in society, nation, state, and world civilization.
This chapter discusses several points: perception, concept of the 2013 curriculum, the supporting part on the implementation of the 2013 curriculum, the characteristics of the 2013 curriculum, the 2013 curriculum syllabus, the 2013 curriculum lesson plan, teachers’ role in the 2013 curriculum, students’ role in the 2013 curriculum. They are described in the followings.
2.1 Perception
There are several assumptions about perception. One of them is mentioned by Moskowitz and Orgel (1969:158). They describe perception as follows:
You are walking along a street, you see a figure approaching and you recognize as that of a close friend. The recognition is perception but you would be at loss if you were asked to indicate the specific stimulus which lead to your perception-was it the shape of figure, a manner of walking, a way of holding the head, the familiar article dress, or some combination of them?
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perception is a process by which the individual organizes and makes sense of his/her sensory (seeing and hearing) experience.
From previous definition and explanation above, it can be concluded that perception is a process to interpret the information related to his/her experience as the result of physical stimulation of the sense organs (by seeing and hearing). It includes a specific idea, concept, and impression. It means that, when someone gives a response on something he/she involves his/her specific idea, concept, and impression he/she will get knowledge and understand something. The understanding and knowledge that was obtained is called someone’s perception.
Here, the researcher asserts that perception is the recognition of things by using the sense, especially the senses of seeing and hearing. It is about perception of what he/she experienced, which gives an impression to him/her.
2.2 Concept of the 2013 Curriculum
According to Permendikbud No.68B th 2013, the 2013 curriculum was developed based on the following factors:
1) Internal Challenges
Internal challenges are related to the state of education associated with the demands of education, which refers to the eight of the Education National Standards which includes standard content, standard process, standard competence, standard educator and education personnel, facilities and standard infrastructure, standard management, standard financial, educational and assessment standards. Other internal challenges are related to the efforts so that human resources which are abundant productive age in Indonesia can be converted into human resources that have competencies and skills through education so it is not become a burden.
2) External Challenges
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3) Mindset Improvement
a. Pattern of teacher-centered learning into the learner-centered learning. The learners should have choice for the materials being studied to have the same competences;
b. Pattern of one-way learning (teacher-student interaction) into an interactive learning (interactive teacher-student-society-environment nature, source / other media);
c. Isolated learning pattern into learning networks (learners can gain the knowledge from anyone and from anywhere that can be reached and obtained via the Internet);
d. Pattern of passive learning into active learning-seeking (students actively seeking a learning model is reinforced by science approach);
e. Pattern of learning individually becomes a learning group (team-based); f. Pattern of learning from a single tool into learning multimedia-based; g. Pattern of mass-based learning into the needs of customers (users) to
promote the development of specific potential of every learner;
h. Pattern of single science (monodiscipline) into plural science (multidisciplines), and
i. Pattern of passive learning becomes critical learning.
4) Strengthening Governance Curriculum
Madrasah Tsanawiyah changed in accordance with curriculum in educational unit. Therefore, in the 2013 curriculum carried strengthening governance as follows:
a. Teachers’working procedures that are individually converted into a work order that is collaborative;
b. School management strengthening through capabilities management strengthening of headmaster as educational leaders; and
c. The infrastructure strengthening for the benefit of management and the learning process.
5) Material Reinforcement
Material Reinforcement is done by the deepening and expansion of relevant material for the learners.
Legal bases of developing the 2013 curriculum: 1. Constitution of the Republic of Indonesia (1945); 2. Law No. 20 (2003) on National Education System;
3. Law No. 17 (2005) on the National Long-Term Development Plan, and all the provisions set forth the National Medium Term Development Plan; and 4. Government Regulation No. 19 (2005) on National Education Standards, as
amended by Government Regulation No. 32 (2013) regarding Amendment to Government Regulation No. 19 (2005) on National Education Standards.
