i
THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH TEACHING FOR VOCATIONAL HIGH SCHOOL (A Descriptive Qualitative Research at SMK Negeri 2 Surakarta in
Academic Year of 2015/2016)
A THESIS
PRADITA AMELIA NUGRAHA NINGTYAS K2211069
Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of the Requirements for Obtaining the
Undergraduate Degree of Education in English
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
SURAKARTA 2016
ii
PRONOUNCEMENT
Stated wholeheartdly that this thesis entitled “THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH TEACHING FOR VOCATIONAL HIGH SCHOOL (A DESCRIPTIVE QUALITATIVE RESEARCH AT SMK NEGERI 2 SURAKARTA IN ACADEMIC YEAR OF 2015/2016)” is really my own work and not plagiarism or made by others. Everything related to other’s works is written in quotations, the sources are listed on bibliography. If it happens that the pronouncement proves otherwise, I am willing to take academic punishment.
Surakarta, June 2016
iii APPROVAL
(A Descriptive Qualitative Research at the Eleventh Grade of SMK
THESIS
By:
Pradita Amelia Nugraha Ningtyas
NIM. K2211069
This thesis is approved by the consultant to be examined by the Board of the Examiners of Teaching and Education Faculty of Sebelas Maret University.
Approved by:
Consultant I Consultant II
Drs. Dewi Rochsantiningsih, M.Ed, Ph.D Dr. Ngadiso, M.Pd
NIP. 196009181987022001 NIP. 196212311988031009 THE IMPLEMENTATION OF 2013 CURRICULUM IN
ENGLISH TEACHING FOR VOCATIONAL HIGH SCHOOL (A Descriptive Qualitative Research at SMK Negeri 2 Surakarta
iv
LEGITIMATION
By:
Pradita Amelia Nugraha Ningtyas
NIM. K2211069
This thesis has been examined by the Board of Thesis Examiners of Teacher Training and Education Faculty of Sebelas Maret University and accepted as partial fulfillment for the requirements for achieving Undergraduate Degree of Education in English.
Day :
Date :
Board of Examiners: Signatures:
THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH TEACHING FOR VOCATIONAL HIGH SCHOOL (A Descriptive Qualitative Research at SMK Negeri 2 Surakarta
in Academic Year of 2015/2016)
1. Chairman:
Teguh Sarosa, S.S, M.Hum (...) NIP. 19730205 200604 1 001
2. Secretary:
Dewi Sri Wahyuni, S.Pd, M.Pd (...) NIP. 19780818 200312 2 002
3. Examiners I:
Dra. Dewi Rochsantiningsih, M.Ed. Ph.D (...)
4. Examiners II:
NIP. 19600918 198702 2 001
Dr. Ngadiso, M.Pd (...) NIP. 19621231 198803 1 009
Teacher Training and Education Faculty Sebelas Maret University
Dean,
Prof. Dr. Joko Nurkamto, M.Pd NIP. 19610124 198702 1 001
v ABSTRACT
Pradita Amelia Nugraha Ningtyas. K2211069. THE IMPLEMENTATION OF 2013 CURRICULUM IN ENGLISH TEACHING FOR VOCATIONAL HIGH SCHOOL (A DESCRIPTIVE QUALITATIVE RESEARCH AT SMK NEGERI 2 SURAKARTA IN ACADEMIC YEAR OF 2015/2016). Thesis. Teacher Training and Education Faculty of Sebelas Maret University Surakarta. June 2016.
In term of English learning needs, Vocational High School (VHS) and Senior High School have their own goals to the students. Since the starting of 2013 Curriculum (C13), it had been decided that English learning policies for these schools are same. The significance of this study, therefore, is for analyzing C13 implementation in VHS, specifically about: (1) teachers’ perceptions towards C13, (2) procedure of English teaching-learning process based on C13, (3) teachers’ difficulties in implementing C13, and (4) efforts for overcoming the difficulties. The data were gained from the classroom observations, the interview of teachers and the representatives of X and XI students’ of SMK Negeri 2 Surakarta, and documents analysis of C13 syllabus, lesson plans and books. To analyze the data, Miles and Hubermen (1994) model was used.
