Teaching Approaches in Applying the 2013 Curriculum of SMAN 4 Bengkulu Selatan (A Descriptive Study of English Teachers of SMAN 4 Bengkulu Selatan)”. This article examines how English teachers teach in applying the 2013 curriculum and how the English teachers go about applying the 2013 curriculum at SMAN 4 Bengkulu Selatan. In the future, the English teacher can be adequate and creative in applying the teaching approach according to the 2013 curriculum.
Tujuan artikel ini adalah untuk mengetahui pendekatan pengajaran guru bahasa Inggris dalam penerapan kurikulum 2013 dan persepsi guru bahasa Inggris di SMAN 4 Bengkulu Selatan.
INTRODUCTION
- BACKGROUND
- IDENTIFICATION OF PROBLEM
- LIMITATION OF THE PROBLEM
- RESEARCH QUESTIONS
- RESEARCH OBJECTIVES
- THE SIGNIFICANCE OF THE STUDY
- DEFINITION OF KEY TERMS
- Approach
- Curriculum 2013
- Teaching
The findings of the study show that the process of teaching English language using the 2013 curriculum was very good. Previous studies have shown that there are some problems in implementing the 2013 curriculum, namely: Teachers still lack understanding about the new curriculum because they are still confused in implementing the new features in the 2013 curriculum. What types of teaching approaches are used by the English teacher in applying the 2013 curriculum at SMAN 4 Bengkulu Selatan.
Curriculum 2013 is a form of integrated learning process that emphasizes the attitude, skills and knowledge of students.
LITERATURE REVIEW
TEACHING APPROACHES
- Definition of Teaching Approaches
- Learning Methods in Curriculum 2013
RCEM Approach: This approach was developed at the Regional College of Education Mysore (RCEM). In this approach, teaching and learning situations, strategies and support materials are properly referred to in a name that has three steps; 1) Input, 2) Process and 3) Output. The term scientific approach is commonly known in the 2013 curriculum because this curriculum learning process emphasizes the attitude of students and its parallel with the scientific approach - an approach that includes attitude, skills and knowledge (Sofyan, 2016). They believe that the scientific approach is the golden path in developing students' attitudes, skills and knowledge.
The characteristic of this model is that it is more challenging for students to "learn how to learn", work in teams and collaborate to tackle the problem in real context.
CURRICULUM
- Definition of curriculum
- A brief history of English Curriculum in Indonesia
- The Function of Curriculum
- Curriculum 2013
- Characteristics of curriculum 2013
- Applying of curriculum
- The Hindrance in applying 2013 Curriculum
- Learning Activities in Curriculum 2012
While Hamalik stated in 2008 that the curriculum is interpreted as regulated courses, activities and experiences of the students, based on the school's teaching, classroom or otherwise. It involves the specification of language and subject matter, purpose, sequence and material to meet the needs of a particular group in which the learner found himself in a defined context. This function means that the curriculum as an educational instrument must be able to serve the differences between each person in the community.
Supervisors use the curriculum to specify areas that need improvement in curriculum implementation efforts and the quality of education. A flexible curriculum is essential to sustain humanity because it functions and prepares children for the problems in society. Meanwhile, hard skill is the ability to understand the material which is in the form of thematic integrative.
The competencies are expressed in the form of essential competencies and further detailed in the basic competencies of the subject. Developing a balance between spiritual and social attitudes, knowledge and skills and applying them to various school and community situations. Placing the school as part of the community provides a learning experience so that students can apply what is taught at school in the community and use the community as a learning resource.
Then secondly, it is specifically the district, community, principal and teacher who are involved in the change process. While the technical problem of implementation 2013 curriculum such as the differences in the readiness of school and teacher, inequality and incomplete training of teachers and principals, and the supply of book is still limited.
PREVIOUS STUDIES
The result is told and appreciated by the teacher in a classroom as a result of students learning c. The result shows that the teachers do not implement the whole steps of scientific approach and basic concept of curriculum 2013 effectively when they find out the problem of the students they are for dormant or passive in classroom activities. Third, Arif Bulan et.all (2020) has investigated the process of English teaching in the 2013 curriculum.
This study aims to find out how the process of English teaching in the 2013 curriculum, what are the teachers' constraints on the English teaching process and the teachers' efforts. In the result, the study indicated that the process of English teaching using curriculum 2013 is very good. But there are some obstacles that the teacher passes, including less time, need to adapt, to the scientific approach and lack of curriculum manuals.
Finally, learning process through application of curriculum 2013 which implements standard of learning process using scientific approach can encourage students to learn actively in the development of attitude, knowledge and skill. From previous studies above, the researcher concludes that they discuss how the implementation of curriculum 2013 is. Indeed, the researcher investigates English teaching approaches used by teacher in the application of curriculum 2013 and their perception about teaching-learning process using curriculum 2013.
