analysis of teachers' barriers in implementing 2013 ... - Test Repository [PDF]

ANALYSIS OF TEACHERS’ BARRIERS IN IMPLEMENTING 2013 CURRICULUM TO TEACH ENGLISH IN SMP N 6 AND SMP N 10 SALATIGA

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for Degree of Sarjana Pendididkan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga

By: DYAH KOES WINDARTI 113 11 014

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2016

ii

iii

iv

Motto

You Can If You think You Can

-Norman Vincent PealeAuthor of the book You Can if You think You can

v

DEDICATION This graduating paper is whole-heartedly dedicated to:

1. My beloved parent; Mr. Sumarsono and Mrs. SitiZumriah, thanks a bunch for everything you gave to me, for your affection, education, pray, and hard work. 2. My lovely brother; HanifFajarNurcahyo who always be my vigilant driver and be my partner in debate. 3. My big family who always supports and motivate me, especially for Mr. Bardikan’s Family and my naughtiest beautiful niece Anggun Prasisca. 4. All my dearest friends Fitri, Nurul, Niken, Dewi, Aisah, Kusuma and others.

vi

ACKNOWLEDGEMENT

Alhamdulillahirabbil‘alamin, thanks to the Almighty Allah. Because of Him, the writer can complete this research as one of the requirements for getting the degree of Educational Islamic Studies (S,Pd.I) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2016. Secondly, peace and salutation are always given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success will not be achieved without support, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that it is an appropriate moment to give my deepest gratitude for: 1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic Studies (IAIN) Salatiga 2. Suwardi, M. Pd, S. Pd, Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph.D., as the Head of English Education Department 4. Dr. Sa’adi, M.Ag., as the Academic Counselor 5. Mrs. Dewi Wahyu Mustikasari. M.Pd, as the research consultant who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this research from beginning until the end 6. My beloved father and mother 7. All of the lecturers in English Education Department, who taught patiently, advised, motivated, and shared their experiences

vii

8. The English teachers of SMPN 6 and SMP N 10 Salatiga who give chance for the writer to interviewed them 9. All of the staffs who helped the writer in processing of graduating paper administration 10. My beloved family 11. All of my beloved friends Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. Moreover, the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.

Salatiga, 11th February 2016 The Writer

Dyah Koes Windarti 113 11 014

viii

ABSTRACT

Windarti, Dyah Koes. 2016. Analysis of the Teachers’ Bariers in Implementing 2013 Curriculum to Teach English in State Junior High Schools in Argomulyo Sub District of Salatiga. A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Mustikasari M.A Keywords : curriculum, 2013 curriculum, implementation, english learning, teachers’ barriers Curriculum in Indonesia has revised several times and the newest is 2013 curriculum. This curriculum started to be implemented in 2013. There are some revisions in this curriculum and it becomes the controversial among the educational area, moreover it is reviewed by the new minister of education and culture. This research is aimed to analyze; (1) the implementation of 2013 curriculum in English subject (2) the barriers which are faced by the English teachers in that implementation. The kind of this study is descriptive qualitative study. The writer used the techniques of observation, interview, and documentation to collect the data. The result of the study shows that (1) administratively the teachers have implemented the 2013 curriculum well, but practically still there are many deficiencies. The implementation is included lesson plan, learning process, discovery learning as learning model, and authentic assessment. The learning process and assessment process was not fully appropriate with 2013 curriculum; (2) The barriers faced by the teachers are limited time allocation, unavailability of schools’ facilities, students’ condition, teachers’ difficulties in changing their teaching style, and the process of authentic assessment.

ix

TABLE OF CONTENTS TITLE ....................................................................................................

i

DECLARATION ...................................................................................

ii

ATTENTIVE COUNSELOR’S NOTE ...............................................

iii

STATEMENT OF SERTIFICATION ................................................

iv

MOTTO .................................................................................................

v

DEDICATION .......................................................................................

vi

ACKNOWLEDGMENT ......................................................................

vii

ABSTRACT ...........................................................................................

ix

TABLE OF CONTENTS ......................................................................

x

LIST OF TABLES AND FIGURE .....................................................

xiii

CHAPTER I INTRODUCTION A. Background of the Research .......................................................

1

B. Problems of the Research ............................................................

4

C. Objectives of the Research .........................................................

4

D. Limitation of the Problem ..........................................................

5

E. Benefits of the Research..............................................................

5

F. Clarification of Key Terms .........................................................

7

G. Graduating Paper Organization ...................................................

9

x

CHAPTER II LITERATURE REVIEW A. Curriculum .................................................................................

10

1. Curriculum Definition ....................................................

10

2. Curriculum Component ..................................................

11

3. Syllabus ..........................................................................

14

4. Lesson Plan ....................................................................

15

B. 2013 Curriculum .........................................................................

16

1. Legal Foundation ............................................................

17

2. Element of Revision in 2013 Curriculum ......................

18

3. Teachers’ Role in 2013 Curriculum ..............................

22

4. Scientific Approach ........................................................

24

5. Learning Model In 2013 Curriculum .............................

28

6. Assessment in 2013 Curriculum ....................................

31

7. Review of Previous Research..........................................

36

CHAPTER III RESEARCH METHODOLOGY A. Research Methodology................................................................

40

B. Role of Researcher ......................................................................

41

C. Subject of the Research ..............................................................

41

D. Technique of Collecting Data ....................................................

42

E. Technique of Data Analysis ........................................................

45

F. Validity of the Research .............................................................

47

xi

CHAPTER IV FINDING AND DISCUSSION A. Implementation of 2013 Curriculum in English Subject ......

49

1. Lesson Plan .....................................................................

49

2. Learning Process .............................................................

70

3. Discovery Learning as Learning Media ..........................

78

4. Assessment Process .........................................................

82

B. Barriers in the Implementation of 2013 Curriculum.......

94

1. Lack of Time Allocation ................................................

95

2. Unavailability of School Facilities and Equipments .......

99

3. Students’ Condition ........................................................

101

4. Teachers’ Difficulties in Changing Their Teaching Style

104

5. Assessment Process ........................................................

107

CHAPTER V CLOSURE A. Conclusions ...........................................................................

111

B. Suggestions ...........................................................................

114

REFERENCES APPENDICES

xii

LIST OF TABLES AND FIGURE

Table 2.1

: Differences between 2013 curriculum and KTSP ....................... 18

Table 2.2

: Changes of English Subject ............................................................ 20

Table 4.1

: Teacher A’s Lesson Plan ................................................................. 50

Table 4.2

: Teacher B’s Lesson Plan ............................................................... 50

Table 4.3

: Teacher C’s Lesson Plan ............................................................... 50

Table 4.4

: Teacher D’s Lesson Plan ............................................................... 51

Table 4.5

: The core competence from English Sylabus .............................. 51

Table 4.6

: The core competence of Teachers A’s Lesson Plan................... 52

Table 4.7

: The core competence of Teachers B’s Lesson Plan ................... 53

Table 4.8

: The core competence of Teachers C’s Lesson Plan ................... 53

Table 4.9

: The core competence of Teachers D’s Lesson Plan................... 54

Table 4.10

: The Base competence from the syllabus ..................................... 55

Table 4.11

:The base competence and Indicator formula of Teacher A’s lesson plan......................................................................................... 55

Table 4.12

: The learning activity in the teacher A’s lesson plan ................ 56

Table 4.13

: The base competence from the English syllabus ....................... 58

Table 4.14

:The base competence and Indicator formula of Teacher B’s lesson plan ......................................................................................... 58

Table 4.15 Table 4.16 Table 4.17

:The activity in Teacher B’s Lesson Plan ...................................... 59 :The Base competence from the syllabus ...................................... 61 :The base competence and Indicator formula of Teacher C’s lesson plan ................................................................................ 62

Table 4.18 Table 4.19

:The activity in Teacher C’s Lesson Plan ............................ 63 :The Base Competence from Syllabus ................................. 65

Table 4.20

:The base competence and Indicator formula of Teacher D’s lesson plan ........................................................................ 66

Table 4.21

: The learning activity in Teacher D’s Lesson plan ............ 67

xiii

Table 4.22

:Method of learning in Teacher A’s lesson plan ................ 68

Table 4.23

:Method of learning in Teacher B’s lesson plan ................ 68

Table 4.24

:Method of learning in Teacher C’s lesson plan ................ 69

Table 4.25

:Method of learning in Teacher D’s lesson plan ................ 69

Table 4.26

: The implementation of scientific approach in Teacher A’s Class .......................................................................................... 72 : The implementation of scientific approach in Teacher B’s Class .......................................................................................... 74 :The Implementation of Discovery Learning Based on

Table 4.27 Table 4.28

Writer’s Observation in Teacher’s A Class ........................ 79 Table 4.29

: Implementation of Discovery Learning Based on Writer’s Observation in Teacher’s B Class ........................................ 80

Table 4.30

:The Assessment of Teacher A’s lesson plan ...................... 83

Table 4.31

:The Assessment of Teacher C’s lesson plan ...................... 86

Table 4.32

:The Assessment of Teacher D’s lesson plan ...................... 89

Figure 3.1

: Components of Interactive Analysis Models ...................46

xiv

CHAPTER I INTRODUCTION

A. Background of the Research Education is one of the important parts in the country’s development. The quality of the education also influences the country’s quality, so it is not strange thing when the government put much attention to the educational world. There are many efforts which are done by them to increase the educational quality. They revise some part of educations, one of the revision’s target is curriculum. Curriculum is the soul of education, and it influences the successful of the education in Indonesia. Based on the situation, the government revises the curriculum periodically. The revision can be partially on the certain component or completely on the entire component. The renewal of the curriculum usually starts from the conceptual change and it is followed by the structural change. The conceptual changes are the change of the curriculum concept, for example the change on the approach, the foundation, and the change of model of learning. Whereas the structural changes are the change of the curriculum system, it influences some aspect such as the role of teacher and the arrangement of learning. The revision is the result of the change of politics system, social culture, economic, and technology. The department of education and culture (Depdikbud) since 1945 has changed the curriculum several times ,

1

it is changed on 1947, 1952, 1964, 1968, 1975, 1984, 1994, 1999, 2004, 2006, 2008. More specifically known some periods of the curriculum implementation as follow ; “kurikulum sederhana” or the simple curriculum (1947-1964), “kurikulum pembaruan” or renewal curriculum (1968 and 1975), “ kurikulum berbasis keterampilan” or the skills-based curriculum (1984 and 1994), and “kurikulum berbasis kompetensi” or competency-based curriculum (2004 and 2006). The improvement of competency based learning is Curriculum Education Unit (KTSP) or” Kurikulum Tingkat Satuan Pendidikan” and the newest curriculum named as 2013 curriculum The new curriculum is expected to increase the educational quality and reconstruct the style of education in this country. Different from the previous curriculum the core of this curriculum is students’ character building. Mulyasa (2014: 6) asserts that 2013 curriculum more emphasizes on character education which aims to increase the quality of learning processes and outcomes. There are four elements of revision in the 2013 curriculum; the four elements are the standard of graduate competency, standard of process, standard of content, and standard of assessment. In order to make the learning process effective the government eliminates some subjects in this curriculum. For example, now in junior high school there are only ten subjects, different to the previous curriculum which there is 12 subjects. In the other hand the time allocation of the learning is increasing from 32

2

hours per week and it becomes 38 hours per week. It seems that the increasing of the time allocation and the elimination of some subjects make the students learn more deeply in each subject. The ministry of education in document of 2013 curriculum (2013 : 137) explained that this curriculum having character of thematic integrative so it means that some subject related to others subjects, in other words it can be said that there isn’t elimination of the subjects but it is combined. 2013 curriculum starts to be implemented in the academic year of 2013-2014 with little preparation. There are only few schools which use this curriculum. The schools that implement this curriculum in 2013 are the designated school. The government points some schools to be pilot project school. Salatiga becomes one of the cities which implement this curriculum. There are five state junior high schools which become the pilot project school for the implementation of this new curriculum. In the second year of this implementation exactly in 2015 all state junior high school in Salatiga has implemented it. The implementation of 2013 curriculum is under the spotlight from many parties, especially they which is in the educational field. It is seemed rushed and forced to implement it. Problems raises in the beginning of the curriculum implementation, the problems come from the process, materials, instruments, and lack of preparation from the teachers and government.

3

2013 curriculum raises some problems as explained by Alawiyah (2013:11) in the implementation of Curriculum 2013 are still found some problems, including confusion of the teachers and education units. These constraints include: the teachers are not ready and hard to change their mindset, the lack of information about guideline and dissemination, the content of the book which not appropriate with the materials. The problem hamper the teachers in the implementation of 2013 curriculum. Based on the above problem the writer wants to conduct a research entitled

“ANALYSIS

OF

THE

TEACHERS’

BARIERS

IN

IMPLEMENTING 2013 CURRICULUM TO TEACH ENGLISH IN SMP N 6 AND SMP N 10 SALATIGA “ B. Problems of the Research Based on the background of the Research, this research is aimed to answer the following problems: 1. How is the implementation of the 2013 curriculum in English learning in SMP N 6 and SMP N 10 Salatiga? 2. What are the barriers faced by the English teachers of SMP N 6 and SMP N 10 Salatiga in implementing 2013 curriculum?

C. Objectives of the Research Based on the statements of the problems above, the intentions of the research are as follow:

4

1. To describe the implementation of 2013 curriculum in English learning in SMP N 6 and SMP N 10 Salatiga. 2. To describe the barriers faced by the English teachers in implementing 2013 curriculum in SMP N 6 and SMP N 10 Salatiga.

D. Limitation of the Problem There are bunch components of the curriculum which can be researched, but in this research the writer only focuses on the implementation and the difficulties which are faced by the English teachers in implementing 2013 curriculum in SMP N 6 and SMP N 10 Salatiga. The implementation is restricted in the aspect of lesson plan, learning process, learning model, and assessment process.

E. Benefits of the Research The benefits of the Research are: 1. Theoretical Benefits : The result of the research is expected to give information to the reader about the implementation of 2013 curriculum in English learning and some problems which is faced by the teachers in implementing it.

2. Practical Benefits

5

a. For the students: The research adds students’ knowledge about the English learning process and the various problems which happen in it, so it will motivate them to be active students in learning English.

b. For the English teachers: The finding of the research hopefully can help the teachers to identify problems in implementing 2013 curriculum and help them to solve these problem. It also gives contribution to the teachers in the form of suggestion to complete their role in the implementation of 2013 curriculum in the English learning process. The other benefit is to give reflection to the teachers to evaluate their work in achieve the goal of 2013 curriculum especially in English subject.

c. For the other researcher: The research can be one of the references for other researchers who want to conduct a research about curriculum in language learning.

F. Clarification of Key Terms

6

The writer wants to explain the main terms of the title to avoid ambiguity and different interpretation of each reader. 1. Curriculum According to UU no nomor 20 tahun 2003; PP nomor 19 tahun 2005 “Kurikulum

adalah

seperangkat

rencana

dan

pengaturan mengenai tujuan, isi, dan bahan pelajaran serta

cara

yang

digunakan

sebagai

pedoman

penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu .” "curriculum is a set of plans and arrangements regarding the objectives, content and learning materials as well as the means used to guide the implementation of learning

activities

to

achieve

specific

educational

objectives." 2.

2013 Curriculum 2013 curriculum is competency based curriculum, It designs to anticipate the demand of the modern era. Mulyasa (2013 : 64) states that 2013 curriculum has purpose to encourage students to be able and better to observe, ask, reason, and communicate what they have got or known after the lesson. It is the development of creative and innovative thinking, and it brings up the improvement of the students’ attitude.

7

3. Barriers of Curriculum Implementation Implementation is the process of implementing the idea, concepts, policy, or innovation in doing practically so give effects are like the development of knowledge, skills even values and attitudes (Kunandar, 2007: 233). It can be said that curriculum implementation is the process of implementing the concept of curriculum. The teachers are faced with barriers which hinder the successful of the curriculum implementation. According to Mkandawire( 2010:3) the barriers which usually faced by the teachers or the implementer are: a. The education system has limited funding capacities. b. Unavailability of school facilities and equipments like classrooms, libraries, resource centers, offices, desks, schools halls and others c. Limited procurement and supply of teaching and learning resources. d. Quality and quantity of teaching staff to meet the expectations of pupils and the society is another impediment. e. Poor conditions of services for curriculum implementers are another challenge. f. Poor time management by school administrators and teachers is another factor. Curriculum implementation is also hindered by what goes on in learning institutions.

8

G. Graduating Paper Organization In this section, the writer discusses some parts of graduating paper organization. The graduating paper consists of five chapter. Chapter I present background of the Research, problems of the Research, objective of the Research, limitation of the Research, benefits of the Research, Clarification of key terms, and graduating paper Organization. Chapter II is the literature review of the research. Chapter III discuss about the research methodology, it consists of research method, role of the research, subject of the research, technique of collecting data, technique of analysis data. Chapter IV is the finding and discussion of the research. It consists of discussion and finding of the research. Chapter V is closure that consists of the conclusion and suggestion. The last part of the research is the references and appendices.

9

CHAPTER II LITERATURE REVIEW A. Curriculum 1. Curriculum Definition The etymology meaning of curriculum rooted from the word “currir” which mean runner and “curere” mean a place for run. So, curriculum is a distance which must be taken on by the runner from the start until finish. This word is known in the sport world and then adopted to the education. John Franklin Bobbitt (1918) as quoted by Kurniasih and Sani (2014:3) stated: “Curriculum, as an idea has its roots in Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. This definition is the general term of curriculum, it seems that curriculum is a journey which taken on by people. Other definition is states by Caswell and campell as quoted by Kurniasih & Sani (2014 :5), “curriculum as all of the experiences children have under the guidance of teachers”. This explanation closely related with the educational field because in that definition is mentioned “teachers” and “children”. Another definition is also presented by Taylor (1956) cited in Poerwati, (2013:15 ) which mentioned that curriculum is, “attempt to

10

influence the child's learning, whether in the classroom, on school grounds or outside the school”. Taylor focuses on the scope of curriculum. It is not only about schools’ world but it is also impact the students’ daily life. According to a new view of modern as proposed by Romine cited by Hamalik (2009:4) “Curriculum is interpreted to mean all of the organized courses, activities, and experiences which pupils have under direction of the school, whether in the classroom or not. There is other complete definition in the dictionary of education as quoted by Kurniasih and Sani (2014:3) “curriculum is a general overplan of the content or specific studies of that the school should offer the students by way qualifying him for graduation or for entrance into a professional or a vocational field”. This definition explains clearly about the content of curriculum, purpose, and people who responsible for the development of curriculum. Based on the explanation above it can conclude that curriculum is a set of rules and plan of study that use as guidance to organize learning process. Curriculum becomes references for the teachers to determine their ways in teaching. 2. Curriculum Component There are some main components of curriculum, it can be studied from the definition from UU No 20 th 2003 PP No 19 th 2005 “Curriculum is a set of plan and adjustment about the goal, content,

11

and materials of the lesson including the way which is used as guidance in the organizing a learning process to achieve particular educational goal“. In that description seen that curriculum has four main component including; goal, materials, process, and evaluation. All components are important in the development of curriculum and it influences each other. a. Goal In composing curriculum the first thing which should be determined is the goal. The educational goal of a country is a clarification from country’s goal, because education is a tool to achieve the national goal. There are two kinds of curriculum’s goal seen from its scope, namely general goal and special goal. According to Hilda Taba as quoted by Arifin (2012:20) “The source of the curriculum are society culture, a study course, individual, and diciplinary science”. Education was considered as a preservative culture in order to make the students became good societies which know well about their own culture. Curriculum should be designed appropriate with country’s ideal and based on country’s cultures. The clear goal is an obligation in order to avoid ambiguity in the implementation process.

