i
A STUDY ON TEACHER PERCEPTION OF INDONESIAN CURRICULUM
THESIS
By:
Dian Eka Wisudawan
09360123
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
vii
TABLE OF CONTENTS
APPROVAL ...
i
LEGALIZATION ...
ii
MOTTO & DEDICATION ...
iii
ACKNOWLEDGEMENTS ...
iv
LETTER of AUNTHENTICITY……….
..
v
ABSTRACT ...
vi
TABLE OF CONTENTS ...
vii
CHAPTER I: INTRODUCTION
...
1
1.1 Background of the Study ...
1
1.2 Statement of the Problems ...
3
1.3 Purposes of the Study ...
3
1.4 Significance of the Study ...
3
1.5 Scope and Limitation ...
4
1.6 Definition of Key Terms ...
4
CHAPTER II: REVIEW OF RELATED LITERATURE
...
6
2.1
Teacher ...
6
2.1.1 Teacher as Controller...
6
viii
2.1.3
Teacher as assessor...
7
2.1.4
Teacher as participant...
7
2.2 Teacher perception ... 7
2.3 Meaning of curriculum ... 8
2.4 Curriculum in Indonesia ... 10
2.5
Component of Curriculum
... 12
2.5.1 Objective………
12
2.5.2
Material………..
13
2.5.3 Learning Strategy………
..
13
2.5.4 Curriculum Organization………
13
2.5.5 Evaluation………
14
2.6
Competence-Based Language Teaching
... 14
2.7
Competency-Based Curriculum (KBK)
………
15
2.8
Component of
Competency-Based Curriculum (KBK)
…………..
18
2.8.1
Teaching learning activity………
... 18
2.8.2 School based curriculum management………
... 18
2.8.3 Curriculum and learning
result………
... 18
2.8.4
Class based assessment………
... 19
2.9
School-Level Curriculum (KTSP)
……….
19
2.10
Component of
School-Level Curriculum (KTSP)
……….
21
2.10.1 The Goal of School Level Curriculum
……….
21
ix
2.10.3 Academic Calendar
………..
22
2.10.4 Syllabus
………
22
2.11
Curriculum 2013
………..
23
2.12
Component of Curriculum 2013
……….
23
2.12.1 Curriculum Structure
………
23
2.12.2 Major Competence
………
24
2.12.3 Basic Competence
………
24
2.12.4 Learning Content
………..
24
2.12.5 Subject Matter
………
25
2.12.6 Learning Load
………
26
2.13
Point of View about Competency Based Curriculum (KBK)
……
26
2.14
Point of View about School Level Curriculum (KTSP)…………..
27
2.15
Point of View about Curriculum 2013
……….
28
2.16
The Difference Between Competency Based Curriculum (KBK),
School Based Curriculum (KTSP), and Curriculum 2013
... 29
CHAPTER III:
RESEARCH METHODOLOGY
………..
32
3.1
Research Design
……….
32
3.2
Population and Sample
………..
33
3.3
Data Collection
………
33
x
3.3.2
Instrument
……….
34
3.3.3
Procedure of Collectng Data
………
35
3.3.4
Validity and Reliability
……….
36
3.4
Data Analysis
………
37
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
………
39
4.1
Research Findings
………
39
4.1.1 Opinion about Curriculum in Indonesia
……….
39
4.1.2
The Teachers’ Point of View about Every Curriculum Policy in
Indonesia
………
43
4.1.3
Whether Teachers’ Expectations are Repres
ented or Not In Every
Curriculum Policy
………
48
4.2
Discussion
………
50
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
……….
53
5.1
Conclusions
……….
53
5.2
Suggestions
………..
54
5.2.1 For the English Department Students
………
54
5.2.2 For the Teachers
………
55
5.2.3 For the
Further Researchers………... 55
REFERENCES
Ahmad, F. & Aziz, J. 2009.
Students’ Perception of the Teachers’ Teaching of
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Audience
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(2009).
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Dampak Implementasi Kurikulum 2013 Terhadap Guru
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Vol. V, No. 19/I/P3DI/Oktober/2013 11
Ary, Donald; Jacobs, Lucy C & Razavieh. 2002.
Intoduction to Research in
Education
. Sixth Edition. New York: Holt, Rineharth, and Wadsworth, Inc.
Ary, Donald; Jacobs, Lucy C & Razavieh. 2010.
Intoduction to Research in
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. Eigth Edition. New York: Holt, Rineharth, and Wadsworth, Inc.
Celce & Murcia. (Ed.). 2001.
Teaching English as a Second or Foreign Language
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Third Edition.
USA. Heinley & Heinley.
Chodidjah, Itje. 2012.
Teachers’ Perception Towards KTSP
as the Main Direction to
Plan a Lesson and Conduct Teaching and Learning Process
.
Cohen, Louis. Manion, Lawrence. Morrison, Keith. 2007.
Research Methods in
Education: Sixth Edition
. New York. Routledge.
Destiwati, R. & Harahap, J. 2013.
Implementation of Competency-Based Curriculum
in Bandung Natural School
. International Journal for Educational Studies,
6(1) August, 2013.
Fraenkel, Jack, R. & Wallen, Norman, N. 2009.
How to Design and Evaluate
Research in Education
: Seventh Edition. New York. McGraw-Hill
Companies, Inc.
Harmer, Jeremy. 2001.
How to Teach English: An introduction to the Practice
English Language Teaching.
Edinburgh. Pearson Longman.
