ENGLISH TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF 2013 CURRICULUM (A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 2015/2016) A “Skripsi” Presented to the faculty of Taribyah and Teachers’ Training in a Partial Fulfillment of Requirements for the Degree of S.Pd (S-1) in English Language Education
By: Haqim Hasan Albana 1111014000029 DEPARTMENT OF ENGLIHS EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016
7
ENGLISH TEACHERS' PERSPECTIVES ON THE
IMPLEMENTATION OF 2013 CURRICULUM (A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 20rsl20t6) A "Skripsi" Presented to the faculty of Taribyah and Teachers' Training
in a Partial Fulfillment of Requirements for the Degree of S.Pd (S-1) in English Language Education
By:
Haqim Hasan Albana 1111014000029
Approved by Advisor
Advisor 2,
1,
Dr. Ratna Sari Dewi. M.Pd. NrP. 19720501 199903 2 013
199903 2 001
DEPARTMENT OF BNGLIHS EDUCATION FACULTY OF TARBIYAH AI{D TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 20r6
7
ENDORSEMENT SHEET The examination committee of the Faculty of Tarbiyah and Teachers' T'raining certifies that the "skripsi" (Scientific Paper) entitled "ENGLISH TEACHERS'
PERSPECTIVES ON THE IMPLEMENTATION OF 2013 CI]RRICUI,UM
(A
Case Study
at the Seventh Class of SMPN 3 South
Tangerang in
Academic Year 201512016)" written by I{aqim I-Iasan Albana, 1111014000029
was examined by the Committee on June l3th 2016. The "skripsi" has
been
accepted and declared to have fulfilled one of the requirements for the degree
of
"S.Pd." (S-1) in the Department of English Education.
Jakarta,June 1Zh 20t6
EXAMINATION COMMITTEE CHAIRMAN
M.Pd.
Dr. AIek"
-
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NIP. 19690912 200901 I 008 SECRETARY
Zaharil Anasy. M.Hu{n. NIP. 19761007 200710 I 002
EXAMINER I
Drs. Bahrul Hasibuan. M.Ed. NIP.
EXAMINER II
Drs. Svauki. M.Pd. NrP. 19641212 t99t03 r 002
cknowledged by Dean of Faculty
iyah and T
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NIP.
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SURAT PERNYATAAN IGRYA SENDIru
Saya yang befiancla tan gan di bawah ini,
Nama
Haqirn Hasan Albana
Ternpat/Tgi.Lahir
Pujodadi, 26 Februari 1 993
NIM
1
Jumsan / Prodi
Ilmu Tarbiyah dari Kegur-uan
I 1 1014000029
English Teachers' Perspectives on the Implementation of
Juclul Skripsi
2013 Curriculum (A C'ose Study ot Seventh Class of SMPI'{ 3 South Tangerctng in tlcademic Year 2015/2016) Dosen Pembintbing
:
1.
Dr. Ratna Sari Delvi, M.Pd
2. Yenny Rahmawatj, M.Pcl.
dengan
ini menyatakan bahwa sklipsi yang saya buat benar-benar hasil karya senclili
dan saya bertanggung ja',vab secara akadernis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
iii
ABSTRACT Haqim Hasan Albana. “English Teachers’ Perspectives on the Implementation of 2013 Curriculum” (A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 2015/2016), A “Skripsi” of English Education Department at Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2016. Advisors : Dr. Ratna Sari Dewi, M.Pd. and Yenny Rahmawati, M.Ed. Key words : Implementation, 2013 curriculum, and English teachers. This study aimed to observe and describe the implementation of 2013 curriculum which was conducted by seventh class English teachers in SMPN 3 South Tangerang. As addition, this study also aimed to dig out the challenges faced in the implementation of 2013 curriculum in that school. In this research, writer adopted qualitative as the research method, and the design of this research was case study. The instrument of collecting data were interview, observation, documentation, and questionnaire. All of the data was analyzed through qualitative approach. The subjects of this research were the English teachers’ at seventh class, headmaster, vise headmaster of curriculum, and some seventh class students which came from three classes. In this research, writer began to do interview section to seventh class English teachers related the implementation of 2013 curriculum in their subject, and completed by performing the interview to the vise headmaster of curriculum. The observation session was conducted on the instruction process and assessment process of the English teachers. While, the documentation was used to analyze the lesson plan and assessment guideline of seventh class English teachers. Students’ questionnaire was distributed to obtain their perceptions on English teachers’ instruction. The data obtained showed that theoretically and administratively SMPN 3 South Tangerang already implemented 2013 curriculum. However, there were misses in some aspects such as in teaching plan, instruction process, and assessment process. Those process had not completely run based on 2013 curriculum principle. Based on this result, the writer concluded that the implementation of 2013 curriculum in English lesson at seventh class of SMPN 3 South Tangerang had not worked supposedly yet according to 2013 curriculum characteristic. Therefore, the practice of this implementation needs more improvement to gain its purpose.
iv
ABSTRAK Haqim Hasan Albana. “English Teachers’ Perspectives on the Implementation of 2013 Curriculum” (A Case Study at Seventh Class of SMPN 3 South Tangerang in Academic Year 2015/2016), Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta, 2016. Pembimbing : Dr. Ratna Sari Dewi, M.Pd. and Yenny Rahmawati, M.Ed. Key words : Implementasi, Kurikulum 2013, dan Guru Bahasa Inggris. Penelitian ini bertujuan untuk mengetahui dan menjelaskan impelementasi kurikulum 2013 yang dilaksanakan oleh guru bahasa Ingris kelas tujuh di SMPN 3 Tangerang Selatan. Sebagai tambahan, penelitian ini juga bertujuan untuk menggali lebih dalam terkait dengan hambatan-hambatan yang dihadapi dalam implementasi kurikulum 2013 di sekolah tersebut. Pada penelitian ini, penulis menggunakan metode penelitian kualitatif, dan bentuk dari penelitian ini berupa studi kasus. Instrumen pengumpulan data yang digunakan berupa wawancara, observasi, dokumentasi, dan ditambah dengan kuisoner siswa. Semua data dianalisis melalui pendekatan kualitatif. Subjek dalam penelitian ini adalah guru-guru bahasa inggris kelas tujuh, kepala sekolah, wakil kepala sekolah bidang kurikulum, dan beberapa siswa kelas tujuh yang berasal dari tiga kelas. Dalam penelitian ini, penulis memulai dengan melakukan sesi wawancara terhadap guru bahasa inggris kelas tujuh terkait dengan implementasi kurikulum 2013 terhadap mata pelajaran mereka, dan dilengkapi dengan melakukan wawancara terhadap wakil kepala sekolah bidang kurikulum. Bagian observasi dilaksanakan terhadap proses pembelajaran dan proses penilaian. Sementara dokumentasi digunakan untuk menganalisa perencanaan pembelajaran yang berupa RPP dan panduan penilaian yang dimiliki oleh guru bahas Inggris kelas tujuh. Kuisoner siswa didistribusikan untuk mendapatkan persepsi mereka terhadap pembelajaran yang dilaksanakan oleh guru bahasa inggris. Data yang diperoleh menunjukkan bahwa secara administrasi dan teori, SMPN 3 telah mengimplementasikan kurikulum 2013. Akan tetapi, masih terdapat kekurangan dalam beberapa aspek seperti dalam perencanaan pengajaran, proses pembelajaran, dan proses penilaian. Aspek-aspek tersebut tidak sepenuhnya berjalan sesuai dengan karakteristik kurikulum 2013. Berdasarkan hasil ini, penulis berkesimpulan bahwa implementasi kurikulum 2013 dalam mata pelajaran bahasa inggris kelas tujuh yang dilakukan oleh guru bahasa Inggris belum sepenuhnya berjalan sebagaimana mestinya sesuai dengan kurikulum 2013. Oleh sebab itu, praktik penerapan kurikulum 2013 ini membutuhkan peningkatan dalam aspek-aspek tersebut dalam rangka mencapai tujuan dari implementasi kurikulum 2013.
v
ACKNOWLEDGEMENT بســـــــــــــــم اللــــه الرحمــــــــن الرحيــــــــــــــم In the name of Allah the Beneficent, the Merciful
Praise be to Allah, the Lord of the worlds, the Master of the day after, and He has no partner, for His blessings, love, and mercy given to the writer, so he is able to complete his last assignment in his study. Peace and salutation be upon our prophet Muhammad P.B.U.H., his family, his companions, and his adherences. In arranging this paper, many persons had given the contribution such as motivations, supports, and advices that were very helpful for the writer. In this opportunity, the writer would like to express great honor and gratitude to them. First of all, the writer would like to express his deepest gratitude to his beloved parents, Mr. Rahmanto, and Mrs. Sarmi, and the whole of his family who had given support, and the best wishes. Also, he expresses great honor and sincere appreciation to his advisors, Mrs. Dr. Ratna Sari Dewi, M.Pd., Mrs. Yenny Rahmawati, M.Ed. who had given suggestions ad critical remarks in the process of completing this “skripsi”. Then, the writer’s gratitude is also presented to: 1. To all lecturers of the Department of English Education, for their knowledge, motivation, and patient during his study at the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic Universtiy. 2. Dr. Alek, M.Pd., the Head of Department of English Education. 3. Zaharil Anasy, M.Hum., the secretary of Department of English Education. 4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University. 5. Three English teachers of seventh class in SMPN 3 South Tangerang, the headmaster and the vise headmaster of curriculum.
vi
6. Prof. Dr. Ali Mustafa Ya’qub, MA., the Director of Daruss-Sunnah Institute for Hadith Sciences and all lecturers in Daruss-Sunnah. 7. All of writer’s friends in the Department of English Education year 2011, especially for A class. 8. All of writer’s family in Daruss-Sunnah Institute for Hadith Sciences especially for Fushilat generation and Musyrif (governing board). Furthermore, the writer realizes that this “skripsi” is not ideal without critiques and suggestions. Therefore, any critiques and suggestion are always welcomed by the writer to make it better.
Jakarta, 20th May 2016
The Writer
vii
TABLE OF CONTENTS
APPROVAL…………………………………………………………………
i
ENDORSEMENT SHEET…………………………………………………
ii
SURAT PERNYATAAN KARYA SENDIRI……………………………..
iii
ABSTRACT…………………………………………………………………
iv
ABSTRAK…………………………………………………………………..
v
ACKNOWLEDGEMENT…………………………………………………
vi
TABLE OF CONTENTS…………………………………………………..
viii
LIST OF TABLES………………………………………………………….
xii
LIST OF APPENDICES …………………………………………………..
xiv
CHAPTER I.
INTRODUCTION………………………………….
1
A. The Background of Study………………………..
1
B. The Focus of the Research……………………….
4
C. The Question of the Research……………………
5
D. The Objective of the Research…………………...
5
E. The Significance of the Research……...………....
6
THEORETICAL FRAMEWORK………………...
7
A. Overview………………………………………....
7
B. 2013 Curriculum…………………………………
7
1. Characteristic of ELT in 2013 Curriculum…..
9
CHAPTER II
a. Textbook…………………………………
10
b. Syllabus and Lesson Plan………………..
12
c. Scientific Approach……………………...
16
d. Authentic Assessment……………………
22
C. Previous Related Studies………………………...
27
viii
CHAPTER III
CHAPTER IV
RESEARCH METHODOLOGY………………....
29
A. Overview………………………………………...
29
B. Place and Time of Research……………………..
29
C. Research Methodology…………………………..
30
D. Research Subject………………………………...
31
E. Data Collection………………………………….
32
1. Observation………………………………….
33
2. Interview…………………………………….
38
3. Documentation……………………………....
43
4. Questionnaire………………………………..
45
F. Data Analysis…………………………………....
47
1. Collecting Data……………………………...
48
2. Data Reduction……………………………...
48
3. Data Display………………………………...
49
4. Conclusion Drawing and Verification……....
49
FINDING AND DISCUSSION…………………...
50
A. Overview………………………………………..
50
B. The Description of Research Place……………..
50
C. The Brief Description of Research Subject……..
51
D. The English Teachers’ Perspectives on____ …...
52
1. Teaching Plan……………………………….
52
2. Instruction Process………………………….
62
a. Teaching Method……………………….