The findings show: (1) four points considered as teachers’ perceptions of C13 include: the positive view of C13 implementation due to students’ activeness, the unmatchable materials on Buku Bahasa Inggris 2013 (C13 book) and Scientific Approach (SA) steps of syllabus, the need of continuous teacher training for curriculum comprehension and evaluation, and teachers’ adjustment of using C13 as they were used SBC such as: learning materials, approach, and students’ role; (2 a) planning teaching includes: C13 syllabus, C13 lesson plan that are developed, learning models are based on the materials’ need, C13 book as main source and worksheet as its additional, b) implementating C13 book, applying SA, applying three C13 assessment aspects including spiritual and attitude, role of teachers and students depends on the teachers respectively, c) the evaluations of unmatchables C13 syllabus and book, less objective of attitude assessment; (3) C13 implementations’ difficulties: a) unmatchables of: basic competences’ sequence in C13 book and syllabus, C13 book for VHS, b) lacks of: time allocation in SA implementation, students’ focus during SA, c) difficulties of: attitude assessement; (4) efforts to overcame: a) teachers’ correction of basic competences’ sequences, b) teachers’ reminders for improving the students’ focus. To conclude, C13 implementation for English in this VHS is based on its policies despite of the unmatchables learning materials. Another efforts are suggested and specifically conveyed in this study for the government.
Keywords: 2013 Curriculum, English teaching, English learning, vocational high school, descriptive study.
vi ABSTRAK
Pradita Amelia Nugraha Ningtyas. K2211069. IMPLEMENTASI KURIKULUM 2013 PADA MATA PELAJARAN BAHASA INGGRIS DI SEKOLAH MENENGAH KEJURUAN (PENELITIAN DESKRIPTIF KUALITATIF DI SMK NEGERI 2 SURAKARTA PADA TAHUN AJARAN 2015/2016). Skripsi. Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Juni 2016.
Dari kebutuhan belajar Bahasa Inggris, SMK dan SMA memiliki tujuan sendiri bagi para siswanya. Sejak dimulainya implementasi Kurikulum 2013 (K13), pemerintah memberlakukan ketentuan pembelajaran yang sama untuk keduanya. Penelitian ini dilakukan untuk menganalisis implementasi K13 di SMK khususnya mengenai: (1) persepsi guru terhadap K13, (2) prosedur pembelajaran Bahasa Inggris berdasar pada K13, (3) kesulitan guru dalam implementasi K13, dan (4) usaha untuk menghadapi kesulitan tersebut. Data penelitian didapat dari observasi, wawancara guru dan perwakilan siswa kelas X dan XI di SMK Negeri 2 Surakarta, analisis dokumen K13 berupa silabus, RPP, dan buku. Analisis data menggunakan model Miles dan Hubermen.
Hasil penelitian menunjukkan: (1) 4 persepsi guru tentang K13: pandangan positif terhadap K13 karena keaktifan siswa dalam pembelajaran, ketidakcocokan materi pada buku K13 dan langkah-langkah Scientific Approach
(SA) pada silabus, pelatihan mendatang dinilai penting untuk memperdalam dan mengevaluasi implementasi K13, tiga perbedaan dasar K13 dan KTSP: materi pembelajaran, pendekatan, dan peran siswa dalam pembelajaran; (2) prosedur pembelajaran meliputi: a) perencanaan: menggunakan silabus K13, RPP yang dikembangkan, model pembelajaran berdasarkan kebutuhan tiap materi, buku K13 sebagai sumber belajar utama, dan LKS sebagai tambahannya, b) implementasi: menggunakan buku K13, menerapkan SA, menerapkan tiga aspek penilaian termasuk hal keagamaan dan sikap, peran guru dan siswa bergantung pada masing-masing guru, c) evaluasi: ketidakcocokan buku dan silabus K13, kurang objektifnya implementasi penilaian sikap; (3) kesulitan dalam implementasi K13: a) kurang cocoknya: urutan beberapa materi pada silabus dan buku K13, buku K13 untuk SMK, b) kurangnya: alokasi waktu untuk implementasi SA, fokus siswa selama proses pembelajaran, c) kesulitan pada: implementasi penilaian sikap; (4) usaha yang dapat dilakukan dalam menanggulangi kesulitan tersebut: a) koreksi guru dalam perbaikan urutan kompetensi dasar pada buku dan silabus K13, b) peringatan dari guru untuk mengembalikan fokus siswa. Sebagai kesimpulan, implementasi K13 pada pembelajaran Bahasa Inggris di SMK ini dilakukan sesuai dengan ketentuan pemerintah meskipun terjadi ketidakcocokan materi pada buku K13. Usaha lain dalam bentuk saran kepada pemerintah.