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2.3 The Supporting Part on the Implementation of the 2013 Curriculum In implementing this 2013 curriculum, there are many supporting parts that can support the success of this curriculum but in this research the researcher focuses on five supporting parts as follows:
1) The Teacher
Teachers have a duty not only to teach but also to educate. According to the Law no. 14 of 2005 "Teachers are professional educator with the primary task of educating, teaching, guiding, directing, train, assess, and evaluate students on early childhood education, formal education, elementary education, and secondary education." The duty of a teacher is needed in the education system, the teacher is a bridge towards a success in the education world. In other words, the quality of a teacher reflects the quality of an education.
2) English Teaching Method
according to their talents, interests, and physical and psychological development of the learners to increase students' competences.
3) Learning Support
Learning support or media are important factors and needed to support the learning process in the classroom. According to Purnamawati and Eldarni (2001:4) the media are anything that can be used to deliver a message from the sender to the receiver. So, it can stimulate the thoughts, feelings, concerns and interests of students so that learning occurs. Meanwhile, according to Wijaya and Rusyan (1994: 137) the media act as a stimulus to motivate learning. So, the students do not feel bored in achieving learning goals. It can be said that the media as a supporting the success of students in the learning process. It shows that media are necessary for an effective teaching and learning process, which is used as a tool for students to understand the lesson easily.
4) Evaluation
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5) Learning Environment
A good environmental condition can support the creation of good learning process. According to Indra Djati Sidi (2005: 148) the learning environment has an important role in creating a fun learning environment. The environment can enhance good learning activity. Therefore, the success of the learning process is influenced by the existing learning environment.
2.4 Characteristics of the 2013 Curriculum
The 2013 curriculum is using philosophy in developing students' individual life in religion, art, creativity, communication, and the various dimensions of intelligence value that required by the learners, community, nation and mankind. It is hoped to give a good impact toward thestudents’ competences. The 2013 curriculum is designed with the following characteristics:
1) Developing a balance between the development of spiritual and social attitudes, curiosity, creativity, cooperation with intellectual and psychomotor abilities;
2) Schools are part of a community that provides a planned learning experience in which students apply what is learned in school to the community and take advantage of the community as a learning resource; 3) Developing the attitudes, knowledge, and skills and apply them in various
situations in schools and communities;
5) Competence is expressed in the form of class core competencies which is detailed in the basic competencies for each subject;
6) Class core competence become organizing elements of the basic competence, in which all the basic competence and the learning process are developed to achieve the competence which are stated in core competence; 7) Basic competencies are developed based on the accumulative principle,
mutually reinforced and enriched between the lesson and education level (horizontal and vertical organization).
(Permendikbud No.68B th 2013)
2.4.1 Approach of the 2013 Curriculum
The 2013 curriculum brings the scientific approach in the learning process. This scientific approach is a learning process that supports creativity (Saddhono, 2013). In line with Permendikbud No. 65 th 2013 about standard process, the activities in the scientific approach are observing, asking,
associating, experimenting, forming networks for all subjects.
Observing
See, observe, read, hear, listen (without and with the tool).
Asking
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Experimenting
Determine the necessary data from the questions asked. Determining the source of the data (objects, documents, books, experiments).
Associating
Analyzing the data in the form of making a category, specify the data relationship / category. Conclude it from the data analysis. Starting from unstructured-unistructure-multi structure-complicated structure.
Networking
Delivering results conceptualization. In the form of oral, written, diagrams, charts, images or other media.
2.4.2 The Method on 2013 Curriculum
Collaborative Learning Model
Collaborative learning puts the students in small groups and gives them assignments where they help to complete the task or group work, peers, diversity of views, knowledge and skills that are useful to reach collaborative learning. The method can be applied, among others, search for information, projects, card sorting, tournaments, team quiz.
Individual Learning Model
Individual learning model provides an opportunity for the students to be able to develop properly in accordance to the needs of learners. The method can be applied, among others, independent assignments, self-assessments, portfolios, galleries processes.