62
b. Media of Teaching……………………...
65
c. Teaching Process……………………….
68
1) Opening…………………………….
68
2) Content (Scientific Approach)……..
71
ix
CHAPTER V
a) Observing………………………
72
b) Questioning…………………….
75
c) Experimenting………………….
77
d) Associating……………………..
79
e) Communicating………………...
80
3) Closing……………………………..
82
3. Assessment Process (Authentic Assessment)
83
a. Affective………………………..............
85
b. Cognitive……………………………….
89
c. Psychomotor……………………………
92
4. The Challenges Faced During the_____.......
95
a. Vice Headmaster of Curriculum……….
96
b. English Teacher A……………………...
100
c. English Teacher B……………………...
101
CONCLUSION AND RECOMMENDATIONS..
104
A. Overview……………………………………….
104
B. Results………………………………………….
104
C. Recommendations……………………………...
105
1. Enriching teachers’ knowledge of____.........
106
2. Increasing the monitoring aspect____...........
106
3. Developing the relationship between___......
107
4. Building teachers’ awareness____................
107
D. Direction for Further Research…………………
107
E. Conclusion……………………………………...
108
F. The Limitation of Research…………………….
108
x
REFERENCES…………………………………………………………….
110
APPENDICES……………………………………………………………...
134
xi
LIST OF TABLES Page Table 1.
The table of lesson plan design provided by government….……......14
Table 2.
The table of gradation of three main aspects in 2013 curriculum with their specific activities……………………………………….………17
Table 3.
The table of assessment form related to the scoring activities provided by government……………………………………………….………26
Table 4.
The table of observation guideline for teaching planning of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South Tangerang…………………………………….……..34
Table 5.
The table of observation guideline for teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South Tangerang……………………………………………………………35
Table 6.
The table of observation guideline for authentic assessment observation process of 2013 curriculum at seventh class of SMPN 3 South Tangerang……………………………………………………………37
Table 7.
The table of observation of Implementation 2013 curriculum schedule in SMPN 3 South Tangerang……………………………….………..38
Table 8.
The table of teachers’ interview protocol related to the handicap faced during the implementing 2013 curriculum in methodology of English language teaching at seven class of SMPN 3 South Tangerang…………………………………………………….……...40
Table 9.
The table of headmaster’s interview protocol related to the implementation of 2013 curriculum in English language teaching at seventh class of SMPN 3 South Tangerang……………………….....41
Table 10.
The table of interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language teaching at seventh class of SMPN 3 South Tangerang……………..42
xii
Table 11.
The table of interview of Implementation 2013 curriculum in SMPN 3 South Tangerang……………………………………………………..42
Table 12.
The table of documentation guideline for implementation 2013 curriculum in ELT based on teachers’ perspectives in SMPN 3 South Tangerang……………………………………………………………44
Table 13.
The table of questionnaire for seventh class students of SMPN 3 South Tangerang……………………………………………………………46
Table 14.
The table of questionnaire of implementation of 2013 curriculum in SMPN 3 South Tangerang…………………………………………...47
Table 15.
The table of lesson plan analysis of English teacher A of SMPN 3 South Tangerang……………………………………………………..56
Table 16.
The table of lesson plan analysis of English teacher C of SMPN 3 South Tangerang……………………………………………………..58
Table 17.
The table of students’ questionnaire result at seventh class of SMPN 3 South Tangerang……………………………………………………..66
Table 18.
The table of challenges in 2013 curriculum implementation of SMPN 3 South Tangerang…………………………………………………...95
xiii
LIST OF APPENDICES Appendix 1.
Page The observation guideline for teaching plan of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South Tangerang…………………………………………………………..117
Appendix 2.
The observation guideline for teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South Tangerang…………………………………………………………..118
Appendix 3.
The observation guideline for authentic assessment observation process of 2013 curriculum at seventh class of SMPN 3 South Tangerang…………………………………………………………..120
Appendix 4.
The interview guideline about English language teaching confirming to the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang……………………………………………………121
Appendix 5.
The headmaster’s interview protocol related to the implementation of 2013 curriculum in English language teaching at seventh class of SMPN 3 South Tangerang………………………………………….122
Appendix 6.
The interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language teaching at seventh class of SMPN 3 South Tangerang……………123
Appendix 7.
The lesson plan documentation guideline for implementation 2013 curriculum in ELT based on teachers’ perspectives in SMPN 3 South Tangerang…………………………………………………………..124
Appendix 8.
The questionnaire protocol for seventh class students of SMPN 3 South Tangerang………………………..…………………………..126
Appendix 9.
The license letter for conducting research from faculty……………127
Appendix 10. The letter of having conducted the research at SMPN 3 South Tangerang…………………………………………………………..128
xiv
Appendix 11. The lesson-plan analysis of English teacher A of SMPN 3 South Tangerang…………………………………………………………..129 Appendix 12. The lesson-plan analysis of English teacher C of SMPN 3 South Tangerang…………………………………………………………..131 Appendix 13. The result of observation process on instruction activity of English teacher A of SMPN 3 South Tangerang……………………………133 Appendix 14. The result of observation process on instruction activity of English teacher B of SMPN 3 South Tangerang……………………………135 Appendix 15. The result of Assessment observation of English teacher A of SMPN 3 South Tangerang……………………………………………………137 Appendix 16. The result of assessment observation of English teacher B of SMPN South Tangerang……………………………………………………138 Appendix 17. The result of assessment observation of English teacher C of SMPN 3 South Tangerang……………………………………………………139 Appendix 18. The transcript of interview of English teacher A…………………...140 Appendix 19. The transcript of interview of English teacher B…………………...145 Appendix 20. The transcript of interview of vice headmaster of curriculum of SMPN 3 South Tangerang………………………………………………….151 Appendix 21. The result of obstacle observation in 2013 curriculum implementation of SMPN 3 South Tangerang……………………………………….155 Appendix 22. The table of data reduction of English teachers’ perspectives on the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang………………………………………………..…………156 Appendix 23. The result of students’ questionnaire of 7 CI………………………159 Appendix 24. The result of students’ questionnaire of 7 8………………………..160 Appendix 25. The result of students’ questionnaire of 7 4………………………..161
xv
Appendix 26. The example of lesson plan used by English teacher A……………162 Appendix 27. The example of lesson plan used by English teacher C…………….166 Appendix 28. The example of assessment guideline used by English teacher C….173 Appendix 29. The documentation of instruction process of 2013 curriculum at seventh class of SMPN 3 South Tangerang………………………...177
xvi
CHAPTER I INTRODUCTION A. The Background of Study Related to the foreign language in Indonesia, Indonesian government emphasizes English as an only foreign language to be taught in every level of Indonesian formal education. Based on the history of English language in Indonesia, it has already been established to be taught since the independent day of Indonesia in 1945. English also was chosen as first foreign language to be taught despite other foreign languages such as French, German, Arabic, Chinese, and Japanese in Indonesia at that time.1 The Indonesian government chooses that policy considering that English is the most urgent and essential foreign language to be taught. It considered that English language is a means in the development of the country, both for international relations and scientific-technological advancement.2 English language teaching (ELT) in Indonesia year by year has been conducted based on the curriculum designed which is from the government throughout provision curriculum policy. Since Indonesia got the independence, the educational curriculum has already changed for several times. At least, there are six curriculums design which affect the purpose of ELT in Indonesia. Sahiruddin noticed that in every curriculum ELT has the specific methodologies; (a) 1945’s grammar translation-based curriculum, (b) 1958’s audiolingual basedcurriculum, (c) 1975’s revised audiolingual based-curriculum, (d) 1984’s structurebased communicative curriculum, (e) 1994’s meaning-based communicative curriculum, (f) 2004’s competency-based curriculum.3 If we take a look at the two newest curriculum that 2006 KTSP curriculum and 2013 curriculum, the ELT 1
Dardjowidjojo, S: English teaching in Indonesia. English Australia Journal, 18, 2000, (1), p. 22-30. 2 http://www.oocities.org/upis3/bm/english-teaching-in-indonesia.htm 3 Sahiruddin: The Implement ation of the 2013 Curriculum and the Issues of English LanguageTeaching and Learning in Indonesia. The Asian Conference on Language Learning 2013, Osaka, 2013, p. 567-574
1
2
methodology actually doesn’t really change drastically, because basically 2006 curriculum and 2013 curriculum are the revision of 2004 curriculum that still implement text-based approach in English language teaching. There is no doubt that the model of English language teaching in Indonesia should depend on the curriculum design. However, in fact, the practice of ELT methodology doesn’t always fit in the curriculum design. For instance, in 1950 Indonesian government introduced audio-lingual approach which led to audiolingual based curriculum. However, in the field of ELT, even though the aspect of audiolingual approach was developed, many teachers still employed grammarbased approach in ELT because of large class issues.4 It was actually the common issue occured in ELT in Indonesia, however, methodology of teaching is one of essential factor for acquiring curriculum objective. There are plenty issues towards mismatch of the implementation of methodology in Indonesian ELT. The mismatch of methodology employed, the unqualified teachers, the large classes, and the minimum facility are the main issues towards ELT in Indonesia. Hence, the government responds the issues by designing the new policy which hopefully will lead the better result of ELT in Indonesia. Designing new curriculum is one government’s response towards the educational issues happen in Indonesia. Based on UU No. 20/2003; PP No 9 2005, curriculum defined as a set of plans and arrangements regarding the purpose, content, and teaching materials and methods used as guidelines for implementation of learning activities to achieve specific educational objectives.5 From this perspective of curriculum, it can be inferred the two essential aspects in curriculum. The first is plans and arrangements regarding the purpose, content and materials,
4 5
the
second
is
the
methodology
employed
for
instruction
Ibid. Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, 2012, p. 5
3
(pembelajaran)6 process. As the meaning of curriculum above, curriculum revision is one of central strategy to build up better education in Indonesia. 2013 curriculum is the newest curriculum design which was promoted by the minister of education and culture in the beginning of 2013 to be implemented in Indonesian formal education. This policy is decided to repair the previous curriculum goal and process by designing the new objectives and process. Basically the objectives of 2013 curriculum focuses on the competency-based curriculum with improving students’ characters formation. Beside that, scientific approach is also the main feature in 2013 Curriculum which is should be adopted by teachers in their teaching. Along with the implementation of new curriculum, ELT in Indonesia also experiences the changes especially in instruction process. New syllabus design, new book are developed, new form of assessment, and new teaching approach are designed in 2013 curriculum. As addition, in 2013 curriculum, English subject in elementary school level is removed as compulsory subject and started at junior high school with the reduction of time teaching allotment. In this case, English teachers are the spearhead of ELT based on the implementation of 2013 curriculum in Indonesia especially in the methodology of teaching inside the class. Although the syllabus and official handbook have already been designed and provided by the government, however, teachers require further socialization towards the implementation of 2013 curriculum in Indonesia, especially in assessment process and teaching process. Designing lesson plan, implementing 2013 curriculum teaching approach, teaching method, teaching technique, class atmosphere, and class circumstance which suit the curriculum are the responsibility of teachers. Big class and grammar translation method are considered as the common issues which will be faced during implementing ELT confirming implementation of 2013 curriculum. 6
Dr. Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi, (Jakarta: Kencana, 2005), ed. 1, p. 78
4
Since the 2013 curriculum was introduced in the beginning of 2013, it has already been more than two years of this implementation up to now days. There are many socializations and trainings which already been conducted throughout teachers training program gradually. Considering the quantity and the length of 2013 curriculum socialization, the English teachers should be capable to implement it properly. Despite that, the model of ELT methodology should be based on new curriculum design that is 2013 curriculum that based on scientific approach which can be in various methodology of teaching such as Discovery Based Learning, Project Based Learning, and Problem Based Learning, moreover,
Junior High school is the first level of English subject as compulsory subject, it is kind of English teachers’ challenge to implement the new government policy properly. Moreover, as stated in electronical newspaper that there are three common problems faced by the teacher in implementing 2013 curriculum that are; conducting authentic assessment, practicing the scientific approach which is a fundamental feature of 2013 curriculum, and creating active students during the class.7 Considering the three major problems above, it can be seen that the teachers’ problem is very technical problem which actually occurs during the teaching process in class.