Kata kunci: Kurikulum 2013, pengajaran Bahasa Inggris, pembelajaran Bahasa Inggris, sekolah menengah kejuruan, penelitian deskriptif
vii MOTTO
“Sesungguhnya sesudah kesulitan itu ada kemudahan, maka apabila kamu telah selesai dari suatu urusan, kerjakanlah dengan sungguh-sungguh urusan yang
lain, dan hanya kepada Tuhanmulah hendaknya kamu berharap.” [Indeed there
will be an easiness after its difficulties, thus, after you are done with your affairs, finish others sincerely, and trust only to your God.]QS. Al. Insyirah: 94 (6-8)
viii DEDICATION
This thesis is specifically dedicated to:
Beloved mom, dad, and brother,
Beloved Annisa 2 dorm mates,
Beloved Annisa 2 lantai 2 dorm mates,
Beloved Rebellion’11 class mates,
Beloved 5quad.
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin, all praises to Allah SWT for His blessing to the researcher so that this thesis can be finished. This thesis is arranged to fulfill one of the requirements to get a Bachleor’s degree of English Education Program, Department of Language and Art Education, Sebelas Maret University. Also, it can be possible for this thesis to be accomplished because of several people that have given their support, prayers, and help. Therefore, the researcher would like to express gratitude to:
1. Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and Education Faculty, Sebelas Maret University.
2. Teguh Sarosa, S.S., M.Hum., the Head of English Education Program, Language and Art Education, Teacher Training and Education Faculty, Sebelas Maret University.
3. Drs. Dewi Rochsantiningsih, M.Ed, Ph.D., thesis consultant I, for her guidance, motivation, and encouragement in writing this thesis.
4. Dr. Ngadiso, M.Pd., thesis consultant II, for his guidance and support in writing this thesis.
5. Drs. Sriyadi, MM, as the Headmaster of SMK Negeri 2 Surakarta, for his permission to the researcher in conducting the research there.
6. The English teachers and X and XI grade students of SMK Negeri 2 Surakarta for their participations in this research.
Hopefully this thesis can be helpful to the development of this faculty, country, or anyone who read it. Thus, any comments and suggestions for this research are very welcomed.