Peer Learning Model
Peer learning provides an opportunity for the learners to learn something well. The method can be applied to the activities such as: the exchange from group to group, learning through jigsaw, case studies and projects, reading the news, use the worksheet, etc.
Attitude Learning Model
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Playing Learning Model
The game is very useful for shaping the character and the confidence of the students. Humor can open the knot of creativity, with a funny exercise, laughing, smiling the students will easily absorb the knowledge given. The game will generate energy and engagement of the learners. There are several methods that can be applied include: guess the picture, charades, guessing objects sticker affixed to the back of the opponent, puzzles, and play a role.
Group Learning Model
Group learning model (cooperative learning) is often used in any learning activities in addition to save the time as well as effective, especially if the theme very adequate for the development of the learners. The method can be applied among others, the project group, open discussion, role play.
Independent Learning Model
Multi Learning Model
Multi learning model is done with the intention of getting optimal results compared with just one model. The method which is developed in this study is a project, modification, simulation, interactive, elaborative, participatory, internship (cooperative study), integrative, production, demonstration, imitation, experiential, collaborative.
(Kemendikbud 2013)
2.4.3 Time Allocation
The determination of time allocation on each basic competence is based on the number of weeks and the effective allocation of lesson time per week by considering the number of basic competencies, breadth, depth, complexity, and level of interest of basic competence. Time allocation which is specified in the syllabus is an estimate for the average time required by the students to master the basic competencies. In the 2013 curriculum the time allocation for English subject of Junior High School will be two meetings in a week and each meeting consists of 2X40 minutes, 30 minutes structured activity, and the rest for unstructured activity.
(Permendikbud No.68B th 2013)
2.4.4 Evaluation
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a. Assessment of Attitude Competence
The educators do the assessment of attitude competence through observation, self-assessment, peer assessment by the learners and journals. The instrument used for observation, self-assessment, and assessment between the learners is check list or rating scale with the rubric, whereas for journal in form of educator notes.
1) Observation is a technique of continuous assessment that is done by using the senses, either directly or indirectly by using the observation that contains a number of the behavioral indicators which observed. 2) Self-assessment is an assessment technique by asking the students to
express the advantages and disadvantages that exist in themselves in the context of the achievement of competence. The instrument is using self-assessment sheets.
3) Assessment among the learners is evaluation technique by asking the learners to assess each other related to the achievement of competence. The instrument is using form sheets of assessment among the learners. 4) Journal is an educator’s notes inside and outside the classroom which
contains the information of observation about the strengths and the weaknesses of the learners that relating to the attitudes and behavior. b. Assessment of Knowledge Competence
1) Instrument in the form of a written test multiple choice questions, stuffing, short answer, true-false, matching, and description. Instrument of descriptions be equipped scoring guidelines.
2) Oral test instruments such as questionnaires.
3) Instruments such as homework assignments and / or projects done individually or in groups according to the characteristics of the task. c. Assessment of Skills Competence
The educators assess the skill competence through performance evaluation, where this assessment requires the students to demonstrate a particular competency using practice tests, projects, and portfolio assessment. The instrument is using form of a check list or rating scale equipped by the rubric.
1) Practice test is an assessment which requires a response in the form of skills to undertake an activity or behavior in accordance with the demands of competence.
2) Project is learning tasks which include design activity, implementation, and the written and oral reporting in a particular time.
3) Portfolio assessment is an assessment that is done by assessing the entire collection of students work in a particular field that are reflective-integrative to know the interests, growth, achievement, and / or creativity of learners within a certain time. The work can be in the form of real action that reflects concern of the students to the environment.