Therefore, researcher is interested and curious to
observe and analyze further about English Teachers’ Perspectives on the Implementation of 2013 Curriculum (A Case Study at the Seventh Class of SMPN 3 South Tangerang in Academic Year 2015/2016) which aims to find out everything inside the implementation such as the lesson plan, approach, methodology, teaching technique, and assessment process. B. The Focus of the Research Based on what was explained in the background of study above, the main focuses on this research is on the implementation of 2013 curriculum, in this case, especially in English Language Teaching (ELT) in Indonesia. As the issue of this 7
http://news.okezone.com/read/2014/10/16/65/1052959/tiga-masalah-guru-dalamimplementasi-kurikulum-2013. 19th of October 2015 at 4.20 pm
5
research, there is no doubt that there must be factors influence the problem whether in ELT issue or Curriculum issue. Start from ELT issue in Indonesia, some factors rise that are; a). Many methodologies of language teaching were employed in Indonesia, however, the model of ELT still in a form of conservatives teaching in major, b). The changes of methodology were not accompanied by limitation of class size which still remains as the major issue now days, c). The qualification of English language teacher doesn’t meet the newest methodology employed in major.
C. The Question of Research Based on the research background above, the research question was as follow: How did the English teachers implement the 2013 Curriculum in their teaching at the seventh class of SMPN 3 South Tangerang?
D. The Objective of Research The objectives of this research are as followed: To analyze the implementation of 2013 curriculum seen from teachers’ perspective which mean cover English teachers’ activities, they are: -
The preparation of designing the lesson plan.
-
The process of instruction in class.
-
The process of assessment.
-
The handicaps faced during implementing 2013 curriculum in ELT based on those three activities above.
6
E. Research Significance The results of this research were expected to give some significances not only theoretically but also practically go to: 1. English language teachers. 2. Students. 3. School.
CHAPTER II THEORETICAL FRAMEWORK A. Overview This chapter contained the theoretical which related to this research. It started with the concept and description and design of 2013 curriculum which is designed by the government. Next sub chapter contained the characteristic of 2013 curriculum that covered its textbook, lesson plan, instruction approach (scientific approach), and assessment (authentic assessment). B. 2013 Curriculum 2013 Curriculum is the newest curriculum implemented in Indonesian education after the existence of 2006 curriculum for about seven years. The revision towards 2006 curriculum started in 2012. Many critiques were pointed to previous curriculum that considered no longer effective to be implemented.1 The rationale offered to revise 2006 curriculum that based on the future challenge in 21st century that known as science century, knowledge-based society and future competence. This curriculum was exactly promoted by the Ministry of National Education and Culture in the beginning of 2013 or in academic year 2013/2014 gradually.2 2013 Curriculum is the further curriculum which is developed based on the neglect of 2004 curriculum (Competency-Based Curriculum).3 In one chance the previous Minister of National Education stated that this curriculum is not competency-based curriculum, but character-based curriculum.4 However, as 1
http://kemdikbud.go.id/kemdikbud/artikel-mendikbud-kurikulum2013, 14th December 2015, at 2.10 pm. 2 Ni Luh Gede Riwan Putri Bintari, I Nyoman Sudiana, and Ida Bagus Putrayasa. Pembelajaran Bahasa Indonesia Berdasarkan Pendekatan Saintifik (Problem Based Learning) Sesuai Kurikulum 2013 at VII Class of SMP Negeri 2 Amlapura, e- Journal Program Pascasarjana Universitas Pendidikan Ganesha, 2014, Vol. 3, p. 3 3 http://smp.labschool.upi.edu/2014/08/fakta-fakta-seputar-kurikulum-2013/.14th December 2015, at 2.34 pm. 4 Yuyun yulia, An Evaluation of English Language Teaching Programs in Indonesian Junior High Schools in the Yogyakarta Province, Semarang State University, 2014, p. 17
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stated in 2013 curriculum design that this curriculum is developed base on standard-based education and competency-based curriculum theory.5 In the practice, the development 2013 curriculum should be based on those theories. Here is the characteristic of the competency-based curriculum: 1. Content of curriculum is the competence which is stated in corecompetence (KI) subject and specified furtherly into basic-competence (KD). 2. Core-competence is categorical overview relates to the competence which should be learned by students in school, class, and subject level. 3. Basic-competence is the competence learned by students for specific subject and class. 4. The emphasize of character- competence, affective cognitive, affective psychomotor, and knowledge for education level and subject is signed by the quantity of basic-competence of subject. 5. Core-competence become organizational competence not a concept, generalization, topic or something gained from “disciplinary-based curriculum” or “content-based curriculum” approach. 6. Basic-competence is developed based on accumulative principal, tightening each other and enriching subject each other. 7. The process of teaching learning based on an effort to master the competence in satisfied level by watching at the content characteristic competence that the knowledge is final competence (mastery). Cognitive and psychomotor aspect is the ability of content mastery that can be trained. Whether in character aspect is the ability of harder content mastery to be developed and needs indirect educational process.
5
I. Wayan As. S. Si, Kurikulum 2013 Perangkat Pembelajaran SMP/Mts Mata Pelajaran: Bahasa Inggris, (Jakarta: CV. Az-Zahra, 2013), p. 12
9
8. The assessment covers whole aspects of competence, formatively form and the result will be soon followed by remedial to ensure the competence mastery in satisfied level.6 Therefore, the design of kompetensi inti (KI) and kompetensi dasar (KD) is much more based on developing good students’ character and capable students. In July 2014, it was recorded that the implementation of this curriculum covered almost all of Indonesian schools with the target number is 206.799 schools which consisted of 148.171 elementary schools, 35.597 junior high schools, 12.403 senior high school, and 10.628 for vocational senior high school.7 This implementation is conducted through curriculum training gradually and remains up to now days. 1. Characteristic of ELT in 2013 Curriculum As stated in the appendix of the Ministry of National Education and Culture law number 68 Year 2013 about basic frame and curriculum structure of junior high school and Islamic junior high school, clearly presented that characteristic of 2013 curriculum as below: 2013 curriculum is designed with the characteristic as below: 1. Developing the equilibrium between the development of character, spiritual, and social, curiosity, creativity, and cooperating with intellectual and psychomotor competence. 2. School is part of society which gives well planned educational experience where students can implement what they get from school into real society and utilize society as learning resource. 3. Developing character, knowledge, and skill, then implement them in multi situations in school and society.
6
Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, p. 6-7 http;//smp.labschool.upi.edu/2014/08/fakta-fakta-seputar-kurikulum-2013./ retrieved: 14th December 2015, at 2.50 pm 7
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4. Giving sufficient time allotment for developing various characters, knowledges, and skills. 5. The competence is presented in a form of core-competence in class and specified further into subject basic-competence. 6. The core-competence of class become an organizing elements of basiccompetence, which all of basic-competences and teaching learning process are developed to achieve those competencies stated in core-competence. 7. Basic-competence is developed based on accumulative principal, reinforced, and enriched between subjects and educational level.8 Beside those characters, there are some feature in 2013 curriculum that become essential parts in curriculum. The character of 2013 curriculum in ELT will be portrayed in some essential characteristics such as using scientific approach in instruction process, adopting authentic assessment in assessing students, using authentic material in decision of teaching material, centralized syllabus design by government, and providing guideline textbook for teachers and students. a. Text Book To complete the development of 2013 curriculum comprehensively, the government through its policy design the textbook for instruction guideline. This policy of textbook establishment is stated in the Ministry of National Education and Culture law number 71 Year 2013 about lesson textbook and teachers’ guideline textbook for elementary and junior high school.9 The textbook is provided for teachers and students. This policy aims to assist the instruction process with unite material. As stated in article 1 point 1) that lesson textbook as a book for students which is proper to be used in learning. For teachers’ textbook is stated in article 1 8
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 68 Tahun 2013: Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah, p. 3 9 Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 71 Tahun 2013 Tentang: Buku Teks Pelajaran dan Buku Panduan Guru untuk Pendidikan Dasar dan Menengah., p. 1
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point 2) that teachers’ guideline textbook as teachers’ book which is proper to be used in teaching process. Based on this decree, hence, the school which implements 2013 curriculum has to use the book in the instruction process. The textbook describes the minimum students’ effort to achieve target competence.10 Despite of material of teaching, the textbook for teachers also consists of teaching guideline. The guideline consists of core and basic competence display, the characteristic of instruction in each subject, instruction framework, model of assessment, and teaching activities. Whether in students’ textbook, it only consists of learning material. The further discussion about English textbook will be in the next chapter. For English subject, government also provided two guideline textbooks that are for teachers and students. The teachers’ book is When English Rings a Bell. This book is teachers’ book which is prepared by government purposely to implement 2013 curriculum especially for English subject as well. This book contains four chapters. First chapter tells about the general guideline in teaching English based on 2013 curriculum including characteristic of teaching English in 2013 curriculum, the model of instruction, form of assessment, and example of teaching process. The second chapter contains set of English teaching material which is presented in instruction process. The third chapter contains teachers’ activity in class especially the use of language in presenting the material. The last chapter contains syllabus of English subject for junior high school. Same as the name of teachers’ book, students’ book is also When English Rings a Bell. This book portrays the students’ minimum effort to achieve expected competence. There are eleven chapters in this book. Each chapter contains the material including the exercise for students. Classroom language and glossary are also attributed in this book.
10
Bahasa Inggris When English Rings a Bell for VII SMP/MTs, (Kementrian Pendidikan dan Kebudayaan, 2014), ed. 2, p. iii
12
b. Syllabus and Lesson Plan In the previous curriculum which was based on school-based curriculum the design curriculum and syllabus was the authority of each school. School has the own design of syllabus which designed by teachers, while government was just as supervisor and developer of KI and KD.11 Whether in lesson plan design, 2013 curriculum provides the outline of lesson plan and developed contextually by the teachers.12 From this stipulation, the teachers’ burden is reduced compared with previous curriculum. Teachers are not demanded to design syllabus and well serviced by government related to the syllabus, outline of lesson plan and textbook. The design of syllabus and lesson plan is comprehensively stated in the appendix of law of the Ministry of National Education and Culture number 65 year 2013 chapter III. Instruction plan is designed in a form of syllabus and lesson plan which refers to the content standard. The design of syllabus and lesson plan refers to the approach adopted.13 Both syllabus and lesson plan should be made before the instruction process runs. According to this law, syllabus is the guideline for designing the lesson framework for each subjects. Syllabus at least consists of: a. Subject identity b. School identity c. Core competence d. Basic competence e. Theme f. Main material g. Instruction model h. Assessment i. Time allocation 11
Kementerian Pendidikan dan Kebudayaan, op.cit. p. 26 Bahasa Inggris When English Rings a Bell for VII SMP/MTs, op.cit. p. 11-13 13 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013 Tentang: Standar Proses Pendidikan Dasar dan Menengah, p. 5 12
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j. Material resource Syllabus is developed bases on Standard of Passing Competence and Content Standard for elementary and junior high school in specific academic year. Then syllabus is a guideline used to develop lesson plan. Lesson plan (RPP) is a plan for instruction process in one meeting or more. According to the law number 81A year 2013 about the implementation of curriculum states that lesson plan is the instruction plan which is specifically designed from single main material or specific theme that refers to syllabus.14 Lesson plan is developed from syllabus for guiding the instruction process for students in which to achieve the basic competence. It is obligated for each teacher to develop and design their lesson plans comprehensively and systematically in order to achieve interactive, inspired, joyful, challenging, efficient learning and motivate students to actively involve, and gives the sufficient chance for their initiative, creativity, and independence based on their talents, desires, physics and psychological growth.15 Lesson plan is designed based on basic competence and sub theme which is implemented in one meeting or more. Here is the component of lesson plan design based on this law: a. School identity. b. Subject identity or sub theme. c. Class/semester. d. Main material. e. Time allocation decided by considering the time to achieve basic competence. f. The objective of instruction deigned based on basic competence by using operational verb which can be analyzed and measured that cover character, cognitive, and affective aspect. g. Basic competence and competence indicator. 14 Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 81a tahun 2013 Tentang: Implementasi Kuriukulum, p. 37 15 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013. op.cit. p. 5-6
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h. The material of subject. i. Instruction method. j. Instruction media. k. Material resource. l. Instruction step are conducted through introduction, content, and closing process. m. The assessment of learning process. Here is the example of lesson plan form provided by government. Table 1. The table of lesson plan design provided by government. School
:
Subject
:
Class/Semester
:
Material
:
Time Allocation
:
A. Core Competence (KI) B. Basic Competence (KD) and Indicator 1.
(KD to KI-1)
2.