12

b. Material Curriculum material is all activity and experience which compose to gain the educational goal. According to Arifin (2012: 20) generally the content of curriculum can be classified into three parts as follow: 1) Logic, knowledge about true or false grounded on scientific procedure. 2)Ethics, knowledge about good or bad, value, and morality. 3) Aesthetics, knowledge about beautiful or not which related to art. In the formal education the content of curriculum is arranged in the form of subject lesson or discipline which poured in the form of curriculum’s structure and appropriate with the institutional’ purpose. For example the materials is divided into some subject such as; mathematic, English, science, civic education, etc.

c. Process The implementation process of curriculum should indicate the learning process; it is an effort from teacher to educate their students in school or outside school by structured activity. For example, teacher gives a task to the students to answer some question related with the given materials or teacher makes groups in class to do some experiments. This process requires teachers to use various kind of learning strategy, methods of learning, medium, and others source of learning. The selection of an

13

effective teaching method is based on specific objectives to be achieved (Nurdin 2002: 94). This expression means that teaching methods should be appropriated to the learning objectives, subject matter and levels of learners.

d. Evaluation Evaluation is an effort to know the effectiveness of curriculum and to determine the quality of education. It is not easy because there are many aspects which should be evaluated and this process also involves many people. (Tafsir, 1992: 41) clarifies the "evaluation should be directed at all aspects of coaching education. Commonly it should cover aspects of cognitive, affective and psychomotor. 3. Syllabus According to Kunandar (2007: 244) Syllabus is a further elaboration of the basic competency standards to be achieved, as well as the subject matter to be studied by the students in order to achieve the standards of competence and basic competences. It means that the syllabus is the foundation in the development of learning activity. A syllabus is an explicit and coherent plan for a course of study. The syllabus is a guide or map for the teacher or the learner, which may need to be altered once the course commences. A syllabus is constructed by selecting and sequencing content, based on explicit

14

objectives. It is a public document, usually prepared by the teachers and negotiated with learners. It specifics what is to be taught in any course of study” (Feez and Joyce, 1998:2). From the definition above can be said that syllabus should contain the learning materials, the time of study and the purpose of the study. It is in line with the definition from Richard (2002:2) A syllabus is a specification of the content of a course of instruction and lists what will be taught and tested. 4. Lesson Plan In the learning process usually the teachers have drafted the activity, before they teaching in the class. There is a document which contains the plan from the teachers. This document is called as lesson plan.

Lesson

plan

is

a

plan

that

describes

procedures

and the organization of learning to achieve the basic competencies that specified in Content Standards and is described in the syllabus (Kunandar, 2007: 263). In composing the lesson plan the teacher should consider some principles, according to Kunandar (2007;64) there are eight principles, the first is students differences which include the ability, talent, and emotional. The second is the active participation of the students, the teachers should design the learning activity which give opportunities for the students to be active. The third is students centered in oreder to encourage the spirit of learning, motivation. The fourth principle is the development of reading and writing culture. The fifth is the lesson plan

15

contain the program of giving positive feedback, reinforcement, enrichment and remedial. The sixth is emphasis on the coherence between basic competencies, learning materials, learning activities, indicator formula, assessment, and learning resources in a whole learning experience. The next principle is Accommodates-integrated thematic learning, the integration of cross-eyes lessons, across all aspects of learning, and cultural diversity. The last is The application of information and communication technologies in an integrated, systematic, and effective in accordance with the circumstances. The teachers cannot arbitrarily alone in preparing lesson plan. They should pay attention to all the above principles B. 2013 Curriculum Curriculum in Indonesia has been revised for several times. The revision was made to enhance the previous curriculum. It is as an effort to increase the quality of education in this country. The newest curriculum is 2013 curriculum which replaces the use of KTSP. The main purpose of this curriculum is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible citizens and positive contributors to the civilization (Kemendikbud, 2013:22). It is proven by the additional of time allocation in the religious subject and the implementation of scientific approach. It also emphasizes on the educational character and the development of

16

thematic integrative lesson. The further explanations about the element of 2013 curriculum are explained as follow:

1. Legal Foundation The revision of curriculum is the answer of the demands of modern era. According to Mulyasa (2013: 64) Curriculum 2013 is developed based on three aspects namely; philosophic, judicial, and conceptual. The philosophic foundation is Pancasila and educational philosophic. Pancasila directs the purpose of 2013 curriculum. The content of curriculum grows the value of Pancasila in the students’ self.

Beside that the development also notices the philosophy of

education. It based on the eminent value, academic value, students and societies’ need. Judicial foundation is the formal regulation from the government which uses as basis in the development of 2013 curriculum. The regulation which becomes the foundation such as : regulation

(peraturan

pemerintah)

Number.

19

government Year

2015,

permendikbud Nomor 71 tahun 2011, and undang-undang nomor 20 tahun 2003 tentang system nasional pendidikan. The last is conceptual foundation, this aspect according to Sani (2014 : 37) include the relevance of curriculum based competence, contextual teaching and learning, student active learning, and the assessment process.

17

2. Element of Revisions in 2013 Curriculum 2013 curriculum is formally launched at 15th July 2013 and it is implemented in academic year of 2013/2014 by some schools in Indonesia. The revision of curriculum certainly makes change with the previous curriculum. This following tables show the differences between 2013 curriculum and KTSP.

Table 2.1 Differences between 2013 curriculum and KTSP

No

KTSP

1

Standard of Content (Standar Isi) Graduated Competency standard (SKL is

2013 Curriculum

determined

Permendiknas

first No

22

trough )

Determines

first

through

Tahun Permendikbud No 54 Tahun 2013.

2006.After that the Graduated After that standard of content ( Standar Competency standard (SKL ) is isi) is determined. It is in the form of determined through Permendiknas curriculum No 23 Tahun 2006.

framework

which

is

presented in Permendikbud No 67, 68, 69, and 70 Tahun 2013.

2

It

emphasized

on

knowledge There is balance in soft and hard skill

aspect.

in the aspect of graduated competency which

overwhelmed

competency,

skill,

and

attitude knowledge

aspect. 3

It used of integrated thematic at 1st It uses integrated thematic at 1st to 6th

18

to 4th grade of Elementary school. 4

grade of Elementary school.

Time of study was less than 2013 Time of study is more than KTSP but curriculum and the subjects were the subjects are less than KTSP. more

5

than

2013

curriculum.

The learning process consists of The learning process uses scientific Exploration,

Elaboration,

and approach which consists of observing,

Colaboration.

questioning, exploring, associating, and communicating.

6

Information and Communication Information

and

Communication

Technology (TIK) was subject of Technology (TIK) is not subject of learning. 7

learning but it act as a learning media.

The assessment was dominant to The knowledge aspect.

assessment

assessment competencies

that

use is

(attitude,

knowledge)based

on

authentic

measure

all

skill,

and

process

and

product. 8

Scout

was

not

obligatory Scout is obligatory extracurricular.

extracurricular. 9

BK was function to solve students’ BK is more stress on expand students’ problem.

potency.

Taken from (Kurniasih & Sani. 2014 : 45-46)

19

The above table shows that 2013 curriculum prepare smart and skillful students. It is seen from the second point, there is equalizing between soft and hard skill. There is an effort to develop students’ critical thinking through scientific approach. The use of TIK as a learning media also proves modernization in education.

Table 2.2 Changes of English Subject

No

Previous Curriculum

2013 Curriculum

1

The materials taught emphasis on The materials grammar / structure of language.

language

teach

emphasis

competence

as

on a

communication tool to convey ideas and knowledge. 2

Students were not accustomed to Students

accustom

to

read

and

read and understand the meaning of understand the meaning of the text as the text presented.

well as summarizing and presenting again with its own language.

3

Students were not accustomed to Students accustomed to compose text compose text systematic, logical, systematic, and effective.

logical,

and

effective

through the exercises preparation of the text.

4

Students were not introduced on the Students are introduced to the rules of rules

text

as

needed. the appropriate text so as not to confuse the process of preparation of the text

20

(according to the situation: who, what, where). 5

Less emphasize on the importance Students are taught to be able to of

language

expression

and express himself and his knowledge with

spontaneously.

persuasive language spontaneously.

The revision in English subject is a good thing because it is return the function of language, as a tool of communication. Materials in this curriculum are seen more applicable in daily life than the materials in KTSP. The new design is expected to produce students with good communication skill. Some revisions have goal to improve the quality of education. From the above table can be said that the purpose of 2013 curriculum is not only making students smart and good in mastering materials but it also emphasize on the development of skill and character. Students are ready to face the real world with that way.

3. Teachers’ Role in 2013 Curriculum There is a moving of learning model in this new curriculum. If previously the model of learning is a teacher centered model now it becomes a student centered model, absolutely it gives impact for the teacher. Role of the teachers is not same anymore.

21

In 2013 curriculum, the teachers are not making a syllabus, they just develop what the government has already prepared. The teachers’ roles in the provision of books is just in provision of pengayaan books and preparing lesson plans for the development of the existing text books (Poerwati ,2013: 82 ). It looks that their tasks easier than before, but it challenges them be more creative. The teachers must create the learning process that less their role but can maximize the students’ participation. The teachers’ task is a facilitator for the students in learning process. There are some attitudes that the teachers must have as facilitator as explained by Rogers in Mulyasa (2014: 42) : First, the teachers cannot be excessive in retain their opinion and believe. They must have equanimity for positive and negative feedback. Second, they can pay more attention to their students especially about students’ aspiration and feeling. Support and motivation are examples of teachers’ attention. Third, they can receive and appreciate students’ idea which innovative, creative, moreover difficult. Some conditions of students must be noticed by the teachers. These condition such as; ability, strength, interest, hobby, attitude, personality, habit, family background, and school activities. In order to make the implementation of 2013 curriculum success in notice students’ differences, Mulyasa (2014 : 43) states that the teachers must pay attention to some conditions. The students are not growth in the

22

same speed, the teachers must understand about that condition. It is better, if the teachers give different task for each student or they can group them based on their ability. When the teachers find student who abnormal or have special need, they must contact the specialist to solve it. In the learning process, the teachers must vary their method of learning. Modification and enrichment of materials are good to do by them. The other important thing is all of the students must involve in every learning activity. The teachers must assess their students use variation procedure objectively. It is not a simple task for the teachers. The successful of 2013 curriculum is on their hands. They must totally understand about the 2013 curriculum and they must implement it correctly.

4. Scientific Approach The revision of curriculum absolutely brings the new concept, such as the learning method, learning process, and assessment process. 2013 curriculum stressed on the pedagogic dimension in the learning which is called as scientific approach. This statement is supported by (Majid 2013: 193) that in the Implementation of 2013 curriculum the strategy which want to implement is scientific approach. The scientific approach is not new term in educational field. It first introduced in

23

America in the late 19th century, as the emphasis on laboratory formalistic approach that leads to scientific facts (Hudson, 1996: 115 in Khasanah, 2014 :2). This scientific approach allows teachers or curriculum developers to improve the learning process, namely by breaking the process into steps or stages in detail which contains instructions for the students carry out learning activities (Varelas 2008: 31). The above definition shows there are specific steps in the scientific approach. The stages must be ordered and every step has different purpose. Kemendikbud (2013:164) state that scientific approach is a learning process that can stimulate students to do the following skill: observing, questioning, Associating, experimenting, and networking. a. Characteristic of Scientific approach There are seven criteria to determine whether a method of teaching is scientific or not. They are as follow; 1) The teaching materials are based on facts or phenomena which can be logically or reasonably explained. They are not based on prediction, approximation, imagination, legend, or myth. 2) The teachers’ explanation, students’ responses, and teacherstudent interaction are not based on subjectivity and wrong logic. 3) The teaching materials support and inspire students to be critical in thinking and analyzing, and accurate in identifying, understanding, and resolving problems, and applying the materials learned. 4) The learning materials foster and inspire students to hypothetically think when seeing diversities, similarities and links in the learning materials. 5) The learning materials foster and inspire students to understand, apply, and develop objectivity and rational thinking in responding to the learning materials. 6) The materials

24

are built on the basis on empirically valid concepts, theories, and facts. 7) The formulation of learning objectives is simple, clear, but attractive. (Kemendikbud, 2013: 295) Based on these characteristics, scientific approach is believed to be the golden ways of the development of attitudes, skills, and knowledge of learners in the approach or work process that meets the scientific criteria. It makes the learning close to the real condition, and it is hoped make the students more active. b. Steps of Teaching and Learning in Scientific Approach The general steps in the scientific approach in learning process

include

observing,

questioning,

associating,

experimenting, and communicating (Permendikbud nomor. 81A, 2013). The explanations of each skill are as follow:

1) Observing The first thing to do in the scientific approach is observing. In this step, the students must observe something related to the materials. The teachers are not mention the material that they should learned. The teachers must provide object that direct students to the materials. Suharyadi( 2013:6) explained Here, students and teachers are provided with objects, real objects, or phenomena. The activities in this step not only observing but it also includes listening, reading, and seeking information.

25

They use this step to evoke students’ curiosity. The students can guess what they will learn based on the observation. When they are getting confuse, it brings them to the next step. 2) Questioning The second step is questioning. Questioning can be used by both teachers and students in the classroom. The teacher gives question to help the students construct their idea or to confirm their understanding. The students use questioning process to solve their confusion in the observing process. It helps them to complete information and give them more opportunity to be active. The activities in questioning process such as discussion, group working, and class discussion. It gives the students a freedom in proposing their idea. This process make the students have critical thinking skill which logic and systematic. 3) Associating The term “associating” used in Curriculum 2013 is more appropriate than “reasoning”. “Associating is to describe teachers and students’ active participation in the classroom. Of course, students must be more active and are given more opportunities in learning. Suharyadi (2013;6) explained “Associating is the process of thinking logically and systematically over - the empirical facts that can be observed in the form of knowledge to obtain conclusions.

26

In the context of learning, “associating” is focused on students’ learning activities. “

4) Experimenting To get the real or authentic learning, learners have to do experiments. For example, students should understand the concepts of greeting and parting, then practice it in the real situation. They can do conversation with their friends use the expression they have learned. Experimenting help the students develop knowledge about the environment, and make them able to use the scientific method and scientific attitude to solve the problems they face in everyday life. Suharyadi ( 2013:6) stated the application of experimental methods is intended to develop various learning objectives, the attitudes, skills, and knowledge. 5) Communicating The last step in scientific approach is communicating. The students should communicate what they have learnt. They deliver the result of their observation, the conclusion which they have got from the deep analysis. They can deliver the result orally or in the form of written report or other media. Communicating process as explained by Kemendikbud (2013 : 289) expand the honesty, accuracy, tolerance, systematic

27

thinking skill, expressing opinion, and it also develop good speaking skill.

The above structured steps are designed in order to make the learning process more directed. The learning purpose covers 3 aspects, namely knowledge, skill, and attitude. The scientific approach’s step help the students attain the all aspects. The activity in each step gives lesson to the students. They get experience which add and sharpen their knowledge, skill, and attitude.

5. Learning Model in 2013 Curriculum The learning model is a design or a pattern that is used as a guide in learning in the classroom or in tutorials and learning to determine learning tools including books, films, computer, curriculum, and others (Joyce in Ngalimun. 2013: 7). Meanwhile, according to Sani (2013: 89) learning model is a conceptual framework of a pattern of systematic procedures were developed based on the theory and use in organizing the learning process to achieve the learning objectives. So, the learning model can be said as the framework of learning activity and it is processed based on theory. The decision of kind of learning model notices some aspects such as the purpose of learning, environment and the students.

28

Kemendikbud (2013:195) emphasizes that scientific approach will be obvious when it use in certain model of learning such as: (Project Based Learning), Problem Based Learning, Discovery Learning. a. Problem Based Learning (PBL) According to Ward and Stepien cited in Ngalimun (2013:89) PBL is a learning model which involves the students to solve a problem through some stages of scientific method. Based on the definition, it is seen that the students is hoped can be independent in learning, it is also indirectly sharpen students’ skill in solving problem. Problem based learning stimulates the students to think about their problem and how to solve it. It will really useful for the students’ daily life.

b. Discovery Learning Kemendikbud (2013: 158) explained that the principle in Discovery learning is the materials are not given in final form, so the students are stimulated to identify what they want to know. In this model of learning students must search information related with the material and then construct it to ordered information. Discovery learning is good to make the students be more active in the process of learning and it also can build students’ creative thinking. They will be more responsible with their work.

29

c. Project Based Learning Project based learning is model of learning which have purpose students’ able create or make something valuable. According to Bie in Ngalimun (2013:85) This model of learning involve the students to solve problem and some real tasks. The students are given an autonomy to construct their learning process and at the climax is they can produce valuable and reliable product. Project based learning need more time because the students through some stage to create the product. They need time to prepare the material, understand the problem, and then making the product.

6. Assesment in 2013 Curriculum Assessment is the process of measuring students’ comprehension in the learning process. It is in line with the definition of assessment in Regulation of the Minister of Education and Culture Number. 66 of 2013(Peraturan Menteri Pendidikan dan Kebudayaan Nomor 66 Tahun 2013 ), assessment is a process of gathering and processing information to decide students’ achievement of learning outcomes. There are various kinds of assessment in educational field, according to Brown (2004 : 5-6) assessment categorized into two big

30

categories namely formal and informal assessment. There are also other kinds of assessment such as; formative assessment, summative assessment, and the newest is authentic assessment. Each assessment has different purpose and it also use to evaluate students’ understanding. Every curriculum has different way in assessing the students’ achievement. Learning assessment as a process of collecting and processing information include: authentic assessment, self assessment, portofolio based assessment, a test, daily test, final test, etc. 2013 curriculum stress on the use of authentic assessment. The teacher should move from traditional assessment to authentic assessment. Based on the Implementation Guidelines of the Curriculum 2013, it is stated that: 1) assessment is directed to measure students’ competence stated in the curriculum, 2) it is basically criterionreferenced assessment, 3) It is an ongoing process, that all indicators are assessed, and then analyzed to see what have been or have not been achieved by students, and then to locate students’ difficulties in achieving the competence, 4) The result of the assessment is used to give feed backs and follow-up activities for students to reach the competence. The teachers can evaluate their work by see the results of the assessment. Authentic assessment in 2013 curriculum as stated by Mulyasa (2013:66) is move from previously which focused on the knowledge through the output assessment become based on ability

31

through the process assessment, portfolio, and output assessment completely and comprehensively. Authentic assessment is a method of evaluation in which students perform real-life tasks to demonstrate their ability to apply relevant knowledge and skills (Basuki.2014: 168). The definition shows that assessment is not always a written test like in the traditional assessment. It can be in the form of presentation, performance, discussion, and other. This evaluation make the students implement what they have got from the learning, so they know well the function of the lesson. The real life task also stimulates the students’ critical thinking skill. According to (Sani, 2013 : 48) Authentic assessment can be implied as an effort to give assignments to the students which reflect priority and challenge that found in learning activities. O’Malley and Pierce (1996: 11-14) further explain that authentic assessment is the multiple forms of assessment that reflects students’ learning, achievement, motivation, and attitudes on instructionally-relevant classroom activities. According to writer authentic assessment is an assessment which is designed appropriate with the environment, materials, and the students’ characteristic. It is not only to measure the students’ understanding but it can be tools to train the students’ ability in problem solving.