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2.5 The 2013 Curriculum Syllabus
According to BSNP (2006:3) syllabus is a set of plans that organize about the purpose, content, and materials and ways of which are used as a guidance of learning activity to achieve certain goals. In line to Permendikbud No.65B th 2013 syllabus is a learning frame of reference preparation for each study subject material. Syllabus at least contains:
a. The identity of the subjects (especially SMP / MTs / SMPLB / Package B and SMA / MA / SMALB / SMK / MAK / Package C / C Package Vocational);
b. The identity includes the name of the school and classroom education units; c. Core competence is a categorical description of competence in aspects of
attitudes, knowledge, and skills that must be learned by the learners for a school level, grade and subject;
d. Basic competence is a specific capability that include attitudes, knowledge, and skills related to content or subjects;
e. Theme (especially SD / MI / SDLB / Package A);
f. Subject matter includes facts, concepts, principles, and procedures that are relevant, and written in the form of points according to the formulation of the competence achievement indicators;
g. The learning activities are undertaken by the educators and the learners to achieve the expected competencies;
i. Time allocation is appropriate to the number of lesson hours in the curriculum structure for one semester or one year, and
j. Learning resources can be books, print and electronic media, nature or other relevant learning resources.
The syllabus is developed based on Standard Competence and Standard Content for primary and secondary education units in accordance with the learning patterns in any given school year. The syllabus is used as a reference in developing lesson plan.
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2.6 The 2013 Curriculum Lesson Plan
The implementation of Lesson Plan (RPP) is a face-to-face learning activity plan for one or more meetings. Lesson plan is developed from the syllabus to direct the learning activities of the students in an effort to achieve basic competencies. Every educators in the educational unit are obliged to draw up a complete and systematic lesson plan, so the learning take place in an interactive, inspiring, fun, challenging, efficient, motivating the students to actively participate and provide enough space for innovation, creativity, and independence according to their talents, interests, and the physical and psychological development of the students. Lesson plan prepared by basic competence or sub-themes executed in one or more meetings.
In preparing lesson plan should pay attention to the principles as follows: a. Individual differences of the students such as initial knowledge, intellectual
level, talents, values, interests, motivation to learn, social skills, emotional, learning styles, special needs, speed of learning, cultural background, norms, values, and / or environment of the learners.
b. The active participation of the learners.
c. Centered on the learner to encourage the spirit of learning, motivation, interests, creativity, initiative, inspiration, innovation and independence. d. Developing a culture of reading and writing are designed to develop reading
e. Giving feedback and follow-up lesson plan include the proposed program providing positive feedback, reinforcement, enrichment, and remedy.
f. Emphasis on linkages and coherence between basic competence, learning materials, learning activities, the indicators of achievement competencies, assessment, and learning resources in the integrity of the learning experience.
g. Accommodates integrated-thematic learning, integration across subjects, cross the learning aspects, and cultural diversity.
h. Application of information and communication technologies in an integrated, systematic, and effective in accordance with the circumstances and conditions.
(Permendikbud No. 65B th 2013)
2.7Teachers’ Role in the 2013 Curriculum
The 2013 curriculum requires the realization of creativity, independence, cooperation, solidarity, leadership, empathy, tolerance and life skills in order to form the students’ character and improve the nation's civilization and dignity in the learning process.
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that gives students the opportunity to discover, implement their own ideas, be aware and consciously use their own strategies for learning.
The teachers develop learning opportunities for the learners to climb stairs carrying learner higher understanding, which was originally done with the help of the teacher but more and more independent. For the learners, the learning must shift from "being told" to "actively seek out". It is expected that the learning experience progressively increased to independent learning habits and steady as a basis for lifelong learning.
Therefore, the success of the 2013 curriculum is depending on the learning process. In whichthe teachers’role as a bridge or become a facilitator to carry out the purposes of the curriculum in the students’learning process in order to develop the potential of the students.
2.8Students’ Role inLearning Process the 2013 Curriculum
The learning process provides the opportunity for the learners to construct knowledge in cognitive processes. In order to really understand and apply the knowledge, the learners should be encouraged to work and solve problems, find everything for them, and strive to realize their ideas.