(KD to KI-2)
3.
(KD to KI-3) Indicator:
4.
(KD to KI-4) Indicator:
Note: KD-1 and KD-2 from KI-1 and KI-2 is not supposedly developed in indicator because both competences are achieved through indirect learning. The indicator is only developed for KD-3 and KD-4 which is achieved through direct instruction process. C. The Objectives of Instruction D. Material (details of material)
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E. Method of Instruction (Details of instruction activity) F. Media, equipment, and Instruction Resource 1. Media 2. Tools/equipment 3. Learning Resource G. Steps of Instruction 1. First Meeting: a. Introduction/Opening (…minutes) b. Content (...minutes) c. Closing (…minutes) 2. Second Meeting: a. Introduction/Opening (…minutes) b. Content (...minutes) c. Closing (…minutes), and so on. H. Assessment 1. Kind/Technique of Assessment 2. Form of Instrument and Instrument 3. Scoring Guideline.
The government also completes the principal in designing lesson plan as follows: a. The difference of students ability affected by first ability, intellectual level, talent, potential, desire, learning motivation, social competence, emotion, learning style, special needs, learning speed, cultural background, norm, value, and learning environment. b. Active participation of students. c. Students’ centered to encourage their enthusiasm of learning, motivation, desire, creativity, initiative, inspiration, innovation, and independence.
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d. The development of reading and writing culture is designed for developing the reading interest, understanding of various reading types and expressing in various texts. e. The feedback giving and evaluation of lesson plan consists of design of program of positive feedback giving, reinforcement, enrichment, and remedial. f. The emphasize in relevance and cohesiveness between basic competence, material, instruction process, indicator of competence achievement, assessment, and learning resource put in unite of learning experience. g. Accommodating thematic learning, cohesiveness across-subject, across learning aspect in unity of learning experience. h. Implementing integrated technology, information, and communication systematically, and effectively based on situation and condition. c. Scientific Approach Dealing with the method and procedure in 2013 curriculum, it will talk about the model of instruction model which is related to the approach, and method used. Actually the procedure in instruction implementation is stated in the law of the Ministry of National Education and Culture number 65 year 2013 chapter and chapter III and IV about instruction implementation. Based on the standard of passing competence, the objective of instruction covers the development of character, cognitive, and students’ skill which is elaborated annually. According to the vise of Ministry of National Education statement in the concept and implementation of 2013 curriculum that scientific approach should be implemented in every instruction to develop students’ creativity.16 Actually, this approach is chosen as the following of process standard of Indonesian education in 2013 curriculum that covers three main aspects that are
16
Kementerian Pendidikan dan Kebudayaan, Paparan Wakil Menteri Pendidikan dan Kebudayaan R.I Bidang Pendidikan: Konsep dan Implementasi Kurikulum 2013, 2014, p. 42
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character, cognitive, and psychomotor aspect.17 Each aspects has the gradation of activities as the table below: Table 2. The table of gradation of three main aspects in 2013 curriculum with their specific activities. Character Cognitive Psychomotor Receiving
Recalling
Observing
Operating
Understanding
Questioning
Appreciating
Implementing
Attempting
Inspiring
Analyzing
Arguing
Applying
Evaluating
Presenting Creating
Approach is defined as a particular way of thinking about or dealing with something.18In 2013 curriculum, scientific approach in the instruction as explained above. This scientific approach was firstly introduced by America in last of 19s century, as the emphasizing towards the formalistic laboratory approach which direct to the science facts.19 In the practice scientific approach is also known as scientific method that defined by Edmond in Xiaowei Tang et.al as the method to specifically denote the accounts of scientific process steps that are central to many inquiry models and infuse policy, curriculum and instruction.20 This scientific approach guides and assists the teachers and curriculum developer to advance and fix the instruction process through breaking the process into the specific steps that consists of set of instructions for students in learning activity. According to the directorate of Senior High School development stated 17
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013. op.cit. p. 3 18 Macmillan English Dictionary for Advance Learners, International Student Edition, (London: A division of Macmillan Publishers Limited, 2002), p.57 19 Lulu Anggi Rhosalia, Pendekatan Scientific Dalam Pembelajaran Tematik Terpadu, (UNESA, 2014), p. 3 20 Xiaowei Tang, et.al, The scientific Method and Scientific Inquiry: Tension as in Teaching and Learning, (College Park: University of Maryland), p. 1
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that scientific approach is kind of instruction models which adopts scientific steps in constructing knowledge through scientific method.21 From those theories and definitions of scientific approach it can be assumed that scientific approach in 2013 curriculum is a belief in instruction process that become an fundamental guideline for instruction activities inside class by several scientific instructions provided by teachers to students. Scientific approach as stated above consists of several instructions. Based on vise of Ministry of National Education statement in that scientific approach consists of five main scientific activities that are; observing, questioning, experimenting, associating, and networking.22 These activities or instructions have an own objective in the instruction process. Still stated in the paper of senior high school development directorate that explained those activities as below: 1. Observing aims to make the instruction tightly relates to the daily real context. The process of observing the fact or phenomenon covers the discovering, seeing, listening, reading, and scrutinizing information. Example: Students observe pictures or video the people body language who still shaking hand each other or listening the self-introduction in English. 2. Questioning conducted as one of developing students’ knowledge process in a form of concept, principal, procedure, law, and theory. This activity aims to create students have a critical thinking skill, logic, and systematic. This process can be conducted through discussion, work in group, and class discussion. Example: Students discuss when, where, who with, and what people say when they are having conversation about introducing self in video or picture. 3. Experimenting is quietly useful to enhance the students’ curiosity in developing creativity, communication skill. This activity can be conducted 21
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, Naskah Bahasa Inggris, p. 5 Kementerian Pendidikan dan Kebudayaan, Paparan Wakil Menteri Pendidikan dan Kebudayaan R.I Bidang Pendidikan. op.cit. p. 41 22
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through reading other resource of information excluding textbook, observing activity, event or specific object, obtaining information, analyzing the data, and presenting it through written, text, or picture based on basic competence characteristic. Example: Students try to introduce their selves in English, start with rehearsing the sentence, completing the missing conversation, until introducing their selves to their classmates. 4. Associating aims to construct the students thinking ability and scientific action. The activity can be designed by teachers through specific manipulated situation, so that students perform the activity such as analyzing data, categorizing, making category, concluding, and predicting by using work paper, discussion or practice. Example: Students compare the model of introduction in Indonesian language and culture with English language and culture, and concluding the similarity and the difference. 5. Communicating is a means to expressing the conceptualization result in oral, written, picture, diagram, chart, or manner. This activity purposely conducted to create students to be able to communicate knowledge, skill, and their implementation, and students’ creation through presentation, and report.23 Example: Students communicate the discussion result which talks about the comparison of introduction model between Indonesian language and culture with English language and culture in English. Those activities should be implemented in teachers’ teaching and systematically written on their lesson plan. Scientific approach doesn’t only emphasize the result of instruction process, but also focus on the process of them.
23
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah. op.cit. p. 5-6
20
Therefore, teachers have to pay more attention in students’ learning process in every meeting in the class. In the context of ELT based on scientific approach, teachers have to create activities which help students to comprehend the content of the text, including the roles of people involved, the purposes of the text, the function of the text, and the type of situation.24 Therefore, the context of ELT that focus on language skill, scientific approach requires students to produce text, after observing, questioning, and analyzing. It can be concluded that in 2013 curriculum text-based theory is still being adopted in language teaching especially ELT. The practice of this theory in ELT is developed based on children language acquisition in systematic functional model which shows how children learn language and produce the text.25 This theory is relevant to the scientific approach considering the features and characteristic of text-based. Related to the method or the model of ELT based on scientific approach, at least there are three common model used, they are discovery based learning, project based learning, and problem based learning.26 The brief further explanation about these models is below. 1. Discovery Based Learning. Discovery based learning is the theory of learning that locate the students as an active student in constructing the expected knowledge. The common steps in implementing this model are: a. Creating stimulus. b. Preparing problem statement. c. Collecting the data/ experiencing.
24
Kementerian Pendidikan dan Kebudayaan: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan dan Penjamin Mutu Pendidikan, Konsep Pendekatan Ilmiah Dalam Pembelajran Bahasa Inggris, p. 11 25 Atmazaki, Implementasi Kurikulum 2013 Mata Pelajaran Bahasa Indonesia: Pola Pikir, Pendekatan Ilmiah, Teks (Genre), dan Penilaian Otentik, Proceeding of the International Seminar on Languages and Arts, ISLA-2, 2013, p. 19 26 Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah. op.cit. p. 9
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d. Analyzing the data. e. Verifying the data. f. Drawing the conclusion.
2. Project Based learning. This model of learning is kind of learning method that take the problem as the first step in gathering and integrating new knowledge based on empirical experience in doing real activities. Here are the steps in this method implementation: a. Deciding basic question. b. Designing project plan. c. Arranging the schedule. d. Monitoring the activity and project progress. e. Examining the result. f. Evaluating the activities/ experiences.