32

Authentic assessment built the students’ critical thinking because they should relate what they have learnt with the real world. It is different with the traditional assessment which examine only on what they have learnt in the classroom. Beside that the students’ creativity will be sharpen with various kind of authentic assessment. They are not only done the written test. There are other activities such as drama, presentation, and group working. On the authentic assessment the students also have opportunity to involve in making the structure of the assessment. It develops the students’ responsibility. Authentic assessment have some characteristics as explained by Kunandar (2014: 39), First, it is use in sumatif or formatif. It is mean that authentic assessment is used to measure the students’ achievement of one or some core competency. It also measures the students’ achievement in a semester (sumatif). Second, authentic assessment measures the skill and performance. It is not only use to measure the students’ knowledge, because they usually only memorize what they have learnt without understand it. The third criteria is continuing and integrating. The last criteria, it is used as feedback. The assessment uses as feedback for the students’ achievement. a. Types of Authentic Assessment Authentic (interviews,

assessments

story/

projects/exhibitions,

text

include retelling),

oral writing

experiments/demonstrations,

33

performance samples, constructed-

response items, teacher observations, and portfolios, selfassessment and peer-assessment (O’Malley and Pierce, 1996,). The types of the assessment should be matched with the material. The teacher can use any kind of authentic assessment as long as it is appropriate with the materials. Based on the guideline from the government there are four types of authentic assessment that can be applied by the teacher. 1) Performance assessment Teacher can ask the students to mention the elements of the assignment which will they use to determine the criteria. The students work individually or in team then they performs their work in front of their friends. 2) Project assessment It is an assessment concerning with the assignment which must be finished by the students in a given time. The assignment is a set of activities such as planning, collecting data, organizing, processing, analyzing, and presenting data. 3) Portfolios assessment It is Focus on the collection of student work to show progress over time. The works can be individually or group. The period of portofolios is a year or a semester. 4) Written Assessment

34

In this assessment the students is given written test in order to examine their knowledge. The test in form of analysis and is demanded to be comprehensive so the result can describe students’ attitude, knowledge, and skill. Beside the above types there are other types of authentic assessment, such as journal, group discussion, quiz, interview, home work, and a report. According to Kunandar (2014; 42) there are three important things which should be noticed by the teachers: authentic from the instrument, authentic from the measured aspects, and authentic from the students’ condition. In order to apply authentic assessment, teachers are advised to work collaboratively with their colleagues and gain support from the schools’ administrator and also from students’ parents. It will be better if the teachers can use precise type of authentic assessment in each material they have taught, because not all of type is appropriate with every material. Authentic assessment is a good way to know about the students’ achievement. The teacher must be good in manage the time because this assessment need more time.

C. Review of Previous Research Some previous researchs almost have the same idea with this research:

35

1.

A journal from Pusat Pengkajian, Pengolahan Data dan Informasi (P3DI) present a research entitled “Dampak implementasi Kurikulum 2013 Terhadap Guru” conducted by Faridah Alawiyah. In that research showed that in the implementation of 2013 curriculum there are some obstacle;(1) The teachers are not ready yet and they are difficult to change their mindset (2) Teachers in some subjects lose duties and teaching hours (3) lack of information and socialization of guidance of 2013 curriculum (4) the content of book is not appropriate.

2. The research entitled “Understanding 2013 Curriculum of English Teaching through the Teachers’ and Policymakers’ Perspectives “is conducted by Djuwairiah Ahmad from Faculty of Education and Teaching Science, Alauddin State Islamic University, Makassar, South Sulawesi, Indonesia. This research focused on : 1) the teachers’ and policy maker perception about the progressive shift from the SchoolBased Curriculum (SBC) to 2013 curriculum. 2) Description about how the English teachers implement the 2013 curriculum in classroom practice and what constraints hindering the way to successful implementation. The result of the research are the perspectives of the policymakers, the shift from SBC to K-13 is concluded as a result of combining the perspective of problems occurred in the past implementation, some demographic projections, and benefits offered towards the change. Beside that the English teachers' perception of this curriculum change leads to two main ideas, the first positive,

36

innovative, creative and give good impact to the English learning process, the second view is negative and superficial that only change in conceptual level and would likely to have the same effects with the previous changes. The implementation of K-13 in ELT practices was found to be partial, biased and tended to be traditional from the planning to the assessing process. The constraints to successful implementation of K-13 were found to root in the teachers’ fixed mindset and within the implementation. 3. Futiqa Zen conduct a research entitled “Implementasi Kurikulum 2013 Dan Hambatan Yang Di Alami Oleh Guru Matematika Di SMKN Tulungagung Tahun 2014 .(Multi Kasus di SMKN 1 Boyolangu dan SMKN 2 Boyolangu)”. This research focused on the implementation of 2013 and the barriers faced by the mathematic teachers. The findings of the research are the mathematic learning process used scientific approach but not fully. Then the teachers faced some barriers namely; (1)students who still difficult to change the habit of a model and teaching methods in the previous curriculum (2) books from the government are an elusive(3) lack of the use of media because not all of the students have electronic media like laptop. 4. Research from Muhammad Nuruzzaman, the student of Civil Engineering Study Program Education And Planning, Faculty Of Engineering Yogyakarta State University entitled

“ Faktor-Faktor

yang Menghambat Implementasi Kurikulum 2013 di SMKN 1

37

Seyegan Sleman Jurusan Teknik Gambar Bangunan (TGB)” . This research

studied

the

obstruction

faced

by

teachers

in

the

implementation of 2013 curriculum from the aspect of preparation, implementation, evaluation, and the preparedness of facilities. The kind of the research is descriptive quantitative. The research instrument was a Likert scale with a score of the highest barrier was 4 and 1 for the lowest barriers. The result of the research are ; (1) lesson preparation perceived barriers rather higher (mean 1.8), the main obstacle is overly complicated planning, too much administration is prepared, the difficulty in activating student and lack of socialization of curriculum, 2013; (2) The main obstacle in the implementation was many students are passive, they were bored with discussion, and the time was not enough to implement 5 M ( the steps of scientific approach ) (mean 1.8) ; (3) the main obstacle in the evaluation was there so many point should be made and there are many students should be assessed so the time was not enough,(mean 1.8); (4) the preparedness of facilities have the highest mean (2.1), the main obstacles are not all of the classes have LCD, the limitation of Wifi signal, some facilities were broken, and many teachers who have not been able to use technology, the teachers didn’t have textbook and teaching materials. The above research investigated the effect of 2013 curriculum to the teachers and the barriers faced by teachers from a different subject.

38

However, in this research, the writer focuses on the implementation of 2013 curriculum and the English teacher barriers in that implementation. The above research investigated the effect of 2013 curriculum to the teachers and the barriers faced by teachers from different subject. However, in this research the writer focuses on the implementation of 2013 curriculum and the English teacher barriers in that implementation.

39

CHAPTER III RESEARCH METHOD

A. Research Method In this research the writer used descriptive qualitative research to collect data and presents the research. The research intends to collect information about the implementation of 2013 in English learning and the barriers which the teachers found in implementing it. It is why the research uses descriptive qualitative research. According to Bodgan and Taylor (as cited in Moleong 2009:4) “qualitative research is a research that present written or oral descriptive data of observed people and behavior. According to Sugiyono (2006: 15) qualitative research is research methodology that is influenced by the philosophy of post-positivism, which is employed in natural objects and regards the researcher as the key of the instruments) Another definition stated by Cresswell (1994) as cited by Gunawan (2014;114), qualitative research is defined as an inquiry process of understanding a social human problem, based on building a complex holistic picture, formed with words, reporting detail views of informants, and conducted in natural setting. The writer concludes that qualitative research is a research that uses to analyze the social phenomena and it is present in form of written text without any calculation. The information is

40

got from deep observation, interview or other ways which is not change the real situation. There are some reasons of using qualitative research in this Research. The objects of the Research are definite and it is possibly changes in the future. The other consideration in using the qualitative research as explained by Moeloeng (2010:10) are : 1. qualitative research is able to adjust with general realities moderately; 2. this kind of research presents relations between researchers and their respondents directly; and 3. it is more sensitive and is adjustable to changes in pattern of values faced by researchers .

B. Role of Researcher The researcher is the main instrument in the qualitative research, it is in line with the explanation from Moeloeng (2010 : 168 ) : The position of researcher in qualitative research is complicated. They act as designer, organizer of collecting data, analyzer, interpreter, and at the end they also become reporter of the research. The writer as the designer of the research did some activities such as; composed the interviews’ question, arranged the license, and arrange the schedule of the research. After that the writer interviews the English teachers to collect data. Then the next step is the writer analyzes, interpret, and then report the result into structured written text.

41

C. Subject of the Research The research subject are the English teachers of the two state junior high schools in Salatiga. There are the two English teachers of SMP N 6 and two English teachers of SMP N 10 Salatiga. The teachers from SMP N 6 Salatiga are Mr. Ediyanto then called as Teacher A and Mrs. Retno Widyatsih then called as Teacher B. The next teachers from SMP N 10 Salatiga are Mr. Masyhudi then called as Teacher C and Mr. Sigit Called as Teacher D.

D. Technique of Collecting Data In a qualitative research, data can be taken from archival documents, written and oral expressions of people or their behavior, etc (Moleong, 2010: 157), because of that the method that are used in gathering research data are :

1. Observation Observation is monitoring activity, including attention activity to an object using all of the five senses. So, observation can be done through seeing, smelling, listening, feeling, and tasting (Arikunto, 2010: 156-157). Observation is done by observe the school situation and English learning process which use 2013 curriculum. In SMP N 06 salatiga the writer observed the English learning process of seventh and eighth

42

grade on 18th and 19th may 2015. The writer couldn’t observe the English learning process which use 2013 curriculum in SMP N 10, because this school wasn’t use this curriculum anymore. It is as the result of decision from the minister of education which discontinued the implementation of 2013 curriculum. The minister decided to stop this curriculum in all school level except for the pilot project school like SMP N 06 Salatiga.

2. Interview Interview is a dialogue conducted by the interviewer to obtain information from interviewees. Interviews can also be interpreted as data collection techniques used by researchers to get verbal descriptions by conversing and face to face with someone who can provide information to the researcher. The interview data completed the information from the observation. The kind of interview that used in collecting the data was a semistructured interview. It was an interview that utilized a question list, but allowed for greater flexibility for the interviewer in asking for clarification and elaboration (Arikunto, 2010:156). This kind of interview is also known as in depth interview, where technically is more flexible than the structured one (Sugiyono, 2006: 320). This interview was conducted to get information on the history and development of SMP N 06 Salatiga and SMP N 10 Salatiga. As well to

43

obtain data relating the implementation of curriculum 2013 and the problem which is faced by the English teachers. The interviewees of this research are the English teachers from two schools. One of the schools is the pilot project school for the implementation of 2013 curriculum. The interview is carried out on 12th to 23th May 2015 to the four English teachers from two Junior high school in Salatiga. The teachers are symbolize by the following codes; A2 is for teacher A, B2 for teacher B, C2 for teacher C, and D2 for teacher D. Then in each interview section the writer is symbolize by the same letter with the teachers but with different number like ; A1, B1, C1, D1. The turn is symbolize by the ordinal number. For example A2.3 mean teacher A turn three, so the person who speaks is teacher A and this is the third turns. The researcher utilizes mobile phone to record the interview process, and also use note taking. Then the data from recording and note taking are combined and present as the result of interview. There are some questions which propose to the interviewee. The writer arranged the question based on the needed information to compose the research.

3. Documentation Documentation is looking for data about variables such as note, transcript, books, magazine, newspaper, journal, and others Arikunto

44

(2010: 206). The documents in this research are the lesson plan, the profile of the schools, and the pictures of english learning process. The writer asked the copy of lesson plan from the English teachers. The lesson plan used to complete the data and it used to validate the data from the interview session.

E. Technique of Data Analysis A qualitative data analysis according to bodgan as cited by Sugiyono(2012:332) is the process of systematically searching and arranging the interview transcripts, field notes, and other materials that you accumulate to increase your own understanding of them and to enable you to present what you have discovered to others. There are activities in the analysis of data, including data reduction, the data display, and conclusion. In this research is used interactive analysis model, as stated by Miles and Huberman (1992: 18-20) there are two model of qualitative data analysis, they are flow analysis model and interactive analysis model. The data reduction and data presentation are processed along with data collection in interactive analysis model.

45

Figure 3.1 Components of Interactive Analysis Models Data Collection

Data Presentation

Data Reduction Conclusion

Components of Interactive Analysis Models (Rachman, 1999: 121)

1. Data collection This is the process to get all needed information in this research. The writer uses some technique as mentioned before namely observation and interview. The technique is enough to get all needed information to conduct this research.

2. Data Reduction Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written up-field notes or transcription ( Miles and Huberman. 1994 : 10). In this process the all data is reduced by choosing the necessary data from the result of interview and observation. The data is categorized in order to make easy in the presentation of data.

46

3. Data Display According to Miles and Huberman (1994 : 11) a display is an organized, compressed,

assembly of information

that permit

conclusion drawing and action. The most frequent form of display from qualitative data in the past has been extended text. The presentation of data in this research was in the form of narration which consists of the implementation of 2013 curriculum in English learning process and some categories of teachers’ difficulties in the implementation of 2013 curriculum.

4. Drawing Conclusion The next step after data display is drawing conclusion, it is also become the final step of this research. The conclusions are credible if it is supported by consistent and valid proof. It gave the reflection of the research’s result.

F. Validity of the Research Data In qualitative research other important steps are check the validity of the research. It is useful to make the research to be more credible. The writer needs to validate the data use proper technique. Sugiyono (2006: 330) recognizes triangulation as a useful means to check data validation. He defines that triangulation can be interpreted as a technique of data

47

collection that combines data from various techniques of data collection and the existing data. The triangulation in this research was done by combining the technique of interview, observation, and documentation.

48

CHAPTER IV FINDING AND DISCUSSION A. Implementation of 2013 Curriculum in English Subject The writer discusses some parts of the implementation of 2013 curriculum such as, the preparation process which includes making the lesson plan, learning process, learning strategy, assessment process.

1. Lesson plan English teachers in SMPN 6 Salatiga and SMPN 10 Salatiga usually make lesson plan before teaching in class. The lesson plan used as guidance in teaching but sometimes the condition of the class and students make the learning process is not appropriate with the lesson plan. The teachers sometimes change the activity in the lesson plan because of the students’ condition or the facilities. The teachers made lesson plan by their self, but they can create lesson plans in collaboration with Teacher Association on Subject Matter (Musyawarah Guru Mata Pelajaran). This is in line with the fact on the literature that “teachers have a role to develop lesson plans while the government provides guidance” . The teachers’ lesson plans appropriate with the demand of 2013 curriculum. The all teachers have complete the component in the lesson plan, such as the subject identity, indicator formula, the learning

49

model, and the assessment process. These are the tablesof the teachers lesson plan in the part of subject identity : Table 4.1 Teacher A’s Lesson Plan :

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan Mata Pelajaran

: Bahasa Inggris

Kelas/Semester Materi Pokok

: SMP

: VIII/2

: Teks naratif berbentuk fabel pendek dan Table 4.2 Teacher B’s Lesson Plan :

sederhana RENCANA PELAKSANAAN Alokasi Waktu : PEMBELAJARAN 2 x 40 menit (RPP)

Satuan Pendidikan

: SMP N 6 Salatiga

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VII/2

Materi Pokok

: Teks (a) instruksi (instruction), b tanda atau

rambu (short notice), c (warning/ caution), lisan Table 4.3 Teacher C’s Lesson Plan : dan tulis RENCANA PELAKSANAAN PEMBELAJARAN Pertemuan ke:(RPP) Alokasi Waktu : 12JP Satuan Pendidikan

: SMP N 10 Salatiga

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VII/2(DUA)

Materi Pokok

: Teks tulis label nama (label) dan Daftar barang (list di sekitar siswa

Alokasi Waktu

: 4 pertemuan (8JP)

50

Table 4.4 Teacher D’s Lesson Plan :

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan : SMP N 10 Salatiga Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/I Materi Pokok : nama hari bulan, nama waktu dalam hari , waktu dalam bentuk angka, tanggal, dan tahun. Alokasi Waktu : 8x 40 menit

From the above table showed that the teachers have completed their lesson plan with the subject identity which consists of education unit, subject, class and semester, and time allocation. It is proved that they understand well the rule in making 2013 curriculum’s lesson plan, especially in the part of subject identity. The other components of lesson plan is the core competence. The teacher make lesson plan from the syllabus, the following are the core competence based on the English syllabus of 2013 curriculum: Table 4.5 the core competence from English Sylabus:

Kompetensi Inti

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya KI 2 : Menghargai

dan

menghayati

perilaku

jujur,

disiplin,

tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

51

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai,

merangkai,

memodifikasi,

dan

membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. To help understand the explanation above here are the complete explanation of the core competence. K1 is the code for the first core competence which contains the religious aspect or spiritual aspect. K2 is the code for the second core competence, it is the competence of attitude. K2 is reflected by the attitude of respect and fully appreciate of; honesty, discipline, responsibility, concern, self confidence, and interaction with environment. The last is K4 is the code for fourth core competence, It is the competence of skill which is reflected by the concret activity. The following are the core competence of the teachers’s lesson plan. Table 4.6 The Core Competence of Teachers A’s Lesson Plan

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, 52

menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. Table 4.7 The Core Competence of Teachers B’s Lesson Plan B. Kompetensi Inti 5. Menghargai dan menghayati ajaran agama yang dianutnya 6. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 7. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 8. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. Table 4.8 The Core Competence of Teacher C’s Lesson Plan Kompetensi Inti

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya KI 2 : Menghargai

dan

menghayati

perilaku

jujur,

disiplin,

tanggungjawab, peduli (toleransi, gotong royong), santun, percaya

diri,

dalam

berinteraksi

secara

efektif

dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

53

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai,

merangkai,

memodifikasi,

dan

membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

Table 4.9 The Core Competence Of Teachers D’s Lesson Plan

A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. The teachers’ lesson plan appropriate with the syllabus, all of them wrote the core competence same with what are in the syllabus. There was a difference in the numbering, the teachers wrote the core competence numbering like 1,2,3, but Teacher C wrote the core competence like in the syllabus like K1 for core competence one and K2 for second core competence. Although different in numbering but the content of the core competence is same and it is taken from syllabus.

54

The next component of lesson plan is the base competence and indicator formula. It was composed fromthe syllabus and each material has different base competence and indicator. It acts as guidance for the teachers to create the activity in a class the following are sylabus’s base competence compare with the base competence and learning activity in the teachers’ lesson plan. Table 4.10 Base Competence from The Syllabus

3.14 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif

berbentuk fabel, sesuai dengan konteks

penggunaannya. 4.18 Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana penggunaannya

Table 4.11 The Base Competence and Indicator Formula of Teacher A’s Lesson Plan

B. Kompetensi Dasar 3.14Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk fabel, sesuai dengan konteks penggunaannya. Indikator:  

Mengidentifikasi struktur teks berbentuk fable. Menyebutkan fungsi social teks fable sesuai dengan konteks penggunaanya. 4.18 Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana penggunaannya Indikator :  Menemukan informasi tersurat dari teks fabel pendek dan sederhana dengan judul mousedeer and crocodile.  Menemukan informasi tersirat dari teks fabel pendek dan sederhana dengan judul mousedeer and Crocodile.

