THE TEACHER’S PERCEPTION ON 2013 CURRICULUM AND HIS TEACHING PRACTICES
(A Case Study at SMA Batik 2 Surakarta)
A Thesis
CHAPTER II
Lusiana Prihastiwi
S891602017
Submitted as a Partial Fulfillment of the Requirements for the Attainment of
the Graduate Degree in English Education
GRADUATE SCHOOL OF ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
APPROVAL
This thesis is approved by the consultants to be examined by the Board of Thesis Examiners of Teacher Training and Education Faculty of Sebelas Maret University.
Consultant 1 Consultant 2
Dr. Suparno, M.Pd. Dr. Sumardi, M.Hum. NIP. 19511127 198601 1 001 NIP. 19740608 199903 1 002
Approved by,
Head of English Education Department of Graduate Program Sebelas Maret University
LEGITIMATION
The Teacher’s Perception on 2013 Curriculum and His Teaching Practices (A Case Study at SMA Batik 2 Surakarta)
A Thesis By: Lusiana Prihastiwi
S891602017
This Thesis has been approved by the Board of Thesis Examiners of English Education Department of Graduate School
Teacher Training and Education Faculty of Sebelas Maret University Surakarta In November 2017
Board of Examiners Signatures Chairman Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1 009 (……….)
Secretary Dr. Abdul Asib, M.Pd. NIP. 19520307 198003 1 005 (……….)
Examiners 1. Dr. Suparno, M.Pd.
NIP. 19511127 198601 1 001 (……….)
2. Dr. Sumardi, M.Hum. NIP. 19740608 199903 1 002 (……….)
PRONOUNCEMENT
I would like to certify that this thesis entitled “The Teacher’s Perception on 2013 Curriculum and His Teaching Practices (A Case Study at SMA
Batik 2 Surakarta)” is not a product of plagiarism made by others. Anything related in others’ work is written in quotation, the source of which is listed on the bibliography.
If then this pronouncement proves wrong, I am ready to receive any academic punishment.
Surakarta, October 2017
ABSTRACT
Lusiana Prihastiwi. S891602017. The Teacher’s Perception on 2013 Curriculum and His Teaching Practices (A Case Study at SMA Batik 2 Surakarta). A Thesis First Consultant: Dr. Suparno, M.Pd. Second Consultant: Dr. Sumardi, M.Hum. English Education Department. Graduate School. Sebelas Maret University.
This research aims to identify and describe the teacher’s perception on 2013 curriculum and to find out the realization of perception in classroom teaching-learning practices using 2013 curriculum. The research subject is one teacher in SMA Batik 2 Surakarta. In order to identify the teacher’s perception and its realization in teaching practices, case study is conducted from January to June 2017. To collect qualitative data of the case under study, the researcher interviewed the teacher and the students, observed the teacher’s teaching practices, and analyzed the document in the form of teacher-made lesson plan. The collected data then were analyzed by using interactive model of data analysis consisting of data reduction, data display, and verification. The research findings show that the teacher has both positive and negative perception on 2013 curriculum. The teacher’s positive perception is realized in his teaching practices. Meanwhile, for the parts of 2013 curriculum that the teacher negatively perceives, he does not integrate them into his teaching practices.