3. Problem Based Learning. This method is almost the same as the previous method. The similarity that both of the methods use problem as basic instruction, while the difference that in this method isn’t provided by producing the project which is the result of problem solving. Here are the steps of the problem based learning: a. Conditioning students into problem. b. Organizing instruction activity. c. Guiding individual and group investigation. d. Developing and presenting work result. e. Analyzing and evaluating the process of problem solving. The choosing of these learning model as the implementation of scientific approach requires deep analysis based on the characteristic of competence and instruction activity in syllabus. Hence, teachers have to completely understand
22
about the concept of designing the lesson plan with the syllabus despite of many common challenges in teaching. d. Authentic Assessment Along with the implementation of 2013 curriculum, the Ministry of National Education and Culture through its law number 65 year 2013 chapter IV adopts authentic assessment as the assessment of instruction process. This assessment assesses students’ readiness, process, and result of complete learning.27 The different characteristic and format of authentic assessment between previous form curriculum assessment is also attributed in this curriculum. The result of authentic assessment can be used by the teachers to plan remedial program, enrichment, and counseling service. Besides that, it can be also used as the substance to repair the instruction process based on the standard of educational assessment. Here is further explanation relates to Authentic assessment. Authentic means accurate or based in fact.28Assessment is defined as the process of making a judgement or forming an opinion, after considering something or someone carefully.29 Form the literal definition above, authentic assessment can be defined as the process of judging or valuating something or someone based on real condition by considering the aspects carefully. Authentic assessment is defined by many educational language experts so far. O’Malley and Pierce in Hana stated that authentic assessment as the multiple forms of assessment reflecting students’ learning, achievement, motivation, and attitudes toward classroom instructional activities.30 Another definition about authentic assessment is stated by Newman, Brandt and Wiggins in Bruce that assessment is authentic when it measures products or performances that having 27
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013.op.cit. p. 11 28 Macmillan English Dictionary for Advance Learners.op.cit. p.78 29 Ibid., p.70 30 Hana Yulinda Fithriyani, Implementing Authentic Assessment: A Challenge for English Language Teachers, p. 2
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meaning or value beyond success in school.31 Herman and friends in Di Martino et.al also stated that in general, performance assessments can be thought of assessment that require students to actively accomplish complex and significant tasks, while bringing to bear prior knowledge, recent learning and relevant skills to solve realistic or authentic problems.32 The last definition comes from Cohen et.al in in Fitri and Sofwan that authentic assessment as the assessment which uses real evidence from real situation rather than through the use of tests.33 From these definitions relate to authentic assessment, it can be seen as the process of assessing students through several designed instructions or tasks that reflect their learning, and achievement in solving and treating real world or fact. Authentic assessment is also referred to alternative assessment. Many terms are also attributed to authentic assessment such as: informal assessment, performance assessment, descriptive assessment, and direct assessment.34 From this statement, it can be realized that authentic assessment can be implemented and performed in many ways. However, teachers as the spearhead of curriculum implementation and assessor have to completely understand about the characteristic of authentic assessment such as the rubrics, scale, and what to be assessed. Dealing with the implementation of 2013 curriculum, authentic assessment is highly relevant with the scientific approach. This assessment considered can portray the students’ learning progress in five steps of scientific approach that are observing, questioning, experimenting, associating, and networking.35 This authentic assessment more focus on complex and contextual tasks, that create
31
Frey, Schmitt, & Allen, Defining Authentic Classroom Assessment, Practical Assessment, Research and Evaluation, Vol. 17, No. 2, 2012, p. 2 32 Joe Di Martino, et.al, Authentic Assessment, Principal’s Research Review Supporting the Principal’s Data-Driven Decision, Vol. 2, 2007, p. 2 33 Aliningsih, F. & A. Sofwan. 2015. English Teachers‘ Perceptions and Practices of Authentic Assessment. Language Circle: Journal of Language and Literature, X/1, p. 20 34 Else V. Hamyan, Approaches to Alternative Assessment, Annual Review of Applied Linguistics, New York: Cambridge University Press, 1995, p. 213 35 Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah.op.cit. p. 18
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students to show their competences which cover character, cognitive, and psychomotor aspect. As explained above that authentic assessment is conducted through several ways or techniques. O’Malley and Pierce mentioned that the techniques which are included as authentic assessment, such as oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations, constructed response items, teachers’ observations and portfolios.36 Hence, to obtain students’ achievement can be conducted through the techniques above with a belief that authentic assessment is beneficial to provide clear information of students’ achievement. The implementation of authentic assessment should be based on these principals, they are: 1. The assessment process should be in unseparated from the instruction process or not apart from instruction. 2. The assessment should portray the real world problems, not a school-work of problems. 3. The assessment should use the various measurements, method and criteria which suit with the characteristic and essence of learning experience. 4. The assessment should be in holistic nature that covers all of instruction objectives aspects (affective, psychomotor, and cognitive). In ELT, the authentic assessment can be conducted through the various activities for checking the students’ understanding. English learners need various activities to demonstrate their understanding about the concepts learned. O’Malley and Pierce proposed some examples of authentic assessment in students’ action in ELT which can be observed and documented: 1. Oral Interviews Teachers ask students questions about personal background, activities, readings, and interests. 36
Aliningsih, F. & A. Sofwan, loc.cit.
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2. Story or test retelling Students retell main ideas or selected details of text experienced through listening or reading. 3. Writing samples Students generate narrative, expository, persuasive, or reference paper. 4. Projects/exhibitions Students complete project in content area, working individually or in pairs. 5. Experiments/demonstrations Students complete experiment or demonstrate use of materials. 6. Constructed-response items Students respond in writing to open-ended questions. 7. Teacher observation Teachers observe student attention, response to instructional materials, or interactions with other students. 8. Focused collection of student work to show progress over time.37 The further example about authentic assessment activities is explicitly stated in directorate of Senior High School development paper. Authentic assessment activities are students read authentic text, write authentically about meaningful topics, and involve in authentic literacy tasks such as discussing short story book, creating journal, writing message, and editing the text into correct structure and proper social context.38 Besides, the authentic assessment also concerns on thinking ability, instruction process, and final result from instruction process. Still in directorate of Senior High School development paper, that there are five main dimension of authentic assessment in ELT according to Gulikers, Bastiaens, & Krischner, they are:
37 Office of English Language Learning and Migrant Education, Authentic Assessment, Indiana Department of Education, Indianapolis, p. 3 38 Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah. op.cit. p. 19
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1. The form of assessment should be relevant and represent the knowledge and skill of students. 2. The physics environment should present how the skill of language usage really used. 3. The social context should present how the language skill will be used. 4. The result of students’ performance should be included in result of assessment. 5. The criteria of assessment should be based on students’ competence level which is settled in basic competence.39 The assessment in every single subject focuses on three major aspect competences that are cognitive, affective, and psychomotor. The government already provided the guideline of assessing format which is stated in law number 81a year 2013. Each competence has the own characteristic format of assessment. For cognitive competence and psychomotor competence use the scale 1-4 (multiple 0.33), while affective competence uses the scale Very Good (VG), Good (G), Fairly Good (FG), and Less (L). Here is the table of scoring conversion for each competence. Table 3. The table of assessment form related to the scoring activities provided by government. Competence Score Predicate
Cognitive
Psychomotor
Affective
A
4
4
VG
A-
3.66
3.66
B+
3.33
3.33
B
3
3
B-
2.66
2.66
C+
2.33
2.33
C
2
2
39
Ibid., p. 20
G
FG
27
C-
1.66
1.66
D+
1.33
1.33
D
1
1
L
The minimum standard for psychomotor competence and cognitive competence is 2.66 (B-), and for affective competence is B (Good). C. Previous Related Studies This chapter contains some previous studies which have similar characteristic with my research. The similarity can be in the subject of study, variable, and also the type of research. The presence of some previous related studies purposely to give the comparison of research. It can be used as the reference and also the guideline. Here are three previous related studies: First research is Implementasi Pendekatan Saintifik dalam Kurikulum 2013 pada Siswa Kelas II SDN Prembulan, Pandowan, Galur, Kulon Progo by Ika Budhi Utami. This research portrayed the implementation of scientific approach as one of 2013 curriculum characteristic in one school. The process of designing the lesson plan, instruction process, assessment process, and overcoming the handicap of implementation 2103 curriculum are the main focus of this study. The using of qualitative research also strengthens the similarity with my research. Although there are some similar characteristics with my research, however, the place, time, and variable of research that is English language subject differentiate between this research with my research. Second research come from Sahiruddin who has written
The
Implementation of the 2013 Curriculum and the Issues of English Language Instruction in Indonesia. This research talks about the critique of and evaluation of 2013 curriculum in English language teaching in Indonesia. The course of Indonesian curriculum from the beginning up to the newest curriculum in English language teaching was studied well in this research. Some common problems in Indonesian ELT were also studied. 2013 curriculum and English language teaching in Indonesia are the main similarity with my research. However, the
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complexity of research which is about the implementation of 2013 curriculum in the field that covers preparation of lesson plan design, instruction process, and assessment process are not included in this research. The last research is Understanding the 2013 Curriculum of English Teaching through the Teachers’ and Policymakers’ Perspectives which was written by Djuwairiah Ahmad. This research contains the analysis of the changes form SBC school-based curriculum into 2013 curriculum in ELT in Makassar. Teachers’ perspective in the implementation of 2013 curriculum in ELT was also discussed as the similarity with my research. Almost the same as second research above, this research isn’t completed by specific analysis to the process of designing lesson plan, instruction process, assessment process, and overcoming the challenges of 2013 curriculum implementation.
CHAPTER III RESEARCH METHODOLOGY A. Overview This chapter outlines the research strategy adopted for this study and determined by its key objective, namely, to analyze and observe the implementation of 2013 Curriculum in English Language Teaching at the seventh class of SMPN 3 South Tangerang. The first section outlines the place and time of research. The second section outlines the research methodology, including the evaluation research strategy adopted as well as an explanation of case study method. The third section deals with research subject including the subject decision to be researched. The fourth section outlines data collection strategy and technique. The fith deals with the instrument of collecting the data which will be in form of instrument guidelines. The sixth section deals talk about the data analysis. B. Place and Time of Research This research was conducted in one school which implements 2013 Curriculum as the curriculum especially in English language teaching. SMPN 3 South Tangerang is one of several schools which implement 2013 Curriculum as the curriculum of English language teaching. Therefore, this research was conducted in SMPN 3 South Tangerang at seventh class as the first stage that English being taught formally based on 2013 Curriculum in Indonesia. Dealing with the data observed, the time allocation for conducting this research spent from 9th of November until 7th of December 2015. The first week that started from 9th – 14th of November was for interviewing, the rest of time that started from 16th – 5th of December 2015 was spent for observing, reviewing documentation, and distributing the questionnaire. Therefore, the collecting data was conducted in three weeks.
29
30
C. Research Methodology The research methodology employed in this study was qualitative approach, it was chosen because it concerned with subjective assessment of attitudes, opinion and behaviour1 that occurred in natural condition which is explained through detail description of specific situation using interviews, observations, and document reviews. Despite of how the data collected, the data presentation also adopted qualitative approach which was presented whether in narrative or descriptive text.2 Therefore, the further research approach was based on qualitative approach design. Along with qualitative approach used, Case Study Research was selected because the question of the research led to this kind of research that uses “how” as the main question mark.3 This research also described a case study because the research was conducted on specific situation in one institution that is school which was presented through depth-data collection involving multiple sources of information (observations, interviews, audio-visual materials, documents, and reports) in rich context in specific time.4 According to J.W Creswell, in a case study, the specific case should be examined5, and in this research the implementation of 2013 curriculum in ELT is the case that was examined and the seven class of junior high school is the field of study where the case takes a place. Hence, this research was referred as single case study because the case was only one case. In order to be more focus on the design of case study research, researcher relied on the guideline book that written by Dawson R. Hancock and Bob Algozzine under the title Doing Case Study Research a Practical Guide for 1
C R. Kothari, Research Methodology Method and Technique, (New Delhi: New Age International, 2004), p. 5 2 J.W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Third Edition. (London: Sage, 2009), p. 179 3 Robert K. Yin, Case Study Research Design and Method, Fourth Edition. (Thousand Oaks: Sage Publications, 2009), p. 22 4 Patricia A. Duff, Case Study Research in Applied Linguistic. (New York: Lawrence Erlbaum Associates, 2008), p. 21 5 J.W. Creswell, Qualitative Inquiry and Research Design: Choosing Among Five Traditions. (Thousand Oaks: Sage Publications, 1998), p. 38.
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Beginning Researchers. This book contains clear and easy instruction for doing case study research in general. Here is the procedure of conducting this research in SMPN 3 South Tangerang: 1. Asking for permission to the headmaster of SMPN 3 South Tangerang. 2. Conducting observation to the school in general. 3. Conducting the interview to English teachers, some students, and the head of curriculum. 4. Giving the questionnaire to seven class students of SMPN 3 South Tangerang. 5. Conducting the observation to seventh class English teachers, facility inside the class, seventh class students, and documents. 6. Calculating the percentage from the data of questionnaire. 7. Making the transcript of interview. 8. Generalizing the data of interview. 9. Making conclusion. D. Research Subject Research subject is the informant or the people whom will be explored to provide the information or data related to the research. Related to the design of study that referred to case study research and based on qualitative approach, actually the term of sampling was not used because the members of the universe to be sampled are not known a priori.6 Same as sampling term, population was also not used in qualitative research, however it used social situation that involved actor, places, and activity.7 However, researcher already decided the research subject based on the research need. The research subjects in this research were teachers, headmaster and the head of curriculum. Researcher specified English teachers in seventh class of 6 Mark R. Luborsky and Robert L. Rubinstein, Sampling in Qualitative Research: Rationale, Issues, and Methods, NIH Public Access, 1995, p. 10 7 Fakultas Tarbiyah dan Keguruan, Pedoman Penulisan Skripsi. (Jakarta: UIN Syarif, 2014), p. 63
32
SMPN 3 South Tangerang. The head of curriculum was the one who takes responsibility towards curriculum design in that school and headmaster of the school as the man in charge who has the policy in the school. However, the three seventh class English teachers were the main subject to be studied in order to be more focus on this research objective that to analyze and observe to their perspectives in 2013 curriculum implementation in English language teaching. The perspective included the process of designing lesson plan, instruction process, assessment process and overcoming the challenges of 2013 curriculum implementation in ELT. E. Data Collection Regarding to the steps of collecting data, researcher needed the instrument to assist collecting data process. An instrument is a tool for measuring, observing, or documenting in one research whether in quantitative or qualitative research.8 In determining the data collection procedure, researcher used qualitative of collecting data. Observation, interview, and documentation belong to qualitative approach, whether questionnaire actually commonly used quantitative approach, but it will be analyzed in qualitative perspective as the supporting instrument of collecting data. In qualitative research, researcher needed protocol which will guide the process of collecting data. The protocol is a form designed and used by qualitative researchers to record information during observations and interviews.9 In this research there were four data collection methods, therefore, the protocol also covered documentation and questionnaire. Hence, those instruments or protocols which used in this research were observation protocol, interview protocol, documentation protocol, and questionnaire protocol. Here are the instruments and protocols used in this research.