III METHODS
In order to deal with concept of research method, this chapter discusses design, population and sample, data collecting technique, procedure, validity and reliability, research instrument and data analysis. They are described as in the following.
3.1 Design
A descriptive quantitative research design was used in this research to know the perception of the students on the implementation of the 2013 curriculum.
3.1.1 Quantitative Research Design
Quantitative research is “a systematic process of obtaining formal objective
standard deviation as the process of drawing information from sampled observations of a population and making conclusions about the population.
a. The Mean
For a data set, the mean is the sum of the observations divided by the number of observations. It identifies the central location of the data. The mean is calculated using the following formula.
M = ( ) WhereΣ= Sum of
X= Individual data points
N= Sample size (number of data points)
b. The Standard Deviation
The standard deviation is the most common measure of variability, measuring the spread of the data set and the relationship of the mean to the rest of the data. If the data points are close to the mean, indicating that the responses are fairly uniform, then the standard deviation will be small. Conversely, if many data points are far from the mean, indicating that there is a wide variance in the responses, then the standard deviation will be large. If all the data values are equal, then the standard deviation will be zero. The standard deviation is calculated using the following formula.
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WhereΣ= Sum of X= Individual score M= Mean of all scores
N= Sample size (number of scores)
3.1.2 Descriptive Research Design
A descriptive study “observes and describes the presence, frequency or
absence of characteristics of a phenomenon as it naturally occurs, in order to gain additional information. The primary purpose of a descriptive study is to describe the situation, preferences, practices, options, concerns or interests of the phenomenon of interest” (Burns & Grove 2001:248; Polite & Beck 2006:189). Descriptive studies provide valuable base line information. The method is also flexible and can be used to collect information from a large group of respondents (Drummond 1998:31).
3.2 Population and Sample
The population of this research was the seventh grade of SMP N 2 Bandar Lampung. The researcher used the random sampling technique by using lottery. It means that all in the first year class got the same chance to be sample. The number of students that had been taken to be sample of this research is based on Arikunto (2006), if the subject is less than 100, preferably taken all, so the research is the study population, further if more than 100, it can be between 10-15% or 20-25% or more depending at least of: (a) research capability in terms of time, effort and funds, (b) narrowing the vast area of observation of each subject because it would at least involve a lot of funds, (c) the size of the risk borne by the researcher. For the seventh grade in SMP N 2 Bandar Lampung, there were twelve classes of them. Each of them consisted of 20-25 students. After some consideration of the ability of the researcher, the researcher decided to take 80 students as the samples.
3.3 Data Collecting Technique
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[image:57.595.108.514.226.417.2]Secondly, the researcher distributed a set of questionnaire. The questionnaires were developed based on five topics in the research questions. The questionnaire used Likert Scale question. There were 20 items to be answered by the students.
Table of Specification
Topic Number
The teacher 1, 3, 5, 6, 7, and 17 English teaching method 2, 4, 8, 10, and 20
Learning support 11, 12, and 19
Evaluation 15 and 16
Learning environment 9, 13, 14, and 18
3.4 Procedure
To achieve the best result of the research the researcher had been planned the procedure of the research on these following steps:
1. Determined the research subject
The researcher decided the question of the research. 2. Selected the population
3. Determined method for data collection
At the point the researcher decided the type of data to be collected. Here, the researcher used observation and questionnaire.
4. Collected the data
In this step, the researcher did the observation to see the teaching learning process. Then, she distributed the questionnaire.
5. Analyzed the data
Once the data have been collected they must be organized into manageable unit, so it can be analyzed well.
6. Described the result of numerical data.
3.5 Validity and Reliability of the Data
The general meaning of validity is that it can be trusted and reliability is consistency of the result of the research.