55

From the comparison above Teacher A have wrote the core competence suitable with the syllabus. The teacher formulated the indicator formula based on the base competence. Each component of base competence is used as the indicator. It determine the activity in the learning process. Table 4.12 The Learning Activity in the Teacher a’s Lesson Plan :

Kegiatan

Deskripsi

Alokasi Waktu

Pendahaluan

Inti

 

Guru Mengucapkan Salam kepada siswa Sebelum pelajaran dimulai, siswa berdo’a dulu dipimpin oleh temannya  Guru mengecek kehadiran siswa  Guru member motivasi  Siswa dibagi menjadi kelompok (4-5 siswa tiap kelompok)  Guru memperlihatkan gambar tentang cerita “ Mousedeer and Crocodile” ( task 1)  Siswa menjawab pertanyaan tentang gambar yang dilihatnya. Mengamati dan Menanya

10’

15’



Siswa menonton video tentang “mousedeer and crocodile” (task 2)  Setiap kelompok membuat pertanyaan tentang video yang sudah disaksikan. Mengumpulkan Informasi 

Siswa diminta untuk menukar pertanyaan yang sudah dibuat dengan kelompok lain dan menjawabnya  Siswa membaca contoh teks narative yang lain (task 3) beserta struktur teksnya. Mengolah Informasi 

Siswa menganalisa struktur teks “ Mousedeer and Crocodile” (task 4)

56

15’



Siswa menyusun paragraph acak (task 5) Mengkomunikasikan

Penutup



Siswa menceritakan kembali cerita “Mousedeer and Crocodile” dengan kata-katanya sendiri



Guru bersama dengan siswa menyimpulkan materi yang telah dipelajari Guru dan siswa mengucapkan salam perpisahan



10’

10’

From the above table it can be said that the activity in the lesson have appropriate with the base competence. Through the activity ofreading the example of narrative text and watching video, it made the students know about the language feature of the narrative fable text. It is as the reflection of base competence 3.1.4. The next base competence is achieved through the activity of watching video and answered the question based on the video. The students train to be able catch the meaning of verbal narrative text in form of fable. The fourth task, the students analyze the structure of the text of “mousedeer and crocodile”. It will be more perfect if the task completed with some question, so it examine the students’ knowledge. The last activity was the students retell the story by their own self in front of the class. It can be the instrument to assess their English skill especially speaking skill. The activity of speaking in front of class train the students’ self confidence, courage, and responsibility. Table 4.13 The Base Competence from the English Sylabus :

57

3.1 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning /caution), sesuai dengan konteks penggunaannya. 4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis sangat pendek dan sederhana

4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis, sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Table 4.14 The Base Competence and Indicator Formula of Teacher B’s Lesson Plan

3.2 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning /caution), sesuai dengan konteks penggunaannya. Indikator  Memahami fungsi social dari teks instruksi (instruction) secara bertanggung jawab  Memahami struktur teks, dan unsur kebahasaan dari teks instruksi (instruction) secara bertanggung jawab  Memahami fungsi sosial dari teks tanda atau rambu (short notice) secara bertanggung jawab  Memahami struktur dari teks tanda atau rambu (short notice) secara bertanggung jawab  Memahami unsure kebahasaan dari teks tanda atau rambu (short notice) secara bertanggung jawab  Memahami fungsi sosial dari teks tanda atau peringatan(warning / caution) secara bertanggung jawab  Memahami struktur dari teks tanda atau peringatan (warning / caution) secara bertanggung jawab  Memahami unsure kebahasaan dari teks tanda atau rambu (warning / caution) secara bertanggung jawab 4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis sangat pendek dan

58

sederhana   

Menangkap makna teks instruksi (instruction) secara lisan dan tulis dengan santun Menangkap makna teks tanda atau rambu (short notice) secara lisan dan tulis dengan santun Menangkap makna teks tanda atu peringatan(warning / caution) secara lisan dan tulis dengan santun

4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis, sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.   

Menyusun teks instruksi (instruction) secara santun Menyusun teks tanda atau rambu (short notice) secara santun Menyusun teks tanda atu peringatan(warning / caution) secarasantun

Teacher B wrote the base competence suitable with the syllabus. The teacher also define the base competence to some indicator which easier her in composing the learning activity. Table 4.15 The activity in Teacher B’s Lesson Plan

Kegiatan

Deskripsi

Alokasi Waktu

Pendahaluan

Inti



Guru menyapa siswa dan mengecek absensi siswa  Peserta didik berdoa dalam bahasa inggris  Guru menyampaikan materi dan tujuan pembelajaran yang akan dipeljari peserta didik Mengamati 

Peserta didik diminta untuk mengamati gambar warning / caution  Peserta didik bersama-sama mengucapkan warning / caution Menanya

59



Peserta didik bertanya mengenai beberapa arti kata sulit  Peserta didik bertanya warning/ caution lain yang ada di sekitar mereka Mengumpulkan Informasi 

Peserta didik dibentuk menjadi kelompik beranggiotakan 4-5 orang  Peserta didik diberi kesempatan untuk mengamati warning/ caution yang bisa ditemukan disekitar sekolah mereka  Guru dapat berujar “please go around the school and write down any warning that you find, write down the place you found them and their meaning  Peserta didik mengamati warning/ caution tempat ditemukannya dan fungsinya. Mengasosiasi  

Peserta didik kembali ke kelas Tiap kelompok maju untuk menuliskan hasil temuannya  Dengan bimbingan guru siswa menunjukan struktur teks dan unsure kebahasaan dari warning atau caution yang mereka temukan  Peserta didik diberikan sekumpulan gambar warning dan diminta untuk menuliskan maksud dari warning tersebut  Peserta didik berdiskusi dalam kelompok  Peserta didik berbagi hasil diskusi  Secara individu peserta didik membuat warning/ caution yang ditulis di selembar kertas dan diberi gambar Mengkomunikasikan  



Peserta didik melakukan presentasi tentang hasil pekerjaan mereka Peserta didik menunjukan warning/ caution yang mereka buat serta menjelaskan tempat ditemukannya dan maksudnya Peserta didik yang lain member tanggapan 60

Penutup



Guru bersama dengan peserta didik menyimpulkan pelajaran hari ini  Guru bersama peserta didik merefleksikan pembelajaran hari ini  Peserta didik diberi tugas untuk menuliskan warning/ caution apa saja yang bisa mereka temukan sepanjang perjalanan sekolah, rumah dan tempat . The activity of observing the warning and caution around the

school help the teacher to realize the base competence 3.9. The students will understand the language feature by observing some warning and question.The base competence 4.0 can be achieved by the process of associatiang especially in the activity of observing some pictures of warning and caution then the students should write the meaning of the pictures. The last base competence achieved by the activity of making warning and caution individually. The activity of group working can build the students’ cooperation, responsibility, and discipline as what written in the first core competence. The activity from the teacher B’s lesson plan have ordered, but it isn’t complete by the detail time allocation. The teacher B only present the activity without the division of time. Table 4.16 The Base competence from the sylabus

3.1

Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks label nama (label) dan daftar barang (list), sesuai dengan konteks penggunaannya.

4.7 Menyusun teks tulis label nama (label) dan daftar barang (list), dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.

61

Table 4.17 The Base Competence and Indicator Formula of Teacher C’s lesson plan

No.

Kompetensi Dasar

Indikator

Pencapaian

Kompetensi 1.

1.1 1. 1.1 Mensyukuri 1.1.1 rasa syukur kepada kesempatan dapat mempelajari tuhan dan kesungguhan bahasa inggris sebagai bahasa dalam belajar pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2.

2.2

3.

1. 2.1 menunjukan perilaku 2.2.1 perilaku santun dan santun dan peduli dalam peduli dalam melaksanakan melaksanakan komunikasi komunikasi interpersonal dengan tentang teks label guru dan teman. dan daftar 2. 2.2 Menunjukan perilaku barang. jujur, disiplin percaya diri dan bertanggung jawab dalam 2.2.2 Menunjukan sikap melaksanakan jujur, disiplin komunikasi percaya diri dan transaksional dengan bertanggung guru dan teman jawab dalam 3. 2.3 Menunjukan perilaku melaksanakan tanggung jawab, peduli, komunikasi kerjasama, dan cinta damai dalam melaksanakan 2.2.3 Menunjukan sikap komunikasi fungsional tanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi fungsional 3.6 Memahami fungsi sosial, 3.6.1 Mengidentifikas struktur teks, dan unsur fungsi social kebahasaan dari teks label 3.6.2 Mengidentifikasi nama (label) dan daftar unsure kebahasaan barang (list), sesuai dengan teks label nama konteks penggunaannya. (Lable)

62

3.6.3

Mengidentifikasi unsur kebahasaan daftar nama barang (list). 4.7 Menyusun teks tulis label 4.7.1 Menyusun Teks Tulis

4.

nama barang

(label)

dan

(list),

daftar Label Nama (Label) dengan 4.7.2 Menyusun teks tulis

memperhatikan fungsi sosial, daftar barang (list) struktur

teks

dan

unsur

kebahasaan yang benar dan sesuai konteks.

Different from other , teacher C also wrote the base competence 1 and 2 which is form of the religious and attitude competence. Teacher C wrote the indicator for the case competence 1 and 2. The teacher 2 learning activity in lesson plan: Table 4.18 The Activity in Teacher C’s Lesson Plan

G. Langkah-langkah kegiatan Pembelajaran Pertemuan Kesatu Pendahuluan ( 10 menit) 1) 2) 3) 4)

Guru member salam Guru memeriksa kehadiran siswa Guru menyiapkan peserta didik Guru member motivasi belajar siswa secara kontekstual sesuai manfaat aplikasi materi ajar dalam kehidupan sehari-hari, dengan memberikan contoh dan perbandingan lokal, nasional dan internasional. 5) Guru mengajukna pertanyaan tentang kaitan antara pengetahuan sebelumnya dan materi yang akan dipelajari 6) Guu menjekaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai 7) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus Kegiatan Inti (60 Menit) Mengamati 1) Pesrta Didik Mencari Benda Atau Tempat Disekolah, Rumah Dan Sekitarnya Dimana Terdapat Label Nama Atau Perlu Diberi Label Nama Dan Daftar Barang-Barang, Termasuk Yang Menggunakan Bahasa 63

Indonesia. Jika Memungkinkan Memfoto Setiap Yang Dilihat Tersebut. 2) Peserta Didik Mengumpulkan Gambar Dan Foto Berbagai Lokasi Dan Benda Dimana Terdapat Label Nama Dan Daftar Barang, Dari Berbagai Sumber Termasuk Internet, Film ,Koran, Majalah, Buku Teks, Dsb. 3) Peserta Didik Memberika Komentar Dan Pandangan Tentang Fungsi Label Nama Dan Daftar Barang, Ketepatan Unsure Kebahasaannya, Format Tampilan, Dsb. Merumuskan Pertayaan Atau Hipotesis 4) Dengan Bimbingan Dan Araha Guru, Peserta Didik Mengajukan Pertanyaan Tentang Perbedaan Dalam Fungsi Social, Unsure Kebahasaan Antara Label Nama Dan Daftar Barang Dalam Bahasa Inggris Dengan Yang Ada Dalam Bahasa Indonesia, Kemungkinan Menggunakan Ungkapan Lain, Akibat Jika Tidak Ada, Dsb. Mengumpulkan Data Atau Informasi 5) Peserta Didik Membentuk Kelompok Yang Beranggotakan Lima Orang 6) Peserta Didik Membaca Ruukan Dari Berbagai Sumber, Termasuk Buku Teks Untuk Mengetahui Fungsi Social Dan Unsure Kebahasaan Dari Label Nama Dan Daftar Barang. 7) Peserta Didik Mempelajari Secara Lebih Cermat Semua Label Nama Dan Daftar Barang Yang Telah Terkumpul Dalam Bentuk Gambar Dan Foto Tsb Diatas Untuk Memberikan Komentar Dan Pandangannya Tentang Fungsi Social Dan Unsure Kebahasaannya 8) Secara Kolaboratif Peserta Didik Meniru Contoh-Contoh Yang Ada Untuk Membuat Label Nama Dan Daftar Barang Untuk Fungsi Nyata Di Kelas, Sekolah, Rumah, Dan Sekitarnya. Menganalisa Data atau Informasi dan Membuat Kesimpulan 9) Peserta didik membandingkan fungsi social dan unsure kebahasaan dari berbagai label nama dan daftar barang yang telah dikumpulkaan dari berbagai sumber tersebut diatas. 10) Peserta didik membandingkan persamaan fungsi social dan unsure kebahasaan dari berbagai label nama dan daftar barang yang telah dikumpulkaan dari berbagai sumber tersebut diatas dengan yang ada di sumber-sumber lain atau yang digunakan dalam bahasa lain. 11) Peserta didik memperoleh feedback dari guru dan teman tentang fungsi social dan unsure kebahasaan yang digunakan. Mengkomunikasikan 12) Peserta didik membuat lebih banyak label nama dan daftar barang dalam bahasa inggris untuk fungsi social nyata di kelas, sekolah ,dan rumah. 13) Dua orang peserta didik (wakil kelompok) mmpresentasikan hasil diskusi dan temuan mereka tentang label nama dan daftar barang. 14) Peserta didik berupaya berbicara secara lancer dengan ucapan, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar serta tulisan yang jelas dan rapi. 15) Peserta didik membicarakan permasalahan yang dialami dalam membuat

64

label nama dan daftar barang dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia Penutup (10 meint) 1) Peserta didik dan guru melakukan refleksi terhadap kegiatan pembelajaran dan manfaatnya 2) Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil pembelajaran 3) Guru memberikan penugasan berupa tugas mandiri untuk menuliskan label nama dan daftar barang di ruangan favorit siswa. 4) Guru dan peserta didik secar bersama-sama menutup pelajaran dengan doa. The learning activities have reflected the base competence on the syllabus, the activity of collecting the things which contain the label name achieve the base competence 3.6. The students will understand about the language feature and language function of the label name. The next activity the students read the books which contain the material about label name. It could achieve the same base competence, but it less effective without the guidance from the teachers. The next base competence is fulfilled by the activity of point 8 in above lesson plan. The students collaboratively adapt the example of lable name to make the lable name by their own self.The learning activity in the teacher 4 lesson plan have composed orderly, but isn’t complete with the clear division of time. Table 4.19 The Base Competence from Sylabus

Syllabus : 3.2 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untuk menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun. 4.3 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan unsur kebahasaan yang benar dan sesuai konteks.

65

Table 4.20 The Base Competence and Indicator Formula of Teacher D’s Lesson Plan

B. Kompetensi Dasar 3.3 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks untuk menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun. 4.3 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan unsur kebahasaan yang benar dan sesuai konteks. Indikator 3.3.1 mengidentifikasi tentang nama hari, bulan, nama waktu dalam hari,

waktu dalam bentuk angka, tanggal, dan tahun dengan percaya diri 3.3.2 Mengidentifikasi unsur tentang kebahasaan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun. 4.3.1 Mendengarkan dan menirukan lagu tentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dengan percaya diri. 4.3.2 Mengungkapkan ungkpan tentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dengan percaya diri dan beratanggung jawab. 4.3.3 Menanya tentang tentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dengan beratnggung jawab dan kerjasama. 4.3.4 Menemukan informasi tentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dengan dengan bekerjasama. 4.3.5 engolah informasi tentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dengan dengan bekerjasama.

The teacher D have copied the base competence from the syllabus well. There are two base competence which specified to eight indicator formula.

66

Table 4.21 The Learning Activity in Teacher D’s Lesson Plan

Kegiatan Deskripsi Pendahaluan 1) Guru memberi Salam 2) Guru memeriksa kehadiran siswa 3) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai 4) Guru menyampaikan cakupan materi dan uraia kegiatan sesuai silabus. Inti Mengamati 1) Guru memperdengarkan sebuah lagu pada siswa kemudian mengajak mereka menyanyi bersama Menanya 2) Guru memberikan contoh ungkapan tentang nama hari, bula, nama waktu dalam hari, waktu dalm bentuk angka, tanggal dan tahun dan siswa menanya tentang ungkapan tersebut. Mengumpulkan Informasi 3) Siswa mengumpulkan data tentang nama-nama mata pelajaran di sekolah Mengolah Informasi 4) Siah informasi dengan cara mewawancarai teman. 5) Siswa menyusun jadwal kelas 6) Siswa membandingkan jadwal yang mereka buat dengan jadwal yang diberika sekolah. Mengkomunikasikan 7) Siswa menampilkan jadwal yang mereka buat

Alokasi Waktu 5’

15’

15’

10’

20’

The activity of the table above have matched with the base competence. In the observing process it wasn’t match with other

67

activity. There wasn’t follow up of these activity. Actually each steps of learning should be interellated so the teachers should pay attention in creating each activity. From the tables of the teachers’ lesson plan above it showed that the teachers took the base competence from syllabus and then they specified it to the indicator. It guided them to decide the activity in the learning process. From the above picture it also showed that the teachers have used scientific approach as the learning approach. There are five steps of scientific approach in each learning. Beside that the activities also illustrate the discovery learning model. It also prove in the identity of learning activities in their lesson plan below: Table 4.22 Method of Learning in Teacher A’s Lesson Plan :

E. Metode pembelajaran Scietific Approach Dengan Discovery Learning Table 4.23 Method of Learning in Teacher B’s Lesson Plan :

E. Metode pembelajaran Pendekatan

: Scientific Approach

Model

: Discovery Learning

Metode: Diskusi

68

Table 4.24 Method of Learning in Teacher c’s Lesson Plan :

E. Metode pembelajaran 1. Pendekatan Ilmiah (Scientific Approach) 2. Discovery Learning

Table 4.25 Method of Learning in Teacher D’s Lesson Plan :

E. Metode pembelajaran Pendekatan

: Scientific Approach

Model

: Discovery based Learning

Metode : Diskusi

All of the studied lesson plan here used the discovery learning model as showed by the above tables. They can make appropriate lesson plan with structured activity. They have implemented the scientific approach and the specified learning model. The activity in the lesson plan is designed focus on the students’ activity. The teachers use the core competence and base competence from syllabus to formulate the indicator. Then the activity is composed based on the indicator. It concluded that the teachers have understood the theory of 2013 curriculum and they have implemented the 2013 curriculum administratively.

69

2. Learning process The learning process in 2013 curriculum used the scientific approach. Based on the teachers’ lesson plan the writer analyzed that their lesson plan had characteristics of scientific approach such as learning materials based on facts or phenomena that can be explained by logic or specific reasoning and the learning objectives are formulated simply and clearly. The writer observed the learning process from two classes namely the class of teacher A and teacher B. The learning process of two classes is done in the classroom. Both of the teachers started the lesson by greet the students and they reviewed the previous materials first. The first observation is in the teacher A’s class the material is narrative text in the form fable. Teacher A provided some pictures and a video of mousedeer and crocodiles. The first activity was watched the video. Teacher A started connect the laptop to the LCD projector, unlucky the projector didn’t work. They tried restart it but it still not work.It can’t connect. The teacher asked the students to take other projector and cable. The new projector still not works. Because the LCD projector didn’t work the teacher then bring the laptop around the class. He realized that it was not effective so Teacher A skipped this process and he continued to the next activity. The students are asked to make question about the pictures they have observed. In the next activity Teacher A divided a text of other narrative text.

70

The students should read the text and its structure. Then Teacher A gave question about the text and the students should answer it in written form. The students have finished the task then Teacher A gave the text of mouse deer and crocodiles, they should read it and analyze the generic structure. Then, Teacher A asked the students retell the story of mousedeer and crocodiles with their own words in front of the class. The students requested times to prepare it. When the students was ready, the teacher started the activity, he offered the students, who wanted go first. The time almost off, so there was only a student who retell the story in front of the class. The teacher then asked the students to retell the story in the written form and submitted it in the next meeting. They ended the lesson by concluded the material they have learned that day. The activity in the teacher A’s class was not fully appropriate with the lesson plan. In the lesson plan the students should observe a video in the observing process, but because of the constraint from the media the teacher skipped it. Although there was a constrain in the learning process, it have reflected the scientific method as showed in the following table :

71

Table 4.26 The Implementation of Scientific Approach in Teacher A’s Class

No

The Steps

The Writer Observation

1.