Surakarta, June 2016
Pradita Amelia Nugraha Ningtyas amelia_pradita@yahoo.com
x TABLE OF CONTENTS COVER PAGE ... i PRONOUNCEMENT ... ii
APPROVAL PAGE ... iii
LEGITIMATION PAGE ... iv ABSTRACT ... v MOTTO ...vii DEDICATION ... viii ACKNOWLEDGEMENT ... ix TABLE OF CONTENTS ... x
LIST OF ABBREVIATIONS ... xiii
LIST OF FIGURES ... xiv
LIST OF TABLES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Problem Statements ... 6
C. Objectives of the Study ... 6
D. Significances of the Study ... 6
CHAPTER II: THEORITICAL REVIEW A. Review of Curriculum ... ... 9
1. Definition of Curriculum ... 9
2. The Components of Curriculum ... 10
3. The Role of Curriculum ... 11
4. Curriculum Development ... 11
a. Definition of Curriculum Development ... 11
b. Principles of Curriculum Development ... 12
... c. Curriculum Development in Indonesia ... 13
B. 2013 Curriculum ... 14
1. The Definition of 2013 Curriculum ... 14
2. Goal of 2013 Curriculum ... 14
xi 4. Characteristics of 2013 Curriculum ... 16 5. 2013 Curriculum Development ... 17
a. Defining the Goal of Education ... 17
b. Defining the Material ... 17
c. Developing Syllabus ... 17
d. Developing Lesson Plan ... 18
6. 2013 Curriculum Assessment ... 19
C. Curriculum in English for Vocational High School ... 22
1. English for Vocational High School ... 22
2. 2013 Curriculum for Vocational High School ... 22
D. English Teaching-Learning Process ... 22
1. English Language Teaching ... 22
2. English Language Learning ... 23
3. Role of English Teachers in 2013 Curriculum Classroom .. 25
4. Role of Students in 2013 Curriculum Classroom ... 25
E. Review of Related Research ... 26
CHAPTER III: RESEARCH METHOD A. Time and Place of the Research ... 29
B. Research Method ... 30
C. Source of the Data ... 31
1. Observation ... 31
2. Informants ... 31
D. Techniques of Collecting Data ... 32
1. Passive participants observation ... 32
2. Interview ... 32
3. Documents Analysis ... 33
E. Truthworthiness of the Data ... 33
1. Triangulation ... 33
2. Member Checking ... 33
F. Techniques of Analysing Data ... 34
1. Data Reduction ... 34
2. Data Display ... 35
3. Conclusion drawing and verification ... 35
xii
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ... 36
1. Teachers’ Perceptions Towards the 2013 Curriculum ... 39
2. The Procedure of English Teaching-Learning Process Based on 2013 Curriculum ... 49
3. The Teachers’ Difficulties in Implementing 2013 Curriculum ... 78
4. The Efforts in Overcoming the Difficulties in Implementing 2013 Curriculum ... 83
B. Discussion ... 85
1. Teachers’ Perceptions Towards the 2013 Curriculum ... 85
2. The Procedure of English Teaching-Learning Process Based on 2013 Curriculum ... 90
3. The Teachers’ Difficulties in Implementing 2013 Curriculum ... 98
4. The Efforts in Overcoming Difficulties in Implementing 2013 Curriculum ... 100
CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION A. Conclusion ... 102
B. Implication and Suggestions ... 104
BIBLIOGRAPHY ... 106
xiii
LIST OF ABBREVIATIONS
C13 : 2013 Curriculum
SA : Scientific Approach
SBC : School Based Curriculum
xiv
LIST OF FIGURES
xv
LIST OF TABLE
Table 2.1 Scientific-based learning activity in language teaching ...15 Table 4.1 Summary of the Research Findings ...36
xvi
LIST OF APPENDICES
Appendix I Interview Protocol with English Teacher ... 111
Appendix II Interview Protocol with SMK Negeri 2 Surakarta Students ... 114
Appendix III Protocol in Observing the Teaching-Learning Process ... 115
Appendix IV Field Note of Teaching-Learning Process in XI TPM D ... 119
Appendix V Field Note of Interview with Teacher HI (1) ... 125
Appendix VI Field Note of Interview with Student BD (1) ... 146
Appendix VII Field Note of Document Analysis of XI Grade Book ... 157
Appendix VIII Field Note of Document Analysis of Lesson Plan ... 160
Appendix IX Field Note of Document Analysis of Syllabus ... 164
Appendix X Field Note of Interview with Teacher HI (2) ... 166
Appendix XI Field Note of Interview with Teacher AR ... 174
Appendix XII Field Note of Interview with Teacher BD (2) ... 189
Appendix XIII Field Note of Interview with Student NF ... 195
Appendix XIV Field Note of Teaching-Learning Process in X TKJ A (1) ... 200
Appendix XV Field Note of Interview with Teacher NN ...206
Appendix XVI Field Note of Teaching-Learning Process in X TKJ A (2) ... 219
Appendix XVII Field Note of Document Analysis of X Grade Book ... 222
Appendix XVIII Syllabus ... 224
Appendix XIX Lesson Plan ... 233
Appendix XX Legalizations ... 248
Appendix XXII Chapter 14 & 15 Buku Bahasa Inggris Kurikulum 2013 kelas X ...246