3.5.1 Validity
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a. Content Validity
As the name suggests, the content validity discover what it contains instrument validity. Content validity in this research had been used to analyze the students' perceptions about the implementation of the curriculum. According to Setiyadi (2006: 23) to find the type validity the researcher should be aware of all the indicators of the questionnaire items and analyzed whether these instruments represent the material to be measured.
b. Face Validity
Face variables shows that in terms of the shape and appearance of a visible measuring instruments measure what you want to measure and face validity determine how far the students’ interest toward the question or how far the question can be measure the instruments (Singarimbun & Effendi, 1989).
3.5.2 Reliability
that the questionnaire cannot fulfill the reliability concepts so, the questions cannot be used to measure the research (Ghozali, 2002).
3.6 Research Instrument 3.6.1 Observation
This observation was conducted to determine the current state of the classroom learning process took place. The researcher observed the teaching learning process by using “Non participant observation”, the researcher just observed and recorded or took notes of the students’ activity and respond toward the material (Selinger & Shohamy, 1995:120). The researcher used Lembar Observasi Aktivitas Gurusheets (see appendix 4). This was done to support the data from the questionnaire.
3.6.2 Questionnaire
The researcher used questionnaire as a collecting data for this research. The questionnaire consisted of 20 items that were distributed to the students to find out their response and opinion toward the 2013 curriculum in English teaching learning process.
3.7 Data Analysis
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data after following certain procedure final result of the students can be presented by the readers (Setiyadi, 2001).
In this research, as mentioned previously, the data were collected by means of questionnaires. After the data of questionnaire was collected, the researcher calculated mean and standard deviation. After that, the researcher explained the results that had obtained.
3.8 Research Schedule
The researcher did observation in order to support the data and make the data more valid. Then the researcher asked the students to answer the questionnaire.
The Schedule Time
Observation Monday, March 24th2014 Giving questionnaire Monday, April 21st2014
Wednesday, April 23th2014
Based on the result of the data analysis, the researcher draws the following conclusion, which then will be followed by some suggestions.
5.1 Conclusion
The students of SMP N 2 Bandar Lampung perceive the 2013 curriculum positively in all topics in terms of: the teacher, English teaching method, learning support, evaluation, and learning environment. The students’ perception toward the teacher on the implementation of 2013 curriculum was very good, where the students felt progress in the teacher’sperformance in the classroom. The total of agree was 53.54% that the students liked the performance of the teacher who can handle the class well.
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Learning support was very assist the students in their learning process, the total of percentage was 52.08% agree. The media in this school were complete enough to support the students' learning process. So, the media can facilitate the students to easily in understand the lessons.
On the evaluation of learning results there was 50.62% agree, the students responded positively. The students realized the teachers assess them individually. So, they were motivated to display their abilities.
The students’ positive perceptions also showed in the topic about learning environment 50.93% agree. They felt the environment in that school supported them to get a good learning situation. So, they enjoyed the learning process.
In accordance with the result and discussion, the researcher concludes that the students’ perception on the implementation of the 2013 curriculumis positive, which is indicated by all the topics had high percentages in point strongly agree and agree with the better changes when using this 2013 curriculum. The positive perception from the explanation above might be caused by the quality of the school being targeted as well as the good teachers.
5.2 Suggestion
5.2.1 For Teaching
1. English teachers can develop a variety of learning materials by using the methods recommended in this 2013 curriculum becauce in the implementation of 2013 curriculum they can create engaging learning situation for the students.
2. The teachers can give more motivation and always provide an opportunity to the students. So, they feel eager to learn English and able to develop their skill because if the students have high motivation they will achieve the learning goal.
5.2.2 For Further Research
1. The research on the implementation of the 2013 curriculum was conducted in the pilot school for this research in SMP N 2 Bandar Lampung which has been supported in terms of the teachers, the media, the environment, as well as the students. So, the implementation in this curriculum had a good result. For further research, the researcher can conduct the same research in remote area, private school or in the public schools that have a standard quality of the learning process under the international school to find the differences on the implementation of 2013 curriculum in other school.
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