Observing

The students observe the pictures of mousedeer and crocodile.

2.

Questioning

a. The students make question about the pictures orally with the guidance from the teacher. b. The teacher gave the students question orally. c. There were only few students involve.

3.

Associating

a. The students read the text b. The teacher stimulate the students to analyze together the structure and language function of the text. a. The teacher explained the structure of the text.

4.

Experimenting

a. The students read the other text of narrative. b. The students analyze the structure of the text. c. The students answer the question from the text.

5.

Communicating

a. The students retell the story of mousedeer and crocodile orally in front of the class. b. The teachers and the students conclude the lesson that day.

72

The above table showed that teacher A has filled the steps of scientific approach. Although not all of the students can participate in each step. In the questioning process there were more students answer the question and asked some questions to the teacher but still there were passive students. In the associating process the teacher still dominate the process. The next observation is in the class of teacher B, the materials was about warning and caution, the class is VII C. Teacher 2 asked the students to observe some pictures of warning and caution in their text book. Then she proposed some questions to the students which are related with the pictures. In the main activity the students work in group. They should go around the school and found the warning and caution there. After that the students wrote the result in the whiteboard. They explained their finding. The next activity they did the task from the text book. The teacher and the students analyzed together the language feature of the warning and caution. The teacher gave homework for the students in the end of the lesson. The learning processes of teacher B’s class have appropriate with the lesson plan. There is a little difference, in the lesson plan is written that in the questioning process the activity; the students ask question about the difficult words. In fact the activity didn’t appear, on the contrary the teacher asked question to the students about some difficultwords. It is as the effort from the teacher to make the students

73

active in class. The learning process of teacher B’s class reflect the scientific method. The activity in teacher B’s class which reflect the scientific method are in the following table :

Table 4.27 The Implementation of Scientific Approach in Teacher B’s Class

No The Steps

1.

Observing

The Writer Observation

a. The students observe the pictures of some warning and caution that provided by the teacher. b. The students with the guidance from the teacher pronounce the warning and caution.

2.

Questioning

a. The teachers ask the students to question about the difficult word from the warning and caution. b.

Some of the students ask question about the difficult word.

c. The teacher asked the students to give other example of warning and caution orally. d. There are only few students who answer the question from the teacher.

74

3.

Associating

b. The students with the guidance from the teacher analyze the structure of the text. c. The students discuss in group about the warning and caution.

4.

Experimenting

a. The students find warning and caution around the school in group. b. The students go around the school to find the warning and caution. c. The students do the assignment from the text book. d. The students make the warning and caution individually.

5.

Communicating

a. The students write the result of group discussion in front of the class. b. The students and the teachers discuss together the result of group discussion. c. The students and the teachers conclude the lesson together.

The explanation in the above table showed that the teacher used scientific method in the learning activity, although not all of the steps run well, for example in the questioning process, the teacher should stimulate the students to ask question. The question was mostly from

75

teacher not from the students. It was seem too difficult for the students to ask question. Based on the result of observation above can be said that the process of learning in SMP N 6 Salatiga used scientific method which suitable with the criteria of scientific method. The materials given to the students based on the fact and it is applicable in the real life. The teachers gave materials which stimulate the students to think critically and creatively. It is prove when the teachers provide pictures and the students should analyze the pictures then ask question about it. The other criteria of scientific approach is the learning materials foster and inspire students to hypothetically think when seeing diversities, similarities and links in the learning materials. These criteria have fulfilled by the teachers, they have prepared the materials which make the students think creatively. For example the activities of teacher B’s class, the students should find the notice and warning around them and they should differentiate it. This process trains their ability seeing diversities and similarities then connect it to the learning materials. The other example is in the teacher A’s class when the students should analyze the generic structure of the fable text. There are some activities in the lesson plan is not seen in the learning process. In the step of questioning, not all of the students participate. There are only few students who interact with the teacher in this step. Actually in this step, the students should propose the

76

question about the result of the observation but the students usually confuse about what should they asked. As result the questioning process is dominated by the teacher, the teacher give the students question related with the observable object. In the learning process the teachers gave same task for the students. Moreover they should notice the students’ condition or differences to make the success of the implementation of 2013 curriculum. The teacher should give different task for the students as stated in the literature. The result of observation and interview showed that the teachers sometimes group the students but it is not grouped by their ability. The all groups got the same task. The teachers know that actually they should give different task for the students, but it is not simple thing. They should prepare many things and it took a long time. The writer concluded that the learning process in SMP N 06 salatiga generally are in accordance with the curriculum 2013. The learning process has used the scientific approach. Although there were some deficiencies; there are only few students active in a class and the teachers still dominate the learning process. Not all of the steps in the lesson plan is done by the teachers, the activities is really depend on the class’s situation and students’ condition. The teachers got problem in the steps of questioning, the students could be active as they hoped. It made the teachers took more portion in the questioning process. 3. Discovery Learning as Learning Model

77

The teachers in SMP N 6 Salatiga and SMP N 10 Salatiga implemented the learning model appropriate with the demand of 2013 curriculum. Based on the observation of two classes, the teachers used the discovery learning model. In the teacher A’s class, the teachers asked the students to find some notices and warning around their school as the main activity. Beside that the teacher A guided the students found some information from the text. The students should read the text of fable and analyzed it. There are various learning model in 2013 curriculum, but based on the documentation of their lesson plan all of them used discovery learning. In SMPN 6 Salatiga, as explained before the two observed teacher use discovery learning to teach different materials. The teachers from SMP N 10 also use discovery learning. The teacher C use discovery learning for material “written text for label and list”.(see table 4.24) Then teacher D used discovery learning for the material of “ the name of day, month, and time.(see table 4.25) The use of discovery learning model is appropriate with the guideline from the ministry of education and culture “ scientific approach will be obvious when it is use in certain model of learning such as : project based learning, problem based learning, and discovery learning”.The teachers seems understand well the various kind of learning model and they can implement it properly. For example the teachers asked the students to find the notice around the schools then

78

they should indentify it. The ministry of education and culture explained that “the principle in discovery learning is the materials are not given in final form, so the students must identify what they want to know”. When the students should find the materials by themselves, they indirectly got experience in problem solving. The students have opportunity to be problem solver and the teachers only as mentor. In the fact the teachers still involve in each students’ activities to give explanation for them. However the learning process in SMPN 6 Salatiga generally reflect the characteristic of discovery learning, as explained in the following table ; Table 4.28 The Implementation of Discovery Learning Based on Writer’s Observation in Teacher’s A Class

No.

of Writer’s Observation

Characteristics Discovery Learning

1. Teacher as a mentor: teacher

guides

students in learning activity.

a. The teacher asked the students observe the video. b. The teachers asked the students observe the pictures. c. The teacher asked the students read a text and answer the questions. d. The teachers guided the students analyze the structure of the text.

2. Teacher

gives

79

a. The students observe the

opportunity

to

students as a problem

pictures and video. b. The students give

solver.

statetment related with

(Activate students to

the pictures. There were

find

few students cative.

something

in

learning activity).

c. The students read the text and analyze the structure. d. The students answer the question from the teachers.

From the above table seen that the teacher optimize his role as mentor . The teachers invite the students be more active but there were only few students active. Most of them seen not understand when the teacher speak English.

Table 4.29 The Implementation of Discovery Learning Based on Writer’s Observation in Teacher’s B Class

No.

Characteristics

of Writer’s Observation

Discovery Learning 1.

Teacher as a mentor: The first meeting teacher guides students in learning activity.

a. The teacher asked the students to observe the picture of warning and caution. b. The writer asked the students to find warning and caution around the school . c. The teacher guided the students

80

analyze the language feature of warning and caution. d. The teacher give homework to the students. The second meeting : a. The teacher guided the students discuss the homework. b. The teacher asked the students see the notice and warning in the text book. c. The teacher invite the students discuss the notice and warning in the text book. The teacher asked the students make

warning

and

question

individually. 2.

Teacher

gives

a. The students observe the

opportunity to students

pictures, then find the difficult

as a problem solver.

words.

(Active student to find

b. The students work in group to

something in learning

differentiate warning and

activity).

questions. c. The students present their work in front of the class The second meeting : a. The students participate in discussing their homework. b. The students observe the warning and caution from the text book.

81

c. The students with the guidance from the teachers group the notice in the text book. d. The students make notice individually.

The learning process have reflected the characteristic of discovery learning but the teachers still involved in each activity. The students still need the teachers’ guidance in their activity. The teachers can’t let the students do the activity without supervision.

4. Assessment Process Assessment is the process of gathering information to decide students’ achievement of learning outcomes. The assessment which is used in 2013 is the authentic assessment. This assessment is not only assess the students’ knowledge but also it assess the ability which include the process of learning, students’ attitude and the result of learning. There are four aspects that should be assessed by the teachers. The aspect is illustrated in the core competence, the first and second core competence is for attitude, the third is for cognitive, and the fourth is for skill. The all component should be assessed in each material.

82

Table 4.30 The Assessment of Teacher A’s lesson plan

I. PENILAIAN 1.Penilaian Kompetensi Sikap Spiritual a. Teknik Penilaian : Observasi b. Bentuk Instrumen : Lembar Observasi LEMBAR OBSERVASI Kelas / Semester : VIII / 2 Tahun Pelajaran : 2014/2015 Butir Nilai : 1.2 Menghayati ajaran agam yang dianut Indikator Sikap 1. Berdoa 2. Mengucapkan salam sebelum dan sesudah melakukan kegiatan Skala Penilaian 4=selalu mengucapkan berdoa dan mengucapkan salam 3 = sering selalu mengucapkan doa dan mengucapkan salam 2= kadang selalu mengucapkan doa dan mengucapkan salam 1= jarang selalu mengucapkan doa dan mengucapkan salam

Nama peserta Skor Indikator Sikap Jumlah Didik

Spiritual (1-4)

Nilai

skor

Indikator 1 Indikator 2 1. 2. 3. 4.

dst

2. PenilaianKompetensi Sikap Sosial a. Teknik Penilaian : Observasi b. Bentuk Instrumen : Lembar Observasi Indikator sikap 1. Terlibat aktif dalam bekerja kelompok. 2. Bersedia melaksanakan tugas sesuai kesepakatan bersama. Skala Penilaian : 4=selalu terlibat aktif dan bersedia melaksanakan tugas 83

3 = sering terlibat aktif dan bersedia melaksanakan tugas 2= kadang terlibat aktif dan bersedia melaksanakan tugas 1= jarang terlibat aktif dan bersedia melaksanakan tugas

No

1. 2. 3. 4.

Nama peserta Didik

Skor Indikator Sikap Spiritual (1-4) Indikator Indikator 1 2

Jumlah skor

Nilai

Dst

3. Penilaian Kompetensi Pengethauan a. Teknik Penilaian : Tertulis b. Bentuk Instrumen : Jawaban Singkat dan Uraian Answer the following question. 1.What is the title of the story ? 2.Who are the character of the story ? 3.Where did the story happen ? 4.What did the mousedeer want to do ? 5.What problems did the mousedeer face ? 6.What did the mousedeer to do to solve the problems ? Pedoman Penilaiaian Untuk soal no 1-4 - Untuk setiap jawaban benar dan tulisan benar skor 1 - Untuk setiap jawaban benar dan tulisan salah skor 0,5 - Setiap jawaban salah skor 0 Untuk Soal 5-6 - Setiap jawaban benar, sesuai dengan isi cerita dan tulisan benar skor 3 - Setiap jawaban benar, sesuai dengan isi cerita dan tulisan salah benar skor 2 - Setiap jawaban yang tidak sesuai dengan isi cerita skor 1 Nilai= Jumlah skor perolehan x 10 4. Penilaian kompetensi keterampilan a.Teknik Penilaian : Praktik b.Bentuk Instrumen : Retelling a story Retelling a story of ”Mousedeer and Crocodile” in your own words

84

No

Nama

Aspek yang dinilai Pronounciation Intonation Fluency

Total

1. 2. 3. dst Keterangan A. Pronounciation Jika selalu benar skor 4 Jika jarang salah skor 3 Jika kadang salah skor 2 B. Jika sering salah skor 1Intonation Jika selalu tepat skor 4 Jika jarang salah skor 3 Jika kadang salah skor 2 Jika sering salah skor 1 C. Fluency Jika sangat lancar skor 4 Jika lancar skor 3 Jika cukup lancar skor 2 Jika kurang lancar skor 1 The teacher A had four instrument of assessment, the first is the assessment for spiritual attitude. The score was got from teacher’s observation along the learning. The indicator for this assessment is the process of praying and greeting in the beginning and in the end of the lesson. This competence is derived from the K1. The second is the assessment of social attitude which is derived from the K2. The indicators are the activeness of the students in the group working and the readiness of the students in doing their job in a group. The third assessment which fulfilled the K3 is the assessment for cognitive aspect. The teacher A use written test to assess the students; knowledge. Teacher A gave six questions related to the materials. The

85

last is the assessment for skill which is derived from the K4. The teacher assess the students’ speaking skill. The assessment of teacher A is made based on the core competence. The assessments have covered the four core competence, but in the attitude assessment was not really complete. It is better if the teacher specified the attitude, for example the attitude of responsibility, honesty, and cooperation. Table 4.31 The Assessment of Teacher C’s Lesson Plan

II. PENILAIAN 1. Penilaian Kompetensi Sikap Spiritual c. Teknik Penilaian : Observasi d. Bentuk Instrumen : Lembar Observasi LEMBAR OBSERVASI Kelas / Semester : VIII / 2 Tahun Pelajaran : 2014/2015 Butir Nilai : 1.2 Menghayati ajaran agam yang dianut Indikator Sikap 1. Berdoa 2. Mengucapkan salam sebelum dan sesudah melakukan kegiatan Skala Penilaian 4=selalu mengucapkan berdoa dan mengucapkan salam 3 = sering selalu mengucapkan doa dan mengucapkan salam 2= kadang selalu mengucapkan doa dan mengucapkan salam 1= jarang selalu mengucapkan doa dan mengucapkan salam No.

Indikator

Menggunakan 8 kata positif dan dua diantaranya adalah kata “God” dan “Thank” Menggunakan 6 kata positif dan dua diantaranya 2. adalah kata “God” dan “Thank” Menggunakan 4 kata positif dan dua diantaranya 3. adalah kata “God” dan “Thank” Menggunakan 4 kata positif tanpa kata “God” 4. dan “Thank” Menggunakan kurang dari 4 kata positif tanpa 5. kata “God” dan “Thank” a. Pedoman Penskoran: 1.

86

Skor 5 4 3 2 1

𝑁𝐴 =

𝑆𝑘𝑜𝑟𝑃𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛 𝑋4 𝑆𝑘𝑜𝑟𝑀𝑎𝑘𝑠𝑖𝑚𝑎𝑙

2. Sikap Sosial a. Teknik Penilaian : Penilaian sejawat (antar teman) b. Bentuk Instrumen : Lembar Peer Assessment c. Kisi-kisi No. Sikap/nilai Butir Instrumen 1. Memberikan penilaian Lampiran Penilaian terhadap diri sendiri Sikap 1-3 tentang nilai santun d. Instrumen : lihat Lampiran 2 e. Rubrik Penilaian Sikap Sosial : = 2(always) = 1(often) = 0,5(seldom) f. Pedoman Penskoran 𝑁𝐴 =

𝑆𝑘𝑜𝑟 𝑃𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛 𝑋4 𝑆𝑘𝑜𝑟 𝑀𝑎𝑘𝑠𝑖𝑚𝑎𝑙

3. Pengetahuan a. Tehnik Penilaian : Tes tulis b. Bentuk Instrumen : Essay Disajikan sebuah gambar ruangan kelas dan benda-benda didalamnya peserta didik membuat pertanyaan menggunakan How many…dan jawaban menggunakan there is/are… berdasarkan 10 kosa kata yang telah diberikan. c. Instrumen : Lihat Buku wajib Siswa hal 118 d. Pedoman Penskoran : Setiap jawaban benar diberi skor 1 (satu) 𝑁𝐴 =

𝑆𝑘𝑜𝑟 𝑃𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛 𝑋 10 𝑆𝑘𝑜𝑟 𝑀𝑎𝑘𝑠𝑖𝑚𝑎𝑙

4. Keterampilan a. Tehnik Penilaian : Unjuk kerja b. Bentuk Instrumen : Tes ketrampilan menulis dan berbicara Disajikan 7 label ruangan di sekolah setiap kelompok memilih

87

1 ruangan secara acak dan menuliskan daftar benda sesuai ruangan yang dipilih dan mempresentasikannya. c. Instrumen : Lihat Buku wajib siswa hal 133. d. Rubrik Tes Keterampilan Menulis (soal No4.) e. Pedoman Penskoran No 1

2

3

4

Aspek yang Dinilai Kriteria Kesesuaian isi dengan 100% isi sesuai tujuan penulisan pesan 80% isi sesuai 60% isi sesuai 40% isi sesuai 20% isi sesuai Pilihan kata 100% pilihan kata tepat 80% pilihan kata tepat 60% pilihan kata tepat 40% pilihan kata tepat 20% pilihan kata tepat Penulisan kosa kata 100% penulisan kosa kata tepat 80% penulisan kosa kata tepat 60% penulisan kosa kata tepat 40% penulisan kosa kata tepat 20% penulisan kosa kata tepat Ketepatan tata Bahasa 100% penggunaan tata bahasa tepat 80% penggunaan tata bahasa tepat 60% penggunaan tata bahasa tepat 40% penggunaan tata bahasa tepat 20% penggunaan tata bahasa tepat

Skor 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

Teacher C made the assessment into four parts; the first was to assess the spiritual attitude which was observed by the use of positive words along the learning. The second was social attitude assessment

88

and teacher B used the peer assessment, in the fact the instrument was not peer assessment but self assessment. The teacher should match between the rubric and the instrument, in order to avoid confusion. The third was cognitive assessment in the form of essay, the teacher present some pictures and the students should make questions and answers appropriate with the given materials. The last assessment was the skill assessment. Teacher B used performance assessment which is assessed the speaking and writing skill.Teacher B’s assessment have completed the four aspect of core competence. It accompanied with the guidance of scoring in each aspect. Table 4.32 The Assessment of Teacher D’s Lesson Plan

I. Penilaian a. Penilaian Proses Lembar Pengamatan Sikap Aspek yang Dinilai Skor 1 2 3 Tanggung Jawab Kerja Sama Rubrik Penilaian sikap Aspek Tanggung jawab Kerja sama b. Penilaian Hasil Indikator pencapain Teknik kompetensi Penilaian 3.3.2 Mengidentifikasi Tertulis unsur tentang kebahasaan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk

Catatan

Kurang : Jika tidak pernah Nampak Cukup : jika kadang Nampak Baik : Jika selau nampak Bentuk penilaian Isian singkat

89

Instrument Fill the blank correctly : 1. Saturday is after.. 2. Tuesday is before… 3. Friday is before…

angka, tanggal, dan tahun.

4.3.2 Mengungkapkan Lisan ungkpan tentang nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun dengan percaya diri dan beratanggung jawab.