8 John W. Creswell, Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Ed. 4th (Boston: Pearson Education, 2008), p. 151 9 Ibid., p. 225
33
1. Observation This method implies the collection of information by way of investigator’s own observation, without interviewing the respondents. Qualitative observations are those in which the researcher takes field notes on the behaviours and activities of individual at the research site.10 Therefore, the information gathered relates to what is currently happening and is not complicated by either the past behaviour or future intentions or attitudes of respondents.11 The design of observation sheet should be developed based on the characteristic of 2013 curriculum especially in the methodology of teaching. First of all, this observation was employed on the lesson plans which are made by the teachers, then followed by the teaching process observation and assessment process observation. The most significant feature of teaching methodology in 2013 curriculum is using scientific approach, hence the design of observation sheet tends on this characteristic. As scientific approach in instruction activity, authentic assessment is also the key feature adopted in 2013 curriculum assessment technique. Therefore, the observation sheet was made based on its characteristic. In order to be more focus on the research, researcher used observation protocol as the guideline sheet. Here is the observation protocol used in this research. a. The observation protocol for teaching planning of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South Tangerang. This protocol used to observe the process of designing lesson plan which designed by English language teachers. This protocol contained the procedures of designing lesson plan based on what stated in the law of the Ministry of National Education and Culture number 13 year 2014. Here is the 10 J.W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches Third Edition, 2009, op.cit. p. 168 11 Yogesh Kumar Sing, Fundamental of Research Methodology and Statistic. (New Delhi: New Age International, 2006), p. 93
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observation protocol of English language teaching plan confirming the implementation of 2013 curriculum. Table 4. The table of observation guideline for teaching planning of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South Tangerang. No 1.
Indikator Study of Syllabus Teachers study KI and KD Teachers study the lesson material Teachers study the teaching process Teachers study the assessment process Teachers study the time allotment Teachers study subject source
2.
Indicator formulation Teachers formulate indicator target KD to KI-1 Teachers formulate indicator target KD to KI-2 Teachers formulate indicator target KD to KI-3 Teachers formulate indicator target KD to KI-4
3.
The teaching material taken from text book, teachers handbook, or other resources.
4.
Teachers explain the teaching activity based on 2013 curriculum feature.
5.
Teachers decide the time allocation based on time in syllabus and divided into opening, content, and closing.
6.
Teachers develop the teaching learning assessment. Teachers decide the range, technique, and assessment instrument. Teachers create scoring sheet.
7.
Teachers decide remedial teaching strategy.
8.
Teachers choose the media, tools, material, and study resource which are designed based on teaching process explanation.
b. The observation protocol of teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South Tangerang.
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This protocol used to assist researcher in collecting the data during the teaching process which based on scientific approach. This protocol contained the procedure of ELT methodology based on implementation of 2013 curriculum as stated in the law of the Ministry of National Education and Culture number 103 year 2014. Here is the observation protocol of teaching process based on the implementation of 2013 curriculum. Table 5. The table of observation guideline for teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South Tangerang. No
Indicator Opening
1.
Teachers create a pleased learning atmosphere.
2.
Teachers discuss the learned competence and previously developed related to the competence that will be learned and developed.
3.
Teachers present the competence which will be achieved and the benefit in daily life.
4.
Teachers present the outline of material coverage and activity which will be done.
5.
Teachers present the range and assessment technique which will be employed. Content
6.
Observing a.
Teachers facilitate students to do observation process.
b.
Students observe using the five senses (reading, listening, monitoring,
seeing, watching, etc) whether using media or not. 7.
Questioning a. b.
Teachers facilitate students to do questioning process. Students create and question, question and answer, discuss about unclear information, additional information, or as a clarification.
36
8.
Experimenting a.
Teachers facilitate students to do questioning process
b.
Students explore, try, discuss, demonstrate, imitate the form/mime, do
experiment, read out of textbook, gather the data from informant through questionnaire, interview, and modify/ add/ develop. 9.
Associating a. b.
Teachers facilitate students to do associating process Students process the information gathered, analyze the data into category form, associate the related information in order to find pattern and concluding.
10.
Communicating a.
Teachers facilitate students to do communication
process b.
Students present the report in chart form, diagram, or graph, arrange the written report, and present it from process, result, and oral conclusion. Closing
11.
Teachers and students draw conclusion and summary.
12.
Teachers and students make a reflection towards the activity.
13.
Teachers and students give feedback to process and learning result.
14.
Teachers assessing the students learning.
15.
Teachers plan the next activity in every form such as remedial program, counselling service or give individual or group task which suit to student learning.
16.
Teachers present the lesson plan for the next meeting.
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c. The authentic assessment observation protocols of 2013 curriculum at seventh class of SMPN 3 South Tangerang. This protocol employed to assist the researcher in collecting the data during the process of learning assessment. This protocol contained the steps of assessment which was suitable with 2013 curriculum feature based on the law of the Ministry of National Education and Culture number 104 year 2014. Here is the authentic assessment observation protocol of 2013 curriculum at seventh class of SMPN 3 South Tangerang. Table 6. The table of observation guideline for authentic assessment observation process of 2013 curriculum at seventh class of SMPN 3 South Tangerang. No Indicator 1.
Using scoring guidelines. Attitude competency assessment
2.
Using self-assessment, peer assessment, observation, and journal.
3.
The instrument used such as rating scale which followed by rubric, whereas in journal form, it contains educator’s notes.
4.
Using modus as criteria reference. Cognitive competency assessment.
5.
Teachers assess cognitive competence through written test, oral test, and assignment.
6.
Written test instrument: multiple choice, essay, short answer, true and false, matching, and long essay. Long essay instrument completed by scoring guideline.
7.
Oral test instrument: list of question given by teachers orally, and students respond the question, hence, it creates students’ self-confidence. The answer can be word, phrase, sentence, and paragraph.
8.
Instrument of assignment: homework, individual or group project based on assignment characteristic.
9.
Using average scoring as the criteria. Skill competency assessment
10.
Using performance assessment.
11.
Using project assessment
12.
Using portfolio assessment.
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13.
The instrument used as list of cheque or rating scale which completed by rubric.
14.
Using optimum achievement as the criteria.
Dealing with the time and the place where the observation was conducted, it was already decided that the observation was conducted in SMPN 3 of South Tangerang. In order to be more specific, here is the place and time table of observation. Table 7. The table of observation of Implementation 2013 curriculum schedule in SMPN 3 South Tangerang. Time Place Observation Monday, 9th
SMPN 3 South
November 2015
Tangerang
Tuesday, 10th
VII 4
Instruction observation
VII 8
Instruction observation
VII CI
Assessment process observation
School observation
November 2015 Thursday, 19th November 2015 Monday, 23rd November 2015
2. Interview Interview is very common form of collecting data in case study research. A qualitative interview occurs when researchers ask one or more participants general, open-ended questions and record their answer.12 In qualitative research, this technique is usually in form of unstructured interviewing, intensive interviewing, and in-depth interviewing.13 Different from structured interviewing that the interview consist of ordered list of question, unstructured interviewing tends to be more free open-ended question. Even though this research adopted unstructured interviewing, researcher used interview protocol as the guidelines in 12 John W. Creswell, Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Ed. 4th. 2008, op.cit. p. 225 13 Robert K. Yin, op.cit. p. 133
39
order to not going abroad in interview process. Interview protocol consists of a small subset of topics – those are considered relevant to a given interview.14 Therefore, the question of interview was given based on the topic which has been listed. Here is the interview protocol adopted in this research. a.
The teachers’ interview protocols about English language teaching confirming to the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang. This protocol employed to know about methodology of ELT confirming to the implementation of 2013 which cover planning, and process. This guideline was made based on the law of the Ministry of National Education and Culture number 104 year 2014. Here is the interview protocol related to English language teaching confirming to the implementation of 2013 curriculum. Table 8. The table of interview guideline about English language teaching confirming to the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang. No Category Indicator 1.
Lesson plan design. Teaching plan of 2013 curriculum
Scientific explanation in English teaching process. Assessment used in teaching. Learning source decision.
2.
The activity in opening section. Teaching process in Steps in scientific approach. 2013 Curriculum Media using. Assessment in teaching process. The activity in closing section.
3.
Assessment instrument design. Scoring guidelines design. 14
Ibid., p. 139
40
Learning assessment Examination process. in 2013 curriculum Learning scoring process. Assessment using the criteria of attitude assessment. Assessment using the average criteria for cognitive assessment. Assessment using maximum achievement criteria for skill assessment. b. The teachers’ interview protocol related to the handicap faced during the implementing 2013 curriculum in methodology of English language teaching at seven class of SMPN 3 South Tangerang. This protocol employed to know the handicaps faced by the English language teachers during their teaching related to the implementation of 2013 curriculum, followed by the way how to solve it. Here is the interview protocol related to the handicap faced during the teachers’ teaching in implementing 2013 curriculum. Table 8. The table of teachers’ interview protocol related to the handicap faced during the implementing 2013 curriculum in methodology of English language teaching at seven class of SMPN 3 South Tangerang. No Category 1.
The handicap faced in planning of 2013 curriculum teaching.
2.
The effort to solve the handicap faced in planning of 2013 curriculum teaching
3.
The handicap faced in implementation of 2013 curriculum teaching. The handicap in implementing scientific approach in teaching process. The matching of teaching process with the lesson plan. Media using. Material source decision.
4.
The effort to solve the handicap faced in implementation of 2013 Curriculum teaching.
5.
The handicap faced in learning assessment of 2013 curriculum.
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6.
The effort to solve the handicap faced in learning assessment of 2013 curriculum.
c. The headmaster’s interview protocol related to the implementation of 2013 curriculum in English language teaching at seventh class of SMPN 3 South Tangerang. This protocol used to know about the implementation of 2013 curriculum in general and ELT in general at seventh class of SMPN 3 South Tangerang. Here is the headmaster interview protocol about the implementation of curriculum 2013 in English language teaching at seventh class of SMPN 3 South Tangerang. Table 9. The table of headmaster’s interview protocol related to the implementation of 2013 curriculum in English language teaching at seventh class of SMPN 3 South Tangerang. No. Indicator 1.
Lesson plan design.
2.
Instruction process.
3.
School facility.
4.
Learning assessment.
5.
The handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum. The effort to solve the handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum.
6.
d. The interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language teaching at seventh class of SMPN 3 South Tangerang. This protocol used to know how the implementation of 2013 curriculum in general and in methodology of English language teaching in specific at seventh class of SMPN 3 South Tangerang. Here is the interview protocol
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for head of curriculum related to the implementation of 2013 curriculum in English language teaching. Table 10. The table of interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language teaching at seventh class of SMPN 3 South Tangerang. No. Indicator 1.
School policy of curriculum.
2.
Instruction process.
3.
School facility.
4.
Curriculum socialization.
5.
The handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum. The effort to solve the handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum.
6.
Here is the detail interview schedule conducted in SMPN 3 South Tangerang. Table 11. The table of interview of Implementation 2013 curriculum in SMPN 3 South Tangerang. Interviewee Time Place Number of question Tuesday, 10th English Teacher A
November 2015 at
Office
23 questions
School garden
45 questions
In front of office
28 questions
9.15 - 9.28 pm Thursday, 12th English Teacher B
November 2015 at 1.00 – 1.16 pm Wednesday, 18th
Vise headmaster
November 2015 at 10.12 – 10.29
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Actually there were five subjects as the interviewee, they were the seventh class English teachers and the rest were headmaster and vice headmaster of curriculum. However, the table above showed that there were four subjects to be interviewed. English teacher C didn’t deign to be interviewed for some reason, and the second subject who wasn’t able to be interviewed was the headmaster of SMPN 3 South Tangerang because of some business. Therefore, vice headmaster took headmaster place to be interviewed. 3. Documentation In addition to using observations and interviews, case study researchers often review existing documents or create and administer new documents from which to gather information related to the research question.15 According to Yogesh, documentation method deals with a systematic examination of currents, records documents, etc. and may merely gather and classify data from such documents or may also evaluate the content according to some established criteria.16 Based on what explained above, it can be concluded that using document as one of data resource is absolutely useful for case study research. Moreover, many information was stated in document form, such as school document, lesson plan, teachers’ private document, and students’ score sheet if it is necessary. In presenting the document information, it can be presented through narrative form or integrated into tables that illustrate trends and others significant outcomes. Actually, the analysis to the documents information was needed in order to be possible gathered with another information resources that are observation and interview. No doubt that, researcher had to check the authenticity of the document before taking any information from it. In this research, documentation study used to observe and analyze the English lesson plan in seven class of SMPN 3 South Tangerang by taking the 15 Dawson R. Hancock and Bob Algozzine, Doing Case Study Research A Practical Guide for Beginning Researchers. (New York: Teachers College Press, 2006), p. 51 16 Yogesh Kumar Sing. op.cit. p. 109
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example of lesson plan, syllabus and English teachers’ handbook. Researcher adopted the lesson plan protocol analysis to analyze the lesson plan made by the teachers. The protocol contains lesson plan components based on the law of the Ministry of National Education and Culture No 13 year 2014. Here is the protocol of lesson plan analysis in 2013 curriculum. Table 12. The table of documentation guideline for implementation 2013 curriculum in ELT based on teachers’ perspectives in SMPN 3 South Tangerang. No Indicator 1.
The design of lesson plan based on syllabus
2.
Lesson plan components a.
School identity
b.
Subject
c.
Class/semester
d.
Time allocation
e.
Core competence
f.
Basic competence KD to KI-1 KD to KI-2 KD to KI-3 KD to KI-4
g.
The indicator of achievement competence. Indicator of KD to KI-1 Indicator of KD to KI-2 Indicator of KD to KI-3
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Indicator of KD to KI-4 h.
Subject material
i.
Teaching activity Opening Content Closing
j.
Assessment, remedial process, and enrichment. Assessment technique Assessment instrument Remedial and enrichment process.
k.
Media / tool, material, and learning source.
4. Questionnaire The last data collection procedure came from quantitative approach that was questionnaire. The questionnaire is widely used and useful instrument for collecting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straightforward to analyze.17 As stated before, this procedure was actually used for show the data in a form of number. Regarding to this research, this procedure claimed effectively used to elicit students’ motivation in learning English during the implementation of 2013 Curriculum and response towards teachers’ instruction, especially in seventh class of Junior High School. However, in this research, the data analysis of
17
Louis Cohen, Lawrence Manion, and Keith Morrison, Research Method in Education. (New York: Taylor & Francis e-Library, 2007), p. 336
46
questionnaire was in qualitative approach that tend to be more descriptive. Dealing with the students’ selection was divided based on the class in every category which consisted of bilingual class, regular class, and acceleration. This questionnaire sheet contained the questions related to the process of teaching. In this questionnaire, students were asked to choose the possible available answer which already been set by researcher by giving (√) symbol to the column chosen. Here is the questionnaire protocol related students’ response towards implementation of 2013 in English language teaching. Table 13. The table of questionnaire protocol for seventh class students of SMPN 3 South Tangerang. No
Indicator
1.
Students’ presence.
2.
The students’ curiosity to join learning activity.
3.
The teachers’ successful in presenting the material.
4.
The opportunity to observe the lesson during learning activity.
5.
The media used in teaching.
6.
The opportunity to ask question during learning process.
7.
Students’ enthusiasm to ask a question.
8.
Collaborative learning.
9.
The opportunity to discuss during learning.
10.
Teachers’ role in discussion guiding.
11.
The opportunity to communicate.
12.
Giving the task or homework.
13.
Students’ score presentation.
14.
Examination process.
15.
Examination result presentation.
No Item
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Here is the data of questionnaire respondents. Table 14. The table of questionnaire of implementation of 2013 curriculum in SMPN 3 South Tangerang. Number of Time Place respondent 39
Tuesday, 10th November 2015
VII 4
39
Thursday, 19th November 2015
VII 8
20
Monday, 23rd November 2015
VII CI
F. Data Analysis In this research, researcher would like to describe, explain, understand, and interpret the objects or event to which researcher’s data refers. Therefore, data analysis in every research was absolutely important to elicit the real and structural information base on research question. Data analysis is a process of resolving data into its constituent components, to reveal its characteristic elements and structure.18 In more detail step, researcher also conducted some steps in analyzing the data obtained. Relating to the interview data, researcher listened to the recording of interview, transcribed into transcription, read the transcription, drew the main points, and put it into general trend or theme. Almost the same as interview data, in observation data, researcher classified the data collected into general trend and theme based on the research question. For documentation data, researcher could directly put the data into the general trend or theme. However, it was the general steps in analyzing the data based on what Matthew and Huberman stated. There are several steps in this process, they are collecting data, data reduction, data display, and conclusion drawing and verification.19 Here is the further explanation about the steps.
18 Ian Dey, Qualitative Data Analysis a User-Friendly Guide for Social Scientist. (New York: Routledge Taylor & Francis, 2005), p. 31 19 Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis. (Thousand Oaks: Sage Publications, 1994), p. 10-11.
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1. Collecting Data In this step, researcher obtains the data through those three instruments above that are observation, interview, and document. In this case, researcher put those instrument in right sequence. The first was doing observation to the school, the class, and school facility. The next was performing interview to headmaster of school, curriculum head, and English teacher. The following step was taking information through checking any available document relates to the research. The next final step was doing observation to the teaching process in the class including assessment process. The data collected could be in form of audio, document, and text. Audio data was obtained usually through interview process. Document and text data are usually collected through observation and document analysis process. Those data were still raw data that meaningless unless certain treatment was given to them. In general data analysis was the process to make the raw data meaningful or to draw some results from the data after proper treatment.20 Therefore, to obtain meaningful and useful research data it needed more step. 2. Data Reduction Here was the next step after collecting the data. This step was absolutely needed in this research, because it was kind of process of selecting, focusing, simplifying, abstracting, and transforming the data appear in written – up field notes or transcription.21 In this process, it began with studying the entire available collected data from many sources that are through observation, interview, and documentation. After being read, and studied, then the next step was doing data reduction. Data reduction related to selecting process, focusing, simplifying, abstracting, and transforming the raw data. Data reduction was conducted during
20 21
Yogesh Kumar Sing, 2006, op.cit. p. 222 Matthew B. Miles and A. Michael Huberman, 1994, op.cit. p. 10
49
the research, and even before the data collected. In this case, researcher should able to recognize the data needed related to the research. 3. Data Display After data reduction process, the next step in qualitative data analysis was data display. It was kind of process that displaying the group of information which enable researcher to draw the conclusion.22 Generally, the form of data display in qualitative research was narrative text which tells complete and detail research finding. However, descriptive text was also usually used in displaying the research finding in case study. In addition, the purpose of data display was to enable reader understand about the research. Therefore, to assist reader understand the data, data display can be supported by drawing picture, chart, and table. These three supporting way were effective way to strengthen descriptive data and facilitate reader to understand the research finding. 4. Conclusion Drawing and Verification After the data reduced and displayed, here was the final step of qualitative data analysis that was drawing conclusion or doing verification. Conclusion drawing conducted since researcher seeks the meaning of collected data. Drawing conclusion can’t be done once, it needed more than once drawing. However, through data verification, conclusion drawing process can be done and accurately elicited.
22
Ibid., p. 11
CHAPTER IV FINDING AND DISCUSSION A. Overview This chapter portrays the finding and the discussion towards the research. It begins with description of research place and followed by brief description of research subjects. Related to the finding and discussion of research, they will be organized into themes as the objective of research that cover teaching plan, instruction process, assessment process, and the challenges faced during the implementation of 2013 curriculum. The finding and discussion will be presented based on interview result, observation, and documentation. B. The Description of Research Place This research was conducted in SMPN 3 South Tangerang (Junior High School 3 of South Tangerang). This school is located near with Islamic State University Syarif Hidayatullah Jakarta, exactly located in Jl. Ir. H. Juanda East Ciputat City of South Tangerang. Here are the borders of SMPN 3 South Tangerang. West
: People resident
North
: Elementary School
East
: Football court and Triguna School
South
: Islamic State University Syarif Hidayatullah Jakarta
This school was built on 4.811 m2 and has 31 classes which is the number of entire class from VII until IX. There are three main class classification in this school that consists of regular, bilingual, and acceleration class. In each level contains one bilingual and one acceleration class and the rest is regular class. The recent accreditation of this school is A with 97.05 score. The facilities such as library, science laboratory, computer laboratory, and language laboratory are provided in this school. Sport facility such as futsal, basketball, volleyball, and badminton court is also attributed in this school.
50
51
This junior high school is one of school which implements 2013 curriculum since 2013 exactly in academic year 2013/2014, therefore, all level of the class is implemented by 2013 curriculum. The implementation of 2013 curriculum in this school was the decision by regional policy that choose this school to implement it. The recent number of students in academic year 2015/2016 is 1.372 students. The object of this research was taken from seventh class which has 378 students, 223 students are male and 226 students are female. There are 9 regular classes, nine bilingual class, and one acceleration class. There are three classes that researcher observed and analyzed, they are VII 4, VII 8, and VII acceleration. VII 4 contains 42 students, VII 8 contains 41 students, and VII acceleration consists of 29 students. C. The Brief Description of Research Subject As discussed in chapter three that the main research subject was the seventh class English teachers. Here is their brief identity. First English teacher is teacher A. She is the English teacher for seventh regular class from VII 1 until VII 5. She has taught English language in this school since last 1994. She was graduated as English teacher scholar. She had already partaken the 2013 curriculum training for twice. Hence, she has sufficient experience in teaching English and supported by her major that is English education. Second is Teacher B. He comes from Tuban East Java. In this school he teaches English in regular class as teacher A, but he teaches in VII 6 until VII 9. He began to teach in this school start in 2010. His academic background is education and English is his major. He had participated in curriculum training for five times. Therefore, he teaches the linear subject as his education background. The last English teacher in VII class that teaches bilingual and acceleration class is teacher C. She is the senior teacher in this school. She started to teach in the beginning of 1985. Her latest academic tittle is IPS (social science). However,
52
she got the English subject in teachers’ training program in 2008. Considering her range of time teaching, she has huge experience in teaching. D. The English Teachers’ Perspectives on the Implementation of 2013 Curriculum The research which was conducted by researcher related to the English teachers’ perspective on the implementation of 2013 Curriculum at seventh class of SMPN 3 South Tangerang covered three main aspects that are teaching plan, instruction process, learning assessment, and the challenges faced by English teachers. In this session, the presentation of research finding and discussion were mixed. Researcher portrayed those four aspects orderly, and each aspect as presented through each English teachers’ views and followed by the discussion. In this chapter, researcher triangulated the data obtained which came from interview, observation, documentation, and students’ questionnaire. Here is the research finding and discussion about seventh class English teachers’ perspective on the implementation of 2013 curriculum at SMPN 3 South Tangerang. 1. Teaching Plan According to the law number 81A year 2013 about the implementation of curriculum stated that lesson plan is the teaching and learning plan which is specifically designed from single main material or specific theme that refers to syllabus.1 Also stated in appendix of the Ministry of National Education and Culture law number 103 Year 2014 about in elementary school and junior high school that the first step to conduct the instruction process is planning the instruction which is in form of lesson plan.2 Based on this rule, so that teachers in implementing 2013 curriculum have to design the lesson plan before they start their teaching in class.
1 Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 81a tahun 2013 Tentang: Implementasi Kuriukulum, p. 37 2 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014: Pembelajaran Pada Pendidikan Dasar dan Pendidikan Menengah, p. 6
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Related to the finding of research related to this matter, researcher found that there were only two English teachers who designed the lesson plan for their teaching that were teacher A and teacher C, however, English teacher B didn’t design the lesson plan. This fact was obtained from the interview result as below. “Guru
: Cuma, kondisinya guru nggak mungkin bikin, males pertama, yang ke dua “riweuh” atau repot ya, karena sudah banyak urusan yang lain-lain, itu doang si. Jadi intinya kalo RPP bikin Cuma kaya gitu, copy paste kebanyakan, tapi kalo bisa bikin lah sendiri itu lebih baik. Peneliti : kalo punya bapak itu RPPnya itu udah dibikin sebelumnya, sebelum satu semester atau setiap kali mau masuk? Guru : kalo saya si, harusnya kalo dari sekolah kan satu semester harus sudah selesai gitu kan, nah saya telat, dan itu tadi alasannya males, males bikinnya. Jadi ya asal masuk asal masuk gitu aja. Jadi akhirnya yaa kadang sesuai scientific itu kadang ya asal kita sendiri masuk gitu. Dan kebanyakan kan karena kita males makannya kita larinya ke sana, asal masuk, ngasih materi, bukan ngasih materi si, ngasih pembelajaran, selesai dan keluar gitu doang karena males. Padahal lebih baik, pake RPP terapkan RPP insyaAllah selesai berhasil. Peneliti : berarti bapak selama ini itu masuk ngga ada RPPnya atau gimana? Guru : saya masuk nggak ada RPP, tapi ada di sini (di otak) RPPnya. Nah dan itu saya sesuaikan dengan K-13. Peneliti : jadi secara tertulisnya tidak ada ya pak? Guru : nggak ada, jadi di sini (di otak) doang, hehe.” (Thursday, 12th November 2015) Translation, R: Researcher, T: Teacher “T
R T
: But, the condition that teachers will not design, first reason they are lazy, and the second is not easy to design, because they have many stuffs to be done, just it. So the point that lesson plan should be designed but most of them copied from others, but will be better to design by themselves. : How about your lesson plan, did you design it at previous in beginning of semester or every time you come to the class? : According to me, it supposedly from the school that lesson plan should be done for whole semester, unfortunately I was late, and
54
the reason that I was lazy to design. So I just came to the class (without lesson plan). Then the consequence that the teaching usually suited to the scientific approach and sometimes based on my own way. Because most of us are lazy, so that was the consequence, we come to the class, giving the material, no not material, but teaching, done and just leaving the class, that’s all because of the laziness. Whereas, actually will be better using lesson plan, implement it, and will get better result. : So, during this semester you come to the class without lesson plan, don’t you? : I come to the class without lesson plan, but it is inside of my mind, and I adjust it with 2013 curriculum. : So you don’t have the written form, don’t you? : No I don’t, it exists in my mind, hehe.”
R T R T
From the result of interview above, it is assumed that teacher B didn’t formulate and design the lesson plan in written form. He just used his own way based on his knowledge of 2013 curriculum features to teach in class. So the consequence that the instruction sometime suited with the scientific method, sometimes not, and even it wasn’t structurally well planned. In this case, it was clearly recognized that there were only two English teachers who designed the lesson plan which mean they did what supposedly to do in 2013 curriculum implementation especially in lesson plan matter. However, English teacher B didn’t go with the rule of 2013 curriculum implementation in this case. Stepping to the next session that was how the teacher designed the lesson plan. In this case, teacher A and C had different way in designing the lesson plan. As stated above about the lesson plan design refers to the syllabus or material, actually English teacher A referred to the syllabus and also textbook as stated in the interview result as below “Peneliti : ok, kalo terkait dengan silabus dan rpp itu ibu mendisain sendiri atau gimana? Guru : silabus sama rpp itu kan sudah ada, sudah ditentukan, silabus kan sudah ada tinggal dilihat itu udah ada, k 13 kan sistemnya kaya gitu. Ada kompetensi dasarnya udah jelas, kemudian kdnya iya
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kan, kemudian indikatornya udah jelas per bab kan udah ada, paling kita tinggal rppnya doang, rppnya juga udah ada garis besarnya. Peneliti : oh jadi dari pembentukan dan perumusan rpp itu ibu ngambil dari permendikbud atau gimana? Guru : dari silabus aja langsung, kan udah ada tuh misalnya kan kd 1 masukin tuh di semester 1 ada berapa kd misalnya kita sepakat nih guru kelas 1 ada tiga kd masukin kompetensi dasarnya tiga kd misalnya. Untuk kognitif misalnya ambil tiga aja, kemudian untuk keterampilan ambil tiga aja misalnya, untuk afektifnya tiga juga misalnya. Kan gitu.” (Tuesday, 10th November 2015) Translation, R: Researcher, T: Teacher “R
: Ok, if relates to the syllabus and lesson plan, I design by your own self or not? : The syllabus and lesson plan are available, already decided, syllabus has been provided we just look at it, because 2013 curriculum system runs like that. The main competence is clear, and also the basic competence, then the indicators are also clear in each chapter, we just design the lesson plan as the rest, even the lesson has the general big outline. : Oh, so how to formulate and design the lesson plan, you took from government, didn’t you? : Directly from the syllabus, because it is available. For instance that KD 1 put into first semester and how many KDs, for example we are the teacher of first grade agreed that there are three KDs and basic competence is input by three KDs. For the cognitive we took three KDs, and for psychomotor we also took three, and for affective we also took three KDs for examples.”
T
R T
From the interview result, it can be argued that teacher A designed the lesson plan based on the syllabus and material in the textbook. As addition, actually the design of lesson plan is not merely based on syllabus and KI KD, but it should be based on teaching material, instruction process, instruction assessment, time allocation, and instruction resource.3
However, in fact, the
lesson plan document of English teacher A was different from the characteristic of 2013 curriculum lesson plan which was stated in appendix of the Ministry of
3
Ibid., p. 9
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National Education and Culture law number 103 Year 2014.4 The most crucial aspect that is KI and KD which are as 2013 curriculum lesson plan characteristic wasn’t stated in teacher’s A lesson plan. Yet, this aspect was in the form of Standard competence and Basic competence which was as the KTSP curriculum characteristic. Here is the table of lesson plan analysis of English teacher A. Table 15. The table of lesson plan analysis of English teacher A of SMPN 3 South Tangerang. No Lesson plan Explanation component 1 School identity The identity of school was written in form of educational institution that was SMPN 3 South Tangerang 2 Subject Teacher wrote English as a subject of teaching. 3 Class/Semester This lesson plan was designed purposely for seventh class second semester. 4 Theme “Shopping” was chosen as the theme of learning. 5 Aspect/skill Reading was the skill to be developed in this theme. 6 Time allocation The time allocation was 2x40 minutes for each meeting. 7 Type of text Descriptive text was the kind of text focused on. 8 Academic year 2012/2013 was the year of learning and teaching activity. 9 Standard competence The formulation of standard competence in this lesson plan was actually based on previous curriculum that was KTSP. Because in 2013 curriculum, standard competence is substituted by core competence and basic competence which is conteted in syllabus and formulated into lesson plan based on the topic or theme chosen. 10 Basic competence Reading skill is the basic competence developed in this lesson plan. This competence also actually still belonged to KTSP curriculum. In 2013 curriculum, this competence was changed into more detail. 11 Indicator Because the KI and KD did not exist in this 4
Ibid., p. 8-9
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12
Learning objective
13
Material of instruction
14
Method/technique
15
Activities Steps of teaching
Opening
Main activity
Closing
16
Learning resource
lesson plan, the indicator developed based on the teacher’s perception on teaching and subject. In general, the objective of learning was developed based on indicator. Only the use of narration is different. The material used in this lesson plan was chosen from the descriptive text which talked about Distro store. Researcher did not recognize where the material taken. In this lesson plan teacher used the three phasetechnique. Unlike with the step of teaching in 2013 curriculum, this lesson plan consisted of three main activities that were opening, main activity, and closing. Opening section contained the activities which were done by teacher and students such as greeting, asking students’ condition, checking the students’ presence, motivating students, and explaining the topic which will be taught. in 2013 curriculum, main activity consists of five principle activities that belong to scientific approach. However, in this lesson plan the main activity consisted of explaining the material, and involving the students in the activity of instruction without stating the specific step. In closing activity, teacher concluding what had been learned, asking the difficulties faced by students during learning, and asking students to find another descriptive text. The learning and teaching resource was taken from text book ““Effective English 1 B for grade VII of Junior High Schools Second half-year”, remain curriculum, and script of descriptive text, and pictures.
17
Assessment Technique Form
The technique used in this lesson plan was oral and written test. The question of oral and written.
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Instrument Assessment guidance Assessment rubric
Contained list of question related to the descriptive text above. It talked about the guidance of scoring. It was about the standard of assessment which was also provided by score of each item assessed.
Based on this fact, it is shown that English teacher A didn’t do what she said in the interview session. Therefore, there was a mismatch between the interview result and the practice especially in the design of lesson plan. This mismatch could be caused by the teacher’s laziness in designing the lesson plan as stated in teacher B interview above. So the teacher A probably only copied the lesson plan. In the other hand, the design of English teacher’s C lesson plan was much closer to what stated in government lesson plan. In this case, researcher wasn’t able to get interview data because English teacher C was reluctant to do for her private reason. Fortunately, as stated above that English teacher C designed the lesson plan. Here is the table of lesson plan analysis of English teacher C. Table 16. The table of lesson plan analysis of English teacher C of SMPN 3 South Tangerang. No Lesson plan Component Explanation 1
School identity
The school identity was written SMP N 3 of South Tangerang.
2
Class/Semester
Seventh class for second semester.
3
Subject
English was the subject of this lesson plan.
4
Main material
The
main
material
which
taught
was
description text. 5
Time allocation
Each meeting spent 2 x 40 minutes.
5
Core competence
The core competence was written completely from K1, K2, K3, and K3.
6
Basic competence
Basic competence was written together with the indicator of instruction. KD 1.1 and KD
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2.1 were also written together with the indicators. KD 3.1 and KD 4.9 were chosen to be write and it was suitable with the main material of this lesson plan that was descriptive text. 7
Instruction material
For the material of the lesson, teacher C took the social aspect of the text, text structure, language feature and also the topic of the text.
8
Instruction method
9
Scientific approach was chosen. Instruction activity
Opening
In the opening, the teacher started with greeting, asking students’ condition, asking students’ presence, reciting basmallah, and warming up by sing a song.
Main activity
In main activity, five activities that were observing, questioning, gathering information, associating, and communicating as the feature of scientific approach were used.
Closing
In closing, teacher and students did the reflection, concluded the material learned, and giving the tasks to students as homework for next meeting.
10
Resource/Teaching
Teacher used textbook “When English rings
media
the bell” and the media used was pictures and slides show.
11
Assessment
The technique used in assessing students’ achievement were writing and oral. Students were asked to write body part and the function of the human, animal, and thing’s body. The last was that student asked to mention the
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human, animal, and things body.
Based on the table above, the component of lesson plan which was written by English teacher C were school identity, class/semester, subject, main material, time allocation, core competence, basic competence, instruction material, model/instruction method, instruction activity, resource/instruction media, and assessment. Related to design of lesson plan which English teacher C created, it was obtained that the design suited to the example in the appendix of the Ministry of National Education and Culture law number 103 Year 2014. All of lesson plan components were included orderly. The major elements such as school identity, lesson subject, lesson material, core competence, basic competence, indicator of learning, teaching material, teaching method, detail instruction activity, material resource, teaching media, and completed by assessment technique. Based on the lesson plan designed, it could be assumed that teacher C designed the lesson plan based on the rule. It means that English teacher C understands how to design the lesson plan in 2013 curriculum and implemented