RESEARCH METHOD
- RESARCH DESIGN
- RESEARCH SITES
- RESEARCH SUBJECT
- RESEARCH INSTRUMENTS
- Observation Checklist
- Interview Schedule
- Documentation
- DATA COLLECTING TECHNIQUE
- Interview
- Observation
- DATA ANALYISIS METHOD
- Reducing Data
- Displaying Data
- Drawing Conclusion
The researcher conducted this research at SMAN 4 Bengkulu Selatan located at Jalan Raya Kedurang, Bengkulu Selatan. The researcher will use interview schedule, observation checklist and video based fieldwork as the instruments of this research. First, the researcher will complete some formal administrative procedures to obtain permission from the school principal to conduct the research.
Once the consent was given, the researcher came to the school to make an appointment to collect the data. Since the research is descriptive study, the researcher used in-depth interview technique as the primary technique. Some targeted questions were provided to guide the researcher in conducting the in-depth interview with the teachers.
Interview guides are useful in guiding the researcher to ask important questions about the information. Furthermore, on the researcher's side, the interview guidelines help the researcher to conduct the interview sequentially. The researcher conducted a documentation method by documenting things related to teachers' methods in using the 2013 curriculum.
The researcher used content analysis by Miles and Huberman, which is known as the interactive model. The researcher displayed the data by reducing to facilitate the interpretation of the data.
RESULT AND DISCUSSION
Result
Teaching Approaches Used by English Teachers in Implementing Curriculum 2013
I give them a task related to the 2013 curriculum in which the students have to be active and creative in solving the problem. When the researcher focuses on the teacher's knowledge of Curriculum 2013 by asking the question "what do you know about the concept of Curriculum 2013?". Science learning begins with a question from the teacher, therefore a common question when the learning process begins."
T2 also stated that she always tries to prepare everything needed in the teaching and learning process in order to meet the requirements of the Curriculum 2013. Both English teachers at SMAN 4 Bengkulu Selatan use the appropriate method in the teaching and learning process because according to T2 not every teaching method is suitable with the material. Overall, T2s prefer to use books, film or film and video as media in the classroom teaching and learning process.
For example, T1 chooses to give students a task related to the 2013 curriculum to invite students to be active and creative in solving problems. For example, T1 contextualized the teaching-learning process by providing a situation that the students easily understood (judging by the students' enthusiasm in the interpreter and active questioning of the situation). The observation of T1 data was also consistent with the results of the interview, the teacher started the scientific teaching-learning process by asking.
Also, the teacher developed the scientific teaching-teaching process by asking questions related to the target materials. The data show that the implementation of the teaching-learning process using contextual learning in T1's classroom as follows: The data show that T1 made the connection process by providing materials to seek advice related to some situations that the students known as birthday. party, date with girlfriend/boyfriend.
Teachers’ Perception about Teaching-Learning Process by Applying Curriculum 2013
I feel a problem with the assessment because the 2013 curriculum has four assessment skills in the cognitive domain (listening, speaking, writing, reading) that the student must master in one month. The interview data also reveals that teachers attended some trainings and seminars on the 2013 curriculum; has improved with Then, the two English teachers at SMA N 04 Bengkulu Selatan got a good response when the researcher asked about the 2013 curriculum, its requirements and teachers' ways and fulfilled the requirements of the 2013 curriculum.
The requirements of the 2013 curriculum, outlined by T2, "the requirements of the 2013 curriculum use the scientific approach that uses the methods: discovery learning project-based learning, problem-based learning, and inquiry-based learning, IT-based learning and the last is based on student centre". Indeed, T2 says that as the English teacher they need to improve their understanding of all requirements of Curriculum 2013. Behind all its improvement, the 2013 curriculum was experiencing problems not only for teachers, but also for the students.
In detail, T1 reveals that "I feel difficulties with assessment because the curriculum for 2013 has four skills to assess in the cognitive area (listening, speaking, writing, reading), in a month the student must have at least two or three assessments". T1 also commented that as an English teacher, they sometimes need extra time to adapt to the changing curriculum requirements. The English teachers try to meet all the requirements of the 2013 curriculum, even sometimes they mix and match the method used.
By following these instructions, the English teacher related the learning process to the concept of curriculum 2013 by Sofyan, emphasizing the students' attitude and its parallel with the scientific approach – an approach that integrates attitude, skills and knowledge. Based on the explanation above, it can be concluded that the 2013 curriculum was good to implement because emphasis was placed on student-centeredness, so that students became more active in the teaching learning process.
CONCLUSION AND SUGGESSTION
CONCLUSION
SUGGESSTIONS
Curriculum Implementation 2013: A Case Study of English Teachers' Experience in SMA Lab School in Indonesia. 2013 curriculum implementation and English language teaching and learning issues in Indonesia. The effects of implementing the 2013 curriculum on student achievement in English learning at SMAN 1 Alla' Enrekang.
A Scientific Approach to Curriculum Implementation 2013: A Case Study in Rural and Urban South Sulawesi. Effects of 2013 Curriculum Implementation on Students' English Learning Achievement at SMAN 1 Alla’ Enrekang. Problems of Vocational High School Teachers in Implementing Assessment in the 2013 Curriculum in Yogyakarta Province, Indonesia.