Performance

Pedoman Penskoran untuk Penilaian Keterampilan :

1. Lisan Aspek Intonation Fluency Pronounciation Accuracy

Skor

2. Tulis Aspek Keruntutan teks Pilihan Kosa Kata Pilihan Tata Bahasa Penulisan Kosa Kata Kerapihan Tulisan

Skor

Keterangan: 5= sangat bagus 4= bagus 3= cukup bagus 2= kurang bagus 1= tidak bagus

90

4. Thursday is before… 5. Sunday is before… Tell your class about activity in a day

Teacher D divided the assessment into two parts the first is the assessment process and the second is the outcomes assessment. The assessment process have two point namely, responsibility and cooperation. It means that this assessment was the reflection from the K2. The outcomes assessment consist of two activities namely the written test and the performance assessment. These assessments were derived from the K3 and K4. Teacher D have three assessments in the lesson plan. The teacher didn’t make the assessment for the K1. There was inappropriate of the assessment there, in the table of outcomes assessment the teacher wrote that the activity is performance assessment. It means that the teacher assessed the speaking skill, but in the table of guidance of scoring the teacher included the table of writing skill assessment. From the teachers’ lesson plan it seemed that all of the teachers have used the authentic assessment. In every material there is a task or activities as the way assessed the students’ knowledge. The teachers noted the core competencies in making their lesson plan, although there was a teacher have not completed the assessment, teacher D was not insert the spiritual assessment. Moreover Teacher B has not attach her assessment instrument in the lesson plan. Studied from their lesson plan, the teachers not only assess the result of the test in the end of the lesson but they also evaluate the process and the students’ attitude during the learning. The teachers from both school

91

theoretically have implemented the authentic assessment, it is proved by the kind of assessment. There are some kinds of assessment which they used such as; performance assessment, peer assessment, group discussion and project assessment. That activities appropriate with the literature: “ authentic assessment include oral performance, writing samples, exhibitions, teacher observations, portofolios, self assessment and peer assessment. Unfortunately, not all of the activities capitalized by teachers to give score from the students. For example, when the students have group discussions the teachers only walked around the class without brings note to assess them. Moreover they leave the class and only give them task for discussion. In assessing the students’ attitude the teachers is not objective. They assess only the best and the worst then give average for other students. It admitted by the teachers in the interview when the writer asked : how was the teachers assess the students’ attitude.

The answer of teacher A: “ …untuk penilaian sikap itu ya sifatnya sangat subjektif, jadi tingkat validitasnya juga rendah..”(A2.18) “….for the attitude assessment it is really subjective, so the validity is low..”

92

The answer of teacher B: Ya, kalau sikap itu saya ambil yang paling menonjol saya beri nilai yang lebih diantara teman-temannya. Terus yang lain saya beri nilai sama, kalau seumpama ada yang nakal gitu, juga saya beri nilai beda tentunya lebih rendah. (B2.19) “ ya for the attitude , the students who better than other, I gave her better score and give same scores for most of the students. If there is a naughty students , I give him different score surely lower than other.” The answer of teacher C: … selama ini kita hanya menilai yang inti-intinya saja mbak, ya sikap secara general begitu …(C2.19) ..during this process we only assess the core, the attitude we assess generally.. The answer of teacher D : “Ya misalnya kalau untuk penilaian sikap itu ya saya paling mengamati yang baik sekali yang menonjol yang kurang dan yang lainnya saya rata-rata.”(D2.17) “ for the example the assessment of attitude, I observe the best and the worst and the other is average” The process of assess the skill is more valid than the attitude assessment. In assessing skill, performance assessment used by almost of the teacher, they asked the students to speak or perform something

93

in front of the class. The teachers use this activities to measures the students’ skill especially in speaking. It is in line with the criteria of the authentic assessment explained by Kunandar (2013: 39), authentic assessment use to measures the skill and performance. After perform in front of the class the teachers usually give positive comment for their students. This is appropriate with other criteria of authentic assessment the assessment’s uses as feedback for students’ achievement. The teachers are not use the authentic assessment in all of the materials because it takes time. They only use the Authentic Assessment in a material which proper to use it. They still use the traditional assessment like give written question for the students. It is concluded that the authentic assessment have implemented in both school although it is not use wholly. The teachers only use it in some materials, because the authentic assessment takes much time and they only have limited times. Beside that the authentic assessment has many elements, so it is a little bit difficult.

B. Barriers in the Implementation of 2013 Curriculum In the implementation of 2013 curriculum the teachers have understand well about the teorhy, but they still faced some barriers in the implementeation of 2013 curriculum especially in the English subject. The barriers are grouped as follow :

94

1. Lack of Time Allocation From the result of observation in class, the teachers could not finish the materials as they have planned in the lesson plan. Some of the steps in lesson plan are not seen in the learning process. The teachers need more time when they use media like computer and LCD projector. In the Teacher A’s class he used performance assessment to assess the students. This is use to assess their speaking skill. Teacher A asked the students to retell the story of mousedeer and crocodiles. Unlucky the time isn’t enough, so Teacher A decided to ask the students retell the story in written form. It became their homework. In the result of interview the teachers feel that time allocation in 2013 curriculum is not enough, because there are many materials and they should teach use scientific approach. The following are the teachers’ opinion about the time allocation in 2013 curriculum. Teacher A : “kalau dalam satu pertemuan itu kan tidak bisa dalam kegiatan inti itu semua tercakup atau terselesaikan , jadi ya mungkin 1 jam untuk mengamati, terus satu jam berikutnya untuk mengumpulkan data, jadi tidak bisa satu pertemuan itu harus selesai semua tidak. Kemudian untuk waktu ya kita fleksibel saja.tapi tentu saja untuk mengajarka semuanya itu tidak cukup waktunya” (A2.32) “in a meeting, it couldn’t finish the core activities, so maybe an hour just for observing, then the next meeting for collecting data,

95

so we can’t finish all the steps in a meeting, so the time is really flexible, but it surely not enough to teach all the materials Teacher B : “ya, kurang sih apa lagi semester ini banyak liburnya. Ya jadi ada beberapa yang gak saya ajarkan kayak lagu gitu gak saya ajarkan karena itu kan cukup lama,.”(B2.36) “the time isn’t enough moreover in this semester there are many free day, so there are some materials I didn’t teach, like song, I didn’t teach this materials because it takes much times. Teacher C : “kalau sebenarnya kurang mbak, apalagi kalau kita benar-benar menerapkan scientific approach itu tadi, itu kan butuh waktu juga, jadi ya kadang ada materi yang tidak bisa tersampaikan”.(C2.24) “actually, the time isn’t enough moreover if we truly implement the scientific approach, it take time, so sometimes there are materials which can’t be taught to the students.” Teacher D: “Kalo saya rasa itu kurang, materinya kan banyak ya mbak.” (D2.36) “ for me it is not enough because there are many materials”

The teachers admit that they should teach orderly use the steps of scientific method and it takes time. Most of the teacher admit that not

96

all of the materials in syllabus they taught to the students. Some of less usefull materials are not given to the students. Not all of the materials use authentic assessment because this assessment need more time. The teachers have made some rubrics of assessment in their lesson plan, but it sometimes just for formality. They fulfilled the rubric subjectively. There are some additional hours in some subjects of 2013 curriculum, but not with the English subject. The time allocation of English subject stills same with KTSP, namely 4 hours/ weeks. The learning process which use scientific approach require the teacher to follow some steps, such as observing, questioning, associating, experimenting, and communicating. The teachers have decided the time of each step precisely. Based on the fact the time usually more than time in the lesson plan, the teachers accommodate the students’ condition and class’s situation. For example, the teachers should reexplain their instruction when the students seem confuse or didn’t understand yet the meaning of the instruction. The use of media such as LCD projector and laptop need time for the preparation. Although the teachers have prepared the tools before, but they still need time to set up the media. It decreases the time for learning. Beside that the use of learning model such as discovery learning make the students need more times. The students should do some activities so they will find the materials then analyze it to get the

97

concept, to make it clear, learners need enough time to finish their work. There are many activities that the teachers write on the lesson plan. Sometimes the teachers can’t implement all of the activities in the lesson plan because of the limited time. In every material the teachers need more than a meeting, as a result they could not teach all existing material .They chose important material and leave material that it has not useful for students . Moreover some of the teachers endeavor to teach all of the materials although only give short explanation in each material. It shows lack of time in 2013 curriculum. The existing material is too much so the teacher can’t teach all of the materials. The limitation of time also becomes barrier in the evaluation process. The teachers can’t implement authentic assessment well, because the authentic assessment needs more times to do. The teachers only use the authentic assessment in some material and they more often use the traditional assessment. The teachers should be more smart in manging the time. They should know which become the priority in the class room. The choice of learning activity should be matched with the materials. In the assessment process to overcome the limitation of time, the teachers can use peer assessment or self assessment. Along the learning process the teachers can capitalize the time to assess the students.

98

2. Unavailability of School Facilities and Equipments All of the teachers recognize that they can use the technology such as computer and LCD projector. They can operate laptop and also the LCD projector. It is also one of the demands from the 2013 curriculum, because the 2013 curriculum used technology as the learning media. From the result of the interview the teachers complained the availability of the facilities in their school. Moreover the teacher in SMP N 10 Salatiga, as the youngest state junior high school in Salatiga the teachers admit that they haven’t complete facilities like other state junior high schools. There are only few LCD projector which can’t support each class. The same condition also hsppen in SMP N 6 Salatiga. There isn’t LCD projector in each class. The condition of the facilities also not 100% good. In Teacher A’s class the writer observed that the LCD didn’t work. Before come to the class, Teacher A have bring the LCD projector, because he would show a video. In the class he set up the projector with the assistance from the students. Teacher A started connect the laptop to the LCD projector, unlucky the infocus didn’t work. They try to restart it but it still not work.It can’t connect. The teacher asked the students to take other infocus and cable. The new in focus still not work. This process took long time. The use of technology is one of the demands in 2013 curriculum. All of the teachers recognize that they can use the technology such as

99

computer and LCD projector. Unfortunately there is a facility shortage including computers, LCD, Projector, internet. Actually both of the schools have the facility but the quantity isn’t enough to support all of the class. There are only few LCD projector so the teachers should be taking turn in using the LCD projector. It is really chase the teachers to develop the interesting learning. They actually have a good plan to teach the students such as presenting videos or power point, but very often their plan obstructed by facilities shortage. The lacks of facilities also hamper the teachers to realize TIK as a learning media. Not all of the facilities have are in good condition, sometimes the teachers should set up again the LCD projector even the facilities didn’t work. This condition make the teachers prefer to use other media such as pictures, cards, and books. The shortage of facilities influences the implementation of scientific approach. The use of technology makes the teachers easy apply the scientific approach. For example, the teacher use LCD projector to display a video for observing process. It is in line with the literature

that

to

apply

scientific

approach

teachers’

needs

technological supports and to use the technology the teachers need to be teach as well. The teachers can’t actualize the use of technology as the learning media in English learning. The teachers can overcome unavalability of facilities by the use of other media. They can use pictures, card, and realia. The teachers can

100

invite the students to learn outside the class. There are many things outside which can be learning media, but they should pay attention to the time. Other things should be noticed is the preparation. If the teachers want to use media they should prepare it before the learning and make sure that it is effective.

3. Students’ Condition The teachers applied the scientific approach, they teach orderly starts from observing and ended with communicating. All of the teacher confess that they understand well about the scientific approach’s steps, but not the entire step is easy to apply in a class. When the writer asked about what is the most difficult steps in scientific approach, all of the teachers agree that questioning is the most difficult one. These are the statements of the teachers: Teacher A Kalau rata-rata itu untuk yang menanya, biasanya anak-anak itu kalau suruh menanya anak-anak itu juga tidak tau apa yang harus ditanyakan, terus kalau ditanya anak-anak itu materinya juga kebingungan. (A2.28) “Evenly in the questioning, usually the students if we asked to questioning, they don’t know what should they asked, then if the teachers asked question, they also confuse abou the materials.” Teacher B: bertanya, untuk memancing siswa itu sulit diawal-awal. Tapi sekarang sudah agak mending.(B2.28)

101

“questioning, to invite the students it’s really difficult in the beginning, but now it is better” Teacher C: Yang menanya, menanya anak-anak itu sulit, tapi ya itu situasional mbak. Karena lain kelas lain muridnya, dari sisi psikologisnya juga berbeda. Kelas a dengan kelas b itu sudah beda anaknya(C2.22) The questioning process, the students get difficulties in questioning, but it is situational. Because different class have different students, from psychology is different.The students of A class and b class is different. Teacher D : Ya mengkomunikasikan itu saya rasa masih sulit untuk siswa, menanya juga, ya hampir semuanya sulit kalau menurut saya. (D2.28) “communicating, I think it is difficult for the students, the questioning, yah almost all steps is difficult.

All of the above teachers complained the same thing in the process of scientific approach. The teachers are not easy to make them active in class, especially in the questioning process.When the teachers give them opportunity to ask question they seems confused. The students didn’t know what they should ask to the teachers. In the other hand the students can’t respond well when the teachers give them question. The teachers in SMP N 10 Salatiga, they complain that to implement the scientific approach there is a little bit difficult. The students’ condition is the main reason, their student can be categorized as the lowest between the state junior high school in Salatiga. The students can’t be 102

active to ask question and they also can’t do the teachers’ instruction well. In the result, the English teacher must give motivation for silent students. The English teacher also must invite the silent students to participate in learning activity. The teachers give question orally to some students. It is indirectly push the students to answer question and active in the class. The teachers also trick it by ask the students to make question about something they have observed before. Besides questioning the condition of passive students also influence the communicating process. Communication is the process of delivering the result of observation, the conclusion based on the written analysis, oral analysis, and other media. In the closing activity usually the teachers asked the students to deliver the conclusion of the learning. There isn’t students want to be volunteer, so the teachers give more times for them and then the teachers point some of them to come to the class. This process is very time consuming and make the lesson can’t run like the lesson plan. There are many factors which make the students can’t active in the English class. They lack of vocabulary moreover they totally don’t understand English. Not all of the students passive but on average the students follow the English learning process with less passion. The teachers should use interesting media in order to make the students active. They can use various kind of pictures which related to the materials. For example in the materials of label name and list of

103

things, the teachers can give the students pictures of classroom or other room. It will stimulate the students’ curiosity then they can be active in questioning process. Beside that the use of other media such as realia, flash cards, and comic can be considered. The teachers can use the trend among the students as a way to attract students’ attention. The students usually will be more interested in something they like.The teachers can stimulate them with reward and punishment. The teachers can give reward for them who active in class and punishment for the passive students. The punishment is not phisyc punishment but can be in the form of assignment. The teachers can asked the students to master some vocabulary.

4. Teachers’ Difficulties in Changing Their Teaching Style The teacher now only serve as facilitators. The learning model change to student centered model. Actually this learning model makes the teachers’ task easier. In fact the teachers still use the teacher centered model, they still have more portion in the learning process. For example in the class of teacher B, the teacher still give many explanation about the materials and she also speak more in the questioning process. The teacher accustomed use the teacher centered model for a long time, so they couldn’t immediately change their habit. It is supported by statement from the teacher A :

104

“Ya itu juga perlu persiapan ya, tentunya perubahan itu tidak bisa serta merta seperti membalik telapak tangan ya step by step harusnya, nanti kan jadi terbiasa lama-lama.” (A2.20) “yes, It is also need preparation, the change can be immediately as turn around the hand, it should be step by step so by the time we will accustom”. They need times and process to apply the students centered learning correctly. The conditions of the students also influence the implementation of students centered model. The teachers can’t be entirely uses the students centered model because the students especially in SMP N 10 still need teachers’ explanation, so it was difficult to do in that school as explained by the teacher D “Untuk sekolahan ini saya merasa masih kesulitan ya mbak, kesulitannya begini anak-anak kan harus banyak bertanya ya mbak, jadi anak-anak bisa mengembangkan pikiran sendiri, nah kami selama ini murid kami bukannya tidak tapi belum mampu menggunakan cara seperti itu. Ya entah karena kami gurunya yang belum siap atau muridnya yang belum siap atau apa, tapi untuk kami masih harus banyak berlatih baik yang mengajar ataupun yang diajar.” (D2.20) “For this school I got difficulties, the students should be active to ask question so they can develop their thinking, our students isn’t yet able use that model. Yes, I don’t know the teachers or the students who aren’t ready yet. For us we still need more practice.”

105

The statement above in line with the statement from teacher C: “….kalau disini jujur saja ya mbak agak sulit untuk menerapkannya, apa lagi bahasa inggris. Kalau kita mau membuat murid yang aktif gitu, aktif bertanya itu masih butuh proses. Karena kalau pembelajarannya kita pusatkan pada murid misal kerja kelompok gitu, seringnya itu mereka malah gojek, jadi ya kita tetap harus banyak terlibat “ (C2.32) “ honestly it is difficult to implement it here moreover for English. If we will make the students active in questioning, it still need process. If the learning is centralize on the students for example the students will play with other when they are in group working, so the teachers should involve more” The teachers have tried to reduce their role in learning. For example ; they make group discussion then asked the students present the result of discussion in front of the class. Sometimes this is effective to reduce the teachers’ portion, but it is often the learning process can’t running well. There are many students only silent and they can’t do the task. The condition make teachers should do more in the class. The other factors that most affect the students’ activeness is the custom when they are in elementary school and habits of a have embedded of neighborhood .They accustomed to get knowledge without responsibility to give question. It is of course need time to

106

change their habit. The passiveness of the students certainly chases the implementation of 2013 curriculum. The teachers should be more creative to make the students interest in English lesson so they can be active students. The teachers should design the interesting learning process, for example in the material of narative text of fable, the teachers can use short movie or video. Sometimes it is impossible play a video because of the limitation of facilities, so the teachers can use other media. They can use puppet in the observing process, it will be more interesting. The teachers can foster their knowledge by reading some books, after that they can desgin a learning process which decrease their portion. They should maximize the students’ role in learning. For example they can use group discussion and then presentation. The other way to make the learning become students centered is the use of role play. Giving the students more activties indirectly bring the learning to student centered learning.

5. Assessment Process In the assessment process the English teacher said they use authentic assessment as a demand of 2013 curriculum. They assess the students’ attitude during the learning process. In their lesson plan seems there are some rubric of assessment. For example, the rubric for speaking skill assessment. There are some components in the speaking assessment, such as pronunciation, intonation, and fluency. (see table

107

4.30) The teachers should assess all of the students to get the real authentic assessment. It takes much time. In the result of interview all of the teachers admit that not all of the materials use authentic assessment because this assessment need more time. In assessing the attitude most of the teachers said that they average the score. Whereas the assessment should be based on the fact and it is an ongoing process. There is a concrete assessment in each aspect in the 2013 curriculum, in which

indicators are provided to help teachers

easily check their students’ achievement. The teachers should assess many aspects from the students such as attitude which consist of spiritual and social attitude, and knowledge, moreover in English the aspect is larger. The change of evaluation system includes assessment of attitude, cognitive assessment, and skill assessment. Almost of the teachers assume that the scoring criteria are complicated and very time consuming. They should assess many aspects from each students, it is really hampered them. In order to give the objective score for the students the teachers should know well the students one by one. In fact they can’t do it. There are many students which they taught. It is not easy to know each student. Most of the teachers do the assessment especially the attitude assessment subjectively altough the rubric assessment is provided.