Lie, A. 2007. Education Policy and EFL Curriculum in Indonesia: Between the
Commitment to Competence and the Quest For Higher Test Scores.
Surabaya. Universitas Katolik Widya Mandala.
Mcmillan, James H. 2001.
Educational Research Fundamentals for the Consumer
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Rochintaniawati,
Diana.
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Curriculum
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Santrock, John. 2001.
Educational
Psychology
. Boston. McGraw Hill Companies Inc.
Widhiyanti, T. 2008.
KTSP Kurikulum Tingkat Satuan Pendidikan: Berdasarkan
Standar Isi dan Standar Kompetensi Lulusan
. Bandung.
Indonesia
University of Education (UPI).
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---. 2006.
Panduan
Penyusunan Kurikulum Tingkat Satuan Pendidikan
Jenjang Pendidikan Dasar dan Menengah. Badan Standar Nasional
Pendidikan.
1 CHAPTER I
INTRODUCTION
In this chapter, the researcher is trying to discuss about background of the
study, statements problem, purpose of the study, significance of the study, scope
and limitation of the study and definition of the key terms. Each will be as below:
1.1Background of the Study
The development of a country cannot be separated from the role of
education which exists on that country. It happens due to the fact that
education is a foundation of a country to grow larger. So, it is a must for a
government of a country to provide its citizen the best quality of education in
order to develop both on human resources and the facilities. Moreover, a
good way of government in arranging and managing the planning in a system
of education will also rule importantly to direct the education into a better
condition and results. Then, to provide a good system of education, there are
four elements that play important role in building a good system of education,
they are; students, facilities, teacher, and curriculum. Those all elements
should work accordingly and support each other in order to build a good
education because they will never result on a maximum result if they do not
support each other.
Curriculum is one of the most acknowledged elements by the
government and citizen. The Indonesian curriculum sometimes is considered
by students and teacher as an inconsistent matter due to its frequency of
changes. Those changes happen in a very short time of period and it depends
2 every changes of leadership also bring the changes on curriculum. Those
matters undeniably will bring the confusion into teacher and students. For
teacher as example, those who have arranged the planning of the previous
curriculum will be shocked and clumsy into the new curriculum. They will be
paralyzed into a condition where they have to adapt into a new environment
that sometimes differs so much from the previous one. As the result, their
lack of mastering the new curriculum will also bring the inefficiency of result
on student that they will not be able to get the maximum result in education.
Usually when curriculum change many teachers are not ready with
new curriculum policy. They do not understand what the component of new
curriculum. Many teachers try to improve or develop the curriculum to make
learning activity easier and more attractive, but only a few teachers just
follow or do nothing. They just try to understand the curriculum and to do
learning activity without improvitation..
On the other hand, many teachers feel that their contribution in
education is still not appreciated by other elements of education. Sometimes
they feel just like a robot who run government program. Furthermore, the
development of new curriculum is highly concentrated on student’s need and
ignores the teachers side. As the result, the consideration on teacher
adaptation on new curriculum will affect on the quality on teacher in which
they have to learn new thing and undeniably it will result on the quality of
students who get no maximum results in learning process.
Based on phenomena above, the researcher tries to know and discover
3 to be the subject because they have experiences in teaching process and they
have experiences with indonesian curriculum. The researcher expect that this
research will be usefull for all part on education elements especially for
teacher.
1.2 Statement Problem
Dealing with the problem stated in the background, the researcher
formulated three research questions as below:
1. What are the teachers opinion about curriculum in Indonesia?
2. How are point of view of teachers about curriculum policy in
Indonesia?
3. Are teacher’s expectations in education represented in curriculum policy
1.3 Purpose of The Study
In line with the research questions in this present study, the researcher
designs the purpose of this present study as: to know what the teachers
opinion about curriculum in Indonesia, to know how the point of view of
teacher in every curriculum policy, and to know wheter teachers expectation
was represented or not in every curriculum policy.
1.4 Significance of The Study
1. The result will be beneficial for English teachers. They are able to give
their aspiration for this research, because this research talk about teachers
4 2. The result will be beneficial for the students. It is expected that the result
of this present study can contribute a new motivation. Student can realize
that in every element of education has their role. Student can realize that
teachers has big contribution in every learning process.
3. This present study is also aimed to give contribution for other researchers
to do the same related research topic in deeper, further and better
techniques.
1.5 Scope and Limitation
The scope of this study is limited in teacher’s perception in education
especially in curriculum policy. The limitation of this study is only limited
in two teachers of SMA Pronojiwo Lumajang that faced with curriculum
policy.
1.6 Definition of The Key Terms
In order to avoid misunderstanding and misinterpretation the meaning
of the term in this study, the definition of key term is presented. Those
terms are:
1. Teacher
Teacher is person who provides education for children or student.
In many countries, a person who wishes to become a teacher must first
obtain specified professional qualifications or credentials from
a university or college. These professional qualifications may include
5 2. Perception
Perception is the organization, identification, and
interpretation of sensory information in order to represent and
understand the environment.
4. Curriculum
Curriculum is the planned interaction of pupils with
instructional content, materials, resources, and processes for
evaluating the attainment of educational objectives.
To sum up, this chapther has already highlighted the introduction of the
study that consist of, background of study, statement of problem, purpose of
study, significant of the study, scope and limitation of study, and definition of
key terms. In order to expand the chapter one and to give more understanding
about this research, chapter two will disccuss about the review on the literature
