THE EFL TEACHERS’ CONSTRAINTS IN IMPLEMENTING CURRICULUM 2013 AN ARTICLE
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The results of this study are: (1) Teachers’ perspective on the implementation of the 2013 Curriculum in teaching English is divided into five aspects: (a) the change
Basically, the idea of curriculum 2013 is very broad, includes a rationale, idealized conditions, elements of change, the concept of the planned changes, the methods
INTEGRATING CHARACTER EDUCATION INTO LANGUAGE LEARNING: EFL TEACHERS' SPIRITUAL NEGOTIATION IN IMPLEMENTING BASIC COMPETENCES OF THE 2013 CURRICULUM..
From the data collected using an open- ended questionnaire about EFL teachers’ perceptions on the changes in the 2013 curriculum found that a majority of EFL teachers at
Based on the taxonomic theory those terms are categorized into three domains, namely: cognitive, affective and psychomotor domains (Permendikbud, 2013). In accordance with the
CONCLUSION The implementation of 2013 curriculum faces some problems in four English teachers of private vocational high schools in Tegal during preparing lesson, applying steps of
“Because many types of authentic assessments in 2013 curriculum especially in affective and psychomotor assessments, I use observasi in affective assessment, and I use praktik
Based on the result of documentation and interview, it was found that the subjects determined in the stage of planning include Islamic and general knowledge referred to the curriculum