108

The form of the assessment in authentic assessment can be portofolios, performance assessment, project assessment, and written assessment. Each teachers use different assessment for their class adapted with the materials. But the teachers faced with the limited time allocation, they can’t use authentic assessment perfectly. For example, In Teacher A class used performance assessment. He asked the students to retell the story in front of the class, it is needs much time. A meeting isn’t enough to finish it, then he asked the students to retell it in the written form and submit the text. It makes them should change their plan and also the rubric of assessment. The Instrument for assessing the aspect of knowledge and skill have appropriate. The teachers can make clear instrument for those two aspect, for example teacher A use the performance assessment by retelling the story to assess the speaking skill and it is completed with the rubric assessment. The other example is on the teacher C’s lesson plan, the teacher use essay to assess the students knowledge. It actually will be good if the teachers can implement it correctly, but sometimes the instrument only for formality in the lesson plan. In many learning process the teachers only assess the aspect of knowledge. There are many poin in each skills make the teachers got difficulties. Beside that the limited time allocation make them can’t use authentic assessment perfectly.

109

The teachers should asssess the students objectively. It is better if the teachers know all of theirs students. Altough it is a little bit difficult but the teachers should know all of their students to get real authentic assessment.They can make their self closer to their students, be a friendly teacher will make the students comfortable with the teacher. It make the students closer to the teaachers and it make the teacher easy to assess the students, especially assess their knowledge.

110

CHAPTER V CLOSURE A. Conclusions In this chapter the writer states the conclusion of the research. The conclusion is intended to answer the research question related to the finding and discussion in chapter four. 1. The implementation of 2013 curriculum of English subject in SMP N 6 Salatiga and SMP N 10 Salatiga can be concluded as follow : a. Lesson Plan Implementation All teachers have made the lesson plan appropriate with the rule of 2013 curriculum. They completed the all component of lesson plan, although there are some incomplete in the detail. One of the teachers did not attach the assessment in the lesson plan. b. Learning Process The learning process in SMP N 6 Salatiga generally reflected the characteristic of 2013 curriculum. The teachers used the scientific method although sometimes some of the steps are missing in the implementation. The students should be motivated in the questioning process because they cannot be active as it is hoped. c. Discovery Learning as Learning Model All of the teachers’ lesson plan used the discovery learning as the learning model which it is really appropriate with the

111

demand of 2013 curriculum. From two observed classes the activity reflect the characteristic of discovery learning, but the teachers still have big role in each activity. d. Assessment Process Studied from the teachers lesson plan they have implemented the authentic assessment. They assess four aspect from the students namely spiritual attitude, social attitude, cognitive, and skill and they used various kind of assessment. The teachers implemented the authentic assessment administratively but in the fact especially the attitude assessment it was subjective. The teachers were not assessing the students one by one.

2. The second research question is related to the barriers in the implementation of this curriculum. The 2013 curriculum has been implemented but there are still some problems which hamper the teachers of state junior high schools in argomulyo sub district of salatiga implemented this curriculum perfectly. a. lack of Time Allocation The limitation of time make the teachers cannot implement 2013 curriculum perfectly. They cannot use scientific method in each meeting. The materials cannot be taught fully because the isn’ enough. The limitation of time also make the learning process was not appropriate with the lesson plan.

112

b. Unavailability of School Facilities and School Equipment. One of the characteristics of curriculum is the use technology as learning media. The teachers got problem in using the media. The availability of facilities such as LCD projector and laptop is very limited. Moreover some of the facilities was broken. c. The Teachers’ Difficulties in Changing Their Teaching Style The previous curriculum used the model of teachercentered model and 2013 curriculum used students centered model. The teachers got difficulties in teaching with student centered model. They still have more portion in English learning. d. Students’ Condition Most of the students cannot be active in English learning process especially in the step of questioning. They seem reluctant to speak using English. e. Authentic Assessment There are many points that should be assessed by the teachers. It made the teacher a little bit confuse. The teachers assess the students’ attitude subjectively. They did not use all of the rubric assessment that they have before in lesson plan.

B. Suggestions

113

1. For the teacher: a. Improve their creativity especially in teaching media in order to make the students be more active in learning process. They can use various kinds of method and media. For example they can use flash card, mind mapping, or series of pictures. b. Motivate the students to be active in English learning. The teachers can make the students interest by tell an inspiring story. They can also tell how important English for their future. c. Foster their knowledge about the model of learning to make success in the implementation of 2013 curriculum. d. Try to be closer to the students, so they can know the students well and they can do authentic assessment effectively. The teachers should try to know the students one by one. They can start it by mastering the students’ name. They can be friendly teacher to make the students closer to them. e. Moreover, the teachers should always increase their knowledge for successful implementation of curriculum 2013. f. Be better in managing the time.

2. For the institution:

114

The schools should complete the school facilities such as LCD projector, computer, internet access, because the implementation of 2013 curriculum very influenced by the availability of facilities. In SMP N 6 Salatiga and SMP N 10 Salatiga is found that the facilities did not adequate for the all classes.

3. For the government: The government should give more workshop for the teachers, in order to perfect the teachers knowledge about 2013 curriculum. The government should pay more attention to the some barriers in the implementation of 2013 curriculum .

4. For Other Researcher: This research is not perfect, there are some deficiencies in the research process and also in the presentation. For other researcher they can conduct a research with structured interview’s guideline. They can also analyze the curriculum’s implementation from the students’ perspective.

115

REFERENCES

Ahmad, D.2014. Understanding the 2013 Curriculum of English Teaching through the Teachers‟ and Policymakers’ Perspectives. International Journal of Enhanced Research in Educational Development (IJERED), (Online) Vol. 2, Issue 4, July-August, 2014, pp: (6-15)( Available online at: www.erpublications.com accessed 20 March 2015) Alawiyah, F. 2013. Dampak Implementasi Kurikulum 2013 terhadap Guru. Info singkat kesejahteraan Sosial. (Online) Vol V no.19: 9-12 (berkas.dpr.go.id/.../Info%20Singkat-V-19-I-P3DI-Oktober-2013-56.pdf, accessed 2 March 2015) Arifin,

Z. 2012. Konsep dan Model .Bandung:PT.Remaja Rosda Karya

Pengembangan

Kurikulum

Arikunto, S. 2010.Prosedur Penelitian: Suatu Pendekatan Praktik, Jakarta: Rineka Cipta Basuki, I. & Hariyanto. Asesmen Pembelajaran.Bandung: PT. Remaja Rosdakarya Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education Depdiknas. 2005. Undang-Undang Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: Depdiknas Depdikbud .2014. Peraturan Menteri Pendidikan dan Kebudayaan no 59 Tahun 2014 81a tentang implementasi kurikulum. Jakarta : Depdikbud Depdikbud .2014. Peraturan Menteri Pendidikan dan Kebudayaan 2013 No. 66 tahun 2013 tentang Standar Penilaian. Jakarta : Depdikbud Feez, S.& Joyce, H. 1998. Text Based Syllabus Design. Sydney: Macquarie University. Gunawan, I. 2014.Metodologi Penelitian Kualitatif: Teori dan Praktik, Jakarta: Bumi Aksara Hamalik, O. 2009.Dasar-Dasar Pengembangan Kurikulum, Bandung: Remaja Rosdakarya

Kementerian Pendidikan dan Kebudayaan, Implementasi Kurikulum 2013. Jakarta: Kementrian Pendidikan dan Kebudayaan Khasanah, K., Nur N,. Eko.2014. Pengembangan Laboratory Work dengan Scientific Approach untuk Mengoptimalkan Karakter Siswa Kelas XI MAN Kutowinangun Tahun Ajaran 2014/2015.Radiasi,(online), Vol 5 No. 2 (http.// digilib.upi.edu, accessed 8 March 2015) Kunandar. 2007. Guru Profesional Implementasi Kurikulum Tingkt Satuan Pendidikan (KTSP) dan Sukses Dalam sertifikasi Guru. Jakarta: Raja Grafindo Persada ________. 2014. Penilaian Autentik.Penilaian Hasil Belajar Peserta Didik Berdasarkan Kurikulum 2013. Jakarta: PT. Raja Grafindo Persada Kurniasih, I. & Berlin S. 2014.Implementasi Kurikulum 2013: Konsep dan Penerapan.Surabaya : Kata Pena Majid Abdul. 2013. Implementasi Kurikulum 2013 Kajian Teoritis dan Praktis, Bandung: PT. Remaja Rosdakarya Miles ,Huberman. 1992. Qualitative Data Analysis. New York: Sage Publication Inc. Mkandawire, Sitwe Benson.2010. Impediments to curriculum implementation in Learning Institution. Circulatory article for information resource. (http//indesence.com accessed 10 January 2015) Mulyasa, E. 2014. Pengembangan dan Implementasi Kurikulum 2013. Bandung: PT.Remaja Rosda Karya. Moleong, L.J. 2009. Metodologi Penelitian Kualitatif, Bandung: Remaja Rosdakarya. Ngalimun. 2013. Strategi dan Model Pembelajaran. Yogyakarta : Aswaja. Nuruzzaman, M. 2015. Faktor-faktor yang Menghambat Implementasi Kurikulum 2013 di SMKN 1 Seyegan Sleman Jurusan Teknik Gambar Bangunan (TGB). Thesis.Yogyakarta: Universitas Negeri Yogyakarta O’Malley, J., Michael, Lorraine, V.P. 1996. Authentic Assessment for English Language Learners. USA: Addison-Wesley Publishing Company Poerwati, L.E & Sofan, A.2013. Panduan Memahami Kurikulum 2013. Jakarta : PT. Prestasi Putra Karya Rachman, M. 1999. Strategi dan Langkah-Langkah Penelitian. Semarang: CV. IKIP Semarang Press.

Richards, J. C. 2001. Curriculum Development in Language Teaching. Cambridge University Press Sugiyono. 2013.Memahami Penelitian Kualitatif, Bandung: Alfabeta, Suharyadi. 2013. Exploring Scientific Approach in English Language Teaching. Presented in Seminar Nasional exchange of experiences, Teacher Improvement of Quality Program, Universitas Negeri Malang, Malang, 9 November 2013 Tafsir, A. 1992. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosdakarya Usaman, Nurdin. 2002. Konteks Implementasi Berbasis Kurikulum, Jakarta: PT. Raja Grafindo Persada Varelas, M & Michael,F. 2008. The Scientific Method and Scientific Inquiry: Tensions in Teaching and Learning. (Online). th (http://www.interscience.wiley.com, accessed 20 March 2015) Zen, F. 2014. Implementasi Kurikulum 2013 dan Hambatan yang di Alami oleh Guru Matematika di SMKN Tulungagung Tahun 2014. Thesis. Tulungagung: IAIN Tulungagung

Transcript of Interview A1= Writer A2= Teacher A A1.1 A2.2

A1.3 A2.4

Untuk proses persiapan kan ada pembuataan RPP pak, nah itu bapak membuat sendiri atau ada kerjasama dengan pihak lain pak ? Ada kerjasama dengan teman sejawat, kalau di sekolah ya namanya MGMP local. Tapi kalau secara umum itu biasanya dikerjakan di forum MGMP tingkat kota. Tapi kalau untuk mengajar pribadi ya membuat sendiri apakah anda kendala dalam proses pembuatannya pak ? kalau kendala sebenarnya ada, artinya begini kalau dalam satu atau dua pertemuan kalau dulu kan bisa urut lah, kalau sekarang tidak bisa diselesaikan, kegiatan inti ya tidak bisa diselesaikan dalam satu atau dua pertemuan. Jadi kita membuat rpp nya, rpp kan dibuat pertemuannya ka nada yang 4kali ada yang 5 kali pertemuan, jadi untuk membagi waktunya itu agak kesulitan.

A1.5

kalau untuk proses persiapan dari sisisumber belajarnya itu kan ada buku dari pemerintah ya pak, nah apakah ada buku lain yang dipakai ?

A2.6

Ada, kita juga pakai buku lain sebagai pendukung, buku pendamping itu dari,, maaf boleh disebutkan penertbitnya gak ? iya pak silahkan Buku pendampingnya dari intan pariwara

A1.7 A2.8 A1. 9 A2.10 A1.11 A2.12

A1.13 A2.14

A1. 15 A2.16 A1. 17 A2. 18

Apakah itu relevan dengan silabus dari k-13 pak ? kebetulan ini saya simak sekilas itu, ya relevan. kalau dengan buku yang dari dinas itu penggunaanya lebih sering mana pak ? Itu kita buat balance ya, seimbang. Karena terus terang ya dibuku dari pemerintah itu kan latian-latiannya sedikit. Penegmbangannya kita menggunakan buku intan pariwara ini. Untuk proses mengajarnya, apakah bapak sering menggunakan teknologi seperti internet, laptop, atau lcd seperti itu pak ? gimana ya, ya tergantung materinya, kalau kita harus menggunakan itu ya kita gunakan. Tapi kalu menggunakan realia ya kita bisa saja menngunakan anak sebagai model. Untuk penngunaan teknologi sendiri apakah ada kesulitan pak ? ya, ada itu dari segi persiapannnya, kan persiapannya perlu waktu. Untuk proses mengajar apa selalu berpedoman pada RPP atau menyesuaikan kelasnya ? Ya anak atau guru menyesuaiakan rpp, kalau kita menyesuaikan situasi kelasnya ya nanti jadi tidak urut dengan rpp, tidak seperti

A1.19

A2.20

A1.21 A2.22

A1.23 A2.24

A1.25 A2.26

A1.27

A2.28

yang diharapkan pemerintah tentunya. Jadi kita mencoba untuk mengurutkan yang dikehendaki itu seperti apa. k-13 mengusung model student centered, untuk mengubah kebiasaan bapak itu apakah susah pak, dari yang sebelumnya teacher centered ke student centered? Ya itu juga perlu persiapan ya, tentunya perubahan itu tidak bisa serta merta seperti membalik telapak tangan ya step by step harusnya, nanti anak-anak kan jadi terbiasa lama-lama. Awalanya ya emang agak kaget lah. Bagaimana membuat mereka aktif di kelas ? ya kita membuat kelompok kerja se heterogen mungkin, jadi nanti pembagian tugasnya juga merata. Anak malas jangan dikelompokan dengan anak malas, yang rajin jangan dikelompokan dengan yang rajin semua. Model pembelajaran yang sering digunakan ? Ya itu tidak bisa dikatakan yang paling sering yang mana gitu ya mbak, kita hrus menyesuaikan dengan materi yang ada. apakah sekarang muridnya sudah bisa aktif di kelas pak? kalau semuanya ya tentu belum bisa 100%, ya mungkin yang aktif sekitar 80%, dan kita mencoba mencari solusi untuk membuat yang 20% ini aktif. proses pembelajaran k-13 kan juga menggunakan scientific approach dengan 5 M itu. Apa kendala yang ditemui untu menerapkan 5m itu ? Kalau rata-rata itu untuk yang menanya, biasanya anak-anak itu kalau suruh menanya anak-anak itu juga tidak tau apa yang harus ditanyakan, terus kalau ditanya anak-anak itu materinya juga kebingungan.

A1. 29

Apa ada kendala dalam mempersiapkan materi yang sesuai fakta atau fenomena ?

A2.30

ya bisa saya katakana kalau maaf pelajaran ipa itu untuk menyajikan materi seperti itu tidak ada masalah, tapi kalau bahsa itu kan kebiasaan ya. Jadi agak beda, ya kita materinya ya hal-hal yang sederhana

A1. 31

waktunya sendiri menurut bapak sudahkah culup untuk mengimplementasikan k-13? kalau dalam satu pertemuan itu kan tidak bisa dalam kegiatan inti itu semua tercakup atau terselesaikan , jadi ya mungkin 1 jam untuk mengamati, terus satu jam berikutnya untuk mengumpulkan data, jadi tidak bisa satu pertemuan itu harus selesai semua tidak. Kemudian untuk waktu ya kita fleksibel saja.

A2.32

A1. 33 A2.34 A1.35 A2.36 A1.37 A2.38 A1.39 A2.40

untuk proses evaluasi, yang authentic assessment bagaimana pak? Ya kita menerapkan hal-hal yang sederhana saja, kalau di authentic assessment kan ada portofolio, ya kita kasih soal ke siswa. Kendala yang ditemui dalam penerapan authentic assessment? Termasuk itu, penialaian proses juga, itu kan memerlukan waktu, kemudian untuk tingkat validitas ada yang sifatnya subjektif. seperti penilaian sikap itu ya pak ? Iya, ya itu biasanya sangat subjektif sekali mbak. Kalau ada pernyataan k-13 meringankan tugas guru apakah bapak setuju ? kalau saya, ya jujur saja ya untuk penilaian saja termasuk memerlukan waktu yang banya sekali mbak. Kalau kita lakukan benar-benar untuk penilain saja ada penilain pengetahuan, sikap, kemudian ketereampilan. Pengetahuan di bagi banyak sekali, kemudian sikap, apalagi sikap ini dibagi banyak sekali. Kemudian keterampilan itu juga dibagi tiga. Jadi itukan kita perlu waktu yang banyak.

Transcript of Interview B1: Writer B2: Teacher B

B1.1

Sudah berapa lama kurikulum 2013 diterapkan disini ?

B2.2

Disini sudah 3 semester berarti sudah empat semester ini.

B1.3

jadi sudah dua tahun ya bu

B2.4

iya berarti dari tahun berapa? tahun 2011-2012

B1.5

+tahun 2013-2014

B2.6

-oh iya dari tahun 2013-2014, 2014-2015.

B1.7

sebelum pelaksanaanya itu apa ada sosialisasi ?

B2.8

ada , jadi waktu itu di awal tahun ajaran sih,

B1.9

- +apa itucukup gak bu, pembekalan untuk prakteknya ?

B2.10

ya gak cukup sih, orang itu cuman 1 minggu , dan pada tahun ajaran barunya harus sudah mengiplementasikannya itu, kurikulum 2013. Untuk proses persiapan, kan itu beda jauh ya bu dari kurikulum KTSP, untuk pembuatan RPP apa ada kesulitan ?

B1.11

B2.12

B1.13

B2.14

ya tentu saja ada, waktu itu kan Cuma diajari beberapa RPP di awal-awal, setelah itu ya kita nyari-nyari sendiri, diskusi sama teman sendiri, diskusi sama teman lain yang sama-sama pakai kurikulum 2013. Bentuknya ya masih amburadul seperti itu, tapi pokoknya yang pentingkan kita prosesnya berjalan gitu lo. untuk RPPnya untuk mengajar sendiri itu, membuat sendiri atau ada kerjasama dengan teman sejawat gitu ? -membuat sendiri karena sesuai dengan kelasnya masing-masing.

B1.15

kendala apa bu yang ditemui saat pembuatan RPP ?

B2.16

B1.19

-Kesulitannnya karena waktu itu bukunya kan masih draft dan kami belum bisa memahami bukunya itu bagaimana penggunaanya. Waktu persiapan yang Cuma 1 minggu itu ya jadi kita membuatnya ya semampu kita menerima materi yang disampaikan oleh tutor. Karena tutornyapun ditatarnya juga seminngu sebelum mereka menatar, jadi ya kita sama-sama belajar. Sehinnga ya kendalanya menjadi banyak sekali , karena memang berbeda isinyapun juga berbeda. Jadi ya kita buatnya semampu kita saja, tapikan pada tahun ajarn selanjutnya kita sudah semakin paham. kalau untuk bukunya sendiri, kan ada buku dari pemerintah, nah itu isinya pakah sudah relevan bu dengan tuntutan pelajaran yang ada ? sudah sih meskipun tidak 100% ya, tapi paling tidak sudah mendukung, kan setiap anak punya bukunya, kemudian didukung juga LKS yang bias mendukung memberikan soal-soal. jadi ada buku lain yang dipakai bu ?

B2.20

iya ada LKs untuk soal-soal.

B1.21

Apakah ibu sering menggunakan internet atau computer untuk proses pembelajaran ?

B2.22

iya, di awal kan harus ada observasi, jadi kita tidak mungkin Cuma menggunakan buku paket saja

B1.23

Untuk penngunaannya adakah kesulitan?