MOTTO
“. . . and seek help in patience and prayer”
DEDICATION
This thesis is dedicated to:
Ibuk Bapak for their endless affection My beloved sister Yasinta Primastuti
My beloved Mohammad Romdhoni Prakoso Uti Kakung
Tante, Om, Mbak Ayla, Dek Aisha
ACKNOWLEDGEMENT
Praise be to Allah SWT who has given His blessing so that the writer is able to finish the thesis written as a partial requirement for achieving graduate degree of Graduate School of English Education Department in Teacher Training and Education Faculty of Sebelas Maret University. The writer realizes that this thesis cannot be completed without support, advice, and guidance from many people. Therefore, the writer would like to express the sincere gratitude to:
1. Prof. Dr. Joko Nurkamto M.Pd., the Dean of Teacher Training and Education Faculty of Sebelas Maret University;
2. Dr. Ngadiso, M.Pd., the Head of Master Program of English Education Department;
3. Dr. Suparno, M.Pd., as the first advisor who always gives guidance, excellent advice, and idea to the researcher;
4. Dr. Sumardi, M.Hum., as the second advisor who always gives guidance, excellent advice, and idea to the researcher;
5. All of the lecturers and staffs of Graduate School of English Education Department in Teacher Training and Education Faculty of Sebelas Maret University who have gave their contribution to the writer for completing this research;
6. Joko Sumarsono, M.Pd, as the headmaster of SMA Batik 2 Surakarta who has given opportunity to the writer to conduct the research;
7. Mohammad Romdhoni Prakoso, S.Pd., as the English teacher of the tenth grade of SMA Batik 2 Surakarta who has given guidance and support to the writer in conducting this research;
8. The tenth grade students of SMA Batik 2 Surakarta who help the researcher in conducting the research;
9. All of the writer’s beloved friends.
TABLE OF CONTENT TITLE………. I APPROVAL……….. Ii LEGITIMATION………... Iii PRONOUNCEMENT……… Iv ABSTRACT……… V MOTTO……….. Vi DEDICATION……… Vii ACKNOWLEDGEMENT……….. viii
TABLE OF CONTENT……….. Ix LIST OF TABLE..………... Xii LIST OF FIGURE ……….. xiii
LIST OF APPENDICES………. Xiv CHAPTER I INTRODUCTION A. Background of the Research……… 1
B. Problem Statements……… 3
C. Objectives of the Research……… 3
D. Benefits of the Research……… 3 CHAPTER II LITERATURE REVIEW
A. The Teacher’s Perception
1. The concept of perception ……… 2. The relationship between teacher’s perception and
teaching practices……… 3. Identifying perception………
4
4 6 B. Curriculum
1. The concept of curriculum....……… 2. Curriculum design processes……… 3. Curriculum aims and objectives……….. 4. The types of curriculum………..
C. Curriculum in Indonesia
1. Curriculum development in Indonesia……… 2. The 2013 curriculum……… 3. The revised version of 2013 curriculum…………. 4. The background of 2013 curriculum implementation 5. The differences between school-based curriculum
and 2013 curriculum………. 6. The strengths and weaknesses of 2013
curriculum………..
7. The learning models in 2013 curriculum…………
13 14 16 17 17 19 20
D. Review of Related Research 25
E. Rationale 29
CHAPTER III RESEARCH METHOD
A. Research Design 31
B. Research Context 31
C. Sources of the Data 32
D. Sampling 32
E. Data Collection
1. Observing……….. 2. Interviewing……….. 3. Document analysis..………. 4. Questionnaire………...
33 34 34 35 F. Data Validation
1. Triangulation………. 2. Member checking……….
35 36 G. Data Analysis
1. Data reduction………..
2. Data display……….. 3. Conclusion drawing/verification……….
A. Data Description………... 38 B. Findings ……….. 42 C. Discussion……… 57 CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ………... 61 B. Implication and ……… 64
C. Suggestion………. 65
BIBLIOGRAPHY 67
LIST OF TABLE
Table 2.1 The differences between school-based and 2013 curriculum……... 18 Table 3.1 Research Schedule ………... 32 Table 4.1 Sample of Research Data …….……… 39 Table 4.2 The Realization of Perception in Teaching Learning Practices
LIST OF FIGURE
LIST OF APPENDICES
Appendix 1 Interview Questions Appendix 2 Data Display on Interview
Appendix 3 Data Display on Teaching Practices Appendix 4 Teacher-made Lesson Plan
Appendix 5 Data Display on Teacher-made Lesson Plan Appendix 6 Data Display on Questionnaire