B2.24

Tidak, karena sudah terbiasa menggunakannya.

B1.25

Model pembelajaran yang sering digunakan apa bu ?

B2.26

Kan sesuai dengan scientific, ya disesuaikan dengan materinya juga

B1.27

kalau dari scientific approach yang 5M itu yang paling sulit dilaksanakan yang mana bu ?

B2.28

bertanya, untuk memancing siswa itu sulit diawal-awal. Tapi sekarang sudah agak mending.

B1.29

apakah muridnya sudah bisa lebih aktif, sesuai dengan student centered learning ?

B2.30

Bisa sih, tapi tidak bisa langsung kita lepaskan, masih harus banyak kita bimbing, apalagi kelas tujuh ya. Kadang-kadangkan

B1.17

B2.18

perlu bimbingan karena mereka belum paham. Tetapi mereka jadi lebih berani lebih percaya diri untuk maju kedepan kelas. Contohnya kalau mereka disuruh maju kedepan kelas gitu, mereka jadi lebih berani rasa percaya dirinya tinngi, karena itu yang dituntut kurikulum 2013. Dan itu juga didukung attitude mereka kan mereka harus bilang, thank you, sorry,. Jadi itu membantu sekali. B1.31

Jadi sudah tidak ada kendala untuk penerapan scientific approach bu

B2.32

iya, tapi ada juga sih beberapa murid yang gak bisa aktif tapi ya paling 5,6 murid dari 28 itu.

B1.33

Untuk mengatasinya bagaimana bu ?

B2.34

mengatasinya ya saya pelan-pelan aja membimbing mereka, kadang mereka gak berani maju karena belum hafal, ya saya pancing-pancing aja agar berani, atau saya kasih waktulagi untuk menghafal. Apa waktu pembelajaran yang tersedia cukup untuk menerapkan scientific approach tadi bu ?

B1.35 B2.36

B1.37

ya, kurang sih apa lagi semester ini banyak liburnya. Ya jadi ada beberapa yang gak saya ajarkan kayak lagu gitu gak saya ajarkan karena itu kan cukup lama, tapi kan sudah mendekati lah. Proses evaluasinya kan authentic assessment ya bu, apakah ibu juga menggunakan?

B2.38

iya tentu saja.

B1.39

+jenis authentic apa yang sering digunakn?

B2.40

ya, macam-macam sesuai dengan materinya. Misalnya sekarang kan sya sampai pada instruction, jadi ya anak-anak say suruh buat instruction. Dulu juga pernah materi deskriptif teks tentang keluarga, mereka saya suruh bawa foto keluarga dan saya suruh untuk menceritakannya ke depan kelas. Bagaimana dengan penilaian sikap ? apa ibu benar-benar menilai satu per satu murid?

B1.41 B2.42

B1.43

Ya, kalau sikap itu saya ambil yang paling menonjol saya beri nilai yang lebih diantara teman-temannya. Terus yang lain saya beri nilai sama, kalau seumpama ada yang nakal gitu, juga saya beri nilai beda. apakah ada kesulitan dalam authentic assessment ?

B2.44

Ya, sebetulnya ada kendalanya, kan ada banyak poin yang harus dinilai tapi kan bisa juga dengan penilaian antar teman.

B1.45

Apakah ibu setuju kalau dibilang K-13 meringankan tugas guru ?

B2.46

ya setuju.Karenakan muridnya yang lebih aktif, jadi kita cuma membimbing saja.

C1.1 C2.2 C1.3 C2.4

C1.5 C2.6 C1.7 C2.8

C1.9 C2.10 C1.11 C2.12 C1.13 C2.14

C1.15 C2.16 C1.17 C2.18 C1.19 C2.20

Sudah berapa lama kurikulum 2013 ini dijalankan disini pak ? disini ya ? ya baru satu semester terus itu kan dihentikan pemakaiannya oleh pemerintah. apakah ada sosialisasi sebelum pelaksanaan kurikulum 2013 ini pak ? ya, ada tapi dilaksanakan secara maraton. Karena proses pembekalan itu cuman sebentar, Cuma 1 minggu. Jadi ya itu waktu segitu harus benarbenar kita dipaksa mudeng. Jadi itu cukup gak pak sebenarnya pembekalannya ? Ya, sebenarnya tidak cukup tapi ya mau gimana lagi, kita melaksanakan sambil belajar gitu lah. Untuk persapan mengajar itu RPPnya membuat sendiri atau bagaimana pak ? RPP ya? Ya kita buat sendiri tapi tetap ada kerjasama dengan sejawat, soalnya kan waktu awal itu masih agak bingung, jadi ya saling Tanya sama teman. Apa ada kendala yang ditemui saat pembuatan RPP pak ? Kendalanya ya karena belum terlalu mudeng itu tadi, belum terbiasalah, tapi ya dengan sharing sama teman lain bisa membantu. Kalau untuk sumber belajarnya sendiri itu kan ada buku dari pemerintah itu ya pak ? apakah itu isinya sudah relevan ? Sudah itukan memang dirancang berdasarkan kurikulum 2013. Apakah itu cukup memenuhi kebutuhan siswa ? Ya kita selain pakai itu juga pakai LKS dan cari materi dari internet, soalnya kan belum ada buku lain waktu itu, kalau sekarang sudah banyak buku yang sesuai. Untuk penggunaan teknologi sebagai media belajar sendiri apakah ada kendala pak? Seperti menggunakan laptop, LCD. Kalau buat saya gak ada ya, soalnya kalaupakai laptop gitu kan sudah biasa. Dalam kurikulum 2013 itu ka nada scientific approach ya pak, ada langkah-langkah yang 5 M itu, apakah bapak juga menggunakannya ? Ya, kita berusaha sesuai dengan yang dituntut itu, berusaha menerapkanya. Kendala apa yang ditemui dalam penerapan scientific approach itu pak ? Gini mbak misalnya ketika mengamati, Ya mereka itu, ya mengamati ya mengamati tapi ya banyak guyonnya banyak gojeknya,ketika tahap menanya dia juga binggung apa yang harus ditanyakan. Jadi kendala kita itu semacam itu, menghadapi anak-anak itu.

C1.21

Kalau menurut bapak sendiri dari 5m itu yang paling sulit diterapkan itu bagian yang mana?

C2.22

Yang menanya, menanya anak-anak itu sulit, tapi ya itu situasional mbak. Karena lain kelas lain muridnya, dari sisi psikologisnya juga berbeda. Kelas a dengan kelas b itu sudah beda anaknya . dari sisi

psikologisnya berbeda, memang ada di kelas ada itu satu anak yang menonjol itu memang ada. Jadi ketika saya pernah diamati petugas oleh pemkot. Itu waktu itu ketika saya mengajar saya sempat mendapat applause lah dari si pengawas itu karena kebetulan dia dating disini kebetulan say di satu kelas yang disitu ada dua anak yang, apa ya yang agak kritis gitu lah. Dia juga berani menanya berani tampil dengan PD nya, sehingga waktu itu si pengawas itu juga setengah kaget juga, ternyata SMP 10 ada anak yang seperti itu. Tapi ya mayoritas ya mbak, kalau anak-anak sini itu karena ya dari daerah marginal ya. Jadi cuman sedikit yang seperti itu. C1.23

C2.24

Medianya sendiri yang sering digunakan itu apa pak , mungkin yang digunakan saat proses pengamatan? Yaitu laptop video itu, kalau saya sih simpel mbak, kadang juga saya Cuma pake gambar. Nah gambar itu ya kadang Cuma saya fotokopi saya bagikan ke anak-anak. Ya karena itu terbatasnya LCD tadi.

C1.25

Scientific approach yang saya tau kan materinya berdasarkan fakta atau fenomena , nah apakah ada kesulitan untuk membuat materi yang seperti itu ?

C2.26

ehmm,, fakta atau fenomena ya,,kalau bagi saya tidak ya. Kalau seumpama materi ekspresi bisa kita kaitkan dengan kehidupan nyata itu kan mudah. Tapi ya harus kita memahamkan dulu ekspresi-ekspresi tersebut, dan ekspresi itu bisa langsung kita praktekan di kelas.

C1.27

ow ya pak kembali lagi soal proses menanya tadi, bapak kan bilang kalau membuat murid menanya itu susah

C2.28

Ya, susah.

C1.29

Nah itu bagaimana cara bapak memancing mereka untuk bisa aktif bertanya ? Ya saya hanya dengan memberikan motivasi saja, misalnya gini, kunci yang saya pegang itu ya saya memotivasi anak , membuat mereka merasa PD aja.karena ketika anak itu gak PD gak akan bertanya. Jadi saya memotivasi aja,menumbuhkan rasa Pd si anak agar dia berani. Karena dari sisi psikologis itu biasanya si anak takut, sebenarnya mereka ada gambaran untuk bertanya, cuman mereka takut aja untuk bertanya, rasa takut kemudian yang paling banyak itu rasa bingung yang mau ditanyakan itu apa gitu. Ketika mereka merasa bingung gak tau apa yang ditanyakan, saya bilang gini “ udah Tanya aja apa yang kamu lihat itu ditanyakan” sudah gitu simpel aja, gak usah muluk-muluk kalau saya.

C2.30

C1.31

Kalau untuk membuat pembelajaran yang student centered learning

C2.32

C1.33 C2.34

apakah bapak sudah bisa menerapkannya ? Wah, kalau disini jujur saja ya mbak agak sulit untuk menerapkannya, apa lagi bahasa inggris. Kalau kita mau membuat murid yang aktif gitu, aktif bertanya itu masih butuh proses. Karena kalau pembelajarannya kita pusatkan pada murid missal kerja kelompok gitu, seringnya itu mereka malah gojek, jadi ya kita tetap harus banyak terlibat. Untuk penilaiannya sendiri kan authentic assessment ya pak, nah apa itu benar-benar dilaksanakan ? Authentic assessment, maksudnya ini penilaian yang authentic gitu ya ?

C1.35 C2.36 C1.37

Iya pak yang sesuai dengan tuntukan k-13 ? Oh, iya ya saya punya buktinya penilaian authentic itu. itu kan juga ada penilain sikap, apa juga dinilai satu-satu begitu pak muridnya ?

C2.38 C1.39

Oh, ya iya. Apakah ada kendala dalam penerapan authentic assessment itu pak ? ? itu 14kan ada banyak poinnya apakah tidak kesusahan pak ? Ehm saya rasa gak ada itu kan ada banyak poinnya apakah tidak kesusahan pak ? poinnya apa saja kira-kira mbak ? kan itu pak seumpama menilai sikap 14a nada mungkin kejujuran, disiplin, kerjasama dan lain-lain. oh itu, ya selama ini kita hanya menilai yang inti-intinya saja mbak, ya sikap secara general begitu . Kalau model pembelajaran seperti problem based, project based learning, discovery learning menurut bapak sendiri yang biasanya digunakan atau menurut bapak paling efektif digunakan itu menurut bapak yang mana pak ? Yang paling efektif? Ehm kalo kita itu mbak tergantung apa,, materinya, tapi ya kalau menurut saya discovery itu cukup efektif. Menurut bapak secara general kendala terbesar dalam implementasi kurikulum 2013 ini apa pak ?

C2.40 C1.41 C2.42 C1.43 C2.44 C1.45

C2.46 C1.47

C2.48

C1.49

C2.50

Kendalanya ya bukunya belum memadai, cukup sulit untuk menerapkan scientific karena kita kendalanya di siswanya, kalo gurunya gak ya, kendalanya ya di siswanya itu tadi. Misalnya itu tadi mengajar siswa untuk menanya itu tadi cukup sulit. kalau ada pernyataan k-13 ini meringankan tugas guru, pakah bapak setuju ? Kalau bahasa guyon ya mbak saya setuju, tapi kalau dari sisi kerja saya tidak setuju, karena ya kita dituntut semakin banyak kerja ya contohnya itu tadi membangkitkan anak untuk bisa aktif bertanya itu sudah satu pekerjaan sendiri. Karena seorang guru itu kan juga harus

C1.51 C2. 52

memperhatikan sisi psikologis siswanya, kita juga harus bisa membuat mereka PD juga. Kemudian dalam menilai itu juga berat, kenapa berat karena misalnya kita menilasi si A itu dapat sekian, dapat jelek gitu. Kita tidak bisa memvonis si A itu bodoh, kita harus tau kenapa si A ini dapet nilai jelek begitu. Ya sudah pak, terimakasih atas informasinya. Iya mbak sama-sama.

Transcript of Interview D1 = Writer D2 = Teacher D D1.1 D2.2

D1.3 D2.4

D1.5 D2.6 D1.7 D2.8

D1.9 D2.10 D1.11 D2.12 D1.13 D2.14 D1.15 D2.16 D1.17 D2.18 D1.19 D2.20

Dalam pembuatan RPP apakah bapak membuat sendiri atau ada kerjasama dengan guru lain pak ? Ya membuat sendiri juga, kadang-kadang kerjasama. Tapi yang jelas kita RPP nya itu membuat. Tapi ya itulah saling kerjasama supaya bisa soalnya kan masih baru jadi banyak belajarnya, Tanya pada yang tahu, oh ini gimana sudah benar atau belum, akhirnya terus bisa dibuat. Terus untuk kendalanya sedniri pak selama proses pembuata RPP itu ? Kendalanya ya, apa ya.. o iya itu mencari sumber materinya. Materi memang sudah ada tapi mencari sumber-sumber lain yang diperlukan itu. Sama itu penerapannya yang itu low questioning, apa menurut saya tidak semua materi bahasa inngris bisa diterapkan itu. Yang scientific approach itu ya pak ? Nah itu, kan tidak semua materi bisa pakai scientific approach. Berarti tidak semua materi menggunakan scientific approach ya pak ? Iya, misalanya speaking kayak menanyakan dan mengungkapkan pendapat itu kan lebih pas di drill, saya lebih suka pakai itu, scientifickan ya bisa sebenarnya, tapi kan gak harus selalu. Terus untuk sumber belajarnya sendiri itu selain buku dari pemerintah itu biasanya bapak menggunakan apa pak ? Kalau dulu itu sini menggunakan LKS, kalau saya karena saya belum lama disini saya manut mereka aja, ada LKS apa sya pakai. Berarti selain dari pemerintah itu ada buku lain ya pak? Ya yang pokok itu dari pemerintah itu tadi, sama ada beberapa LKS, terus kalau saya sendiri sering juga cari dari intenet. Media pembelajrannya pakai apa saja pak ? Ya itu bukunya dipakai sebagai media. Kalau selain buku pak? Mungkin laptop, LCD, atau kartu seperti itu ? Ya kadang-kadang pakai. Kadang juga buat sendiri untuk bahan observasi itu. Apakah saat mengajar selalu sama dengan RPP pak ? Ya, diusahakan selalu mengacu ke situ. Untuk K-13 ini kan pembelajaran yang diusung itu student centered learning, nah apakah itu sudah bisa diterapkan di sini pak ? Untuk sekolahan ini saya merasa masih kesulitan ya mbak, kesulitannya begini anak-anak kan harus banyak bertanya ya mbak, jadi anak-anak bisa mengembangkan pikiran sendiri, nah kami selama ini murid kami bukannya tidak tapi belum mampu menggunakan cara seperti itu. Maple-mapel lain ternyata juga ada keluhan serupa. Ya entah karena kami gurunya yang belum siap atau muridnya yang

D1.21 D2.22 D1.23 D2.24

D1.25 D2.26 D1.27 D2.28 D1.29 D2.30 D1.31 D2.32 D1.33 D2.34

D1.35 D2.36 D1.37 D2.38 D1.39 D2.40

D1.41

belum siap atau apa, tapi untuk kami masih harus banyak berlatih baik yang mengajar ataupun yang diajar. Terutama muridnya, karena ya itu tadi bahasa inggris itu banyak yang blank. Ada kata you tidak tahu, clever tidak tahu. Berarti untuk bahasa pengantarnya sendiri bapak memakai bahasa inggris translate atau bahasa Indonesia pak ? Saya berusaha pakai banyak bahasa inggris akhirnya kadang-kadang sering bahasa Indonesia juga. Karena kondisi muridnya pak ? Karena kami berpendapat muridnya belum siap kea rah sana, kami berpikir apakah bisa cara itu dipakai. Bahasa inggris terus seperti yang kami harapkan. Untuk model pembelajaran sendiri, menurut bapak mana yang paling efektif untuk di gunakan atau mungkin sering bapak gunakan ? Saya rasap roblem based learning itu lebih pas menurut saya. Kalau project based itu saya belum pernah mencoba. Kalau untuk scientific approach itu sendiri menurut bapak yang paling sulit itu yang mana pak Ya mengkomunikasikan itu saya rasa masih sulit untuk siswa, menanya juga, ya hampir semuanya sulit kalau menurut saya. Jadi menurut bapaka itu kurang cocok untuk bahasa inggris ? Ya belum, ya katakana saja kami belum bisa menerapkan sebagaimana mestinya bagitu. Terus apa yang bapak lakukan untuk membuat siswa itu aktif bertanya ? Saya kasih pertanyaan dulu, jadi masuk saya kasih pertanyaan, mereka jawab bisa dengan melihat buku. Itu bisa membuat siswanya aktif pak ? Ya ada beberapa siswa yang teraktifkan. Tapi kalau untuk menggunakan bahasa inggris ya masih belum, ya semampu mereka lah campur-campur bahasanya. Untuk waktunya sendiri apakah itu cukup untuk mengajarkan semua materi yang dituntut dalam silabus ? Kalo saya rasa itu kurang, materinya kan banyak ya mbak. Jadi apakah semua materi disampaikan ? Ya kalau yang dikira kurang begitu banyak dipakai, yang kurag penting begitu di skip. Terus untuk penilaian menggunakan authentic assessment, apakah bapak benar-benar menerapkannya ? Ya saya berusaha untuk menerapkannya, tapi ya memang susah. Ya misalnya kalau untuk penilaian sikap itu ya saya paling mengamati yang baik sekali yang menonjol yang kurang dan yang lainnya saya rata-rata. Ya kalau ada pernyataan kurikulum 2013 ini meringakan tugas guru, apakah bapak setuju?

D2.42

D1.43 D2.44

D1.45 D2.46

Kalau saya rasa ya belum ya, mungkin itu tadi bisa saja yang belum siap itu muridnya, gurunya, atau apanya, jadi karena itu belum terasa ringan belum. Secara umum kendala terbesar dalam menerapka kurikulum 2013 ini apa pak Ya itu penilaian kalau dituruti itu emang sangat komplek, dan konversi-konversinya itu juga cukup mebingungkan. Dari standar 100 ke standar 4. Tapi ya itu dari kurikulum sudah dibuatkan aplikasinya. Tapi ya kadang juga bingung ka nada rumus-rumusnya juga Ya sudah pak, terimakasih atas waktunya. ya sama-sama pak.

Research Letter Permission

The Pictures of Observation and Interview

CURRICULUM VITAE

Name

: Dyah Koes Windarti

Date of Birth

: Salatiga, August 1, 1993

Address

: Jl. Argotunggal No. 44, Ngaglik, RT 02 RW 11 Kel. Ledok, Kec Argomulyo, Salatiga

E-mail/Phone Number

: [email protected]/ 085866883226

Education : 1. TK RA Al-Hidayah Salatiga, Graduated in 1993 2. SD N Cebongan 02 Salatiga, moved to 3. SD N Ledok 01 Salatiga, graduated in 2005 4. SMP N 3 Salatiga, graduated in 2008 5. SMA N 3 Salatiga, graduated in 2011 5. STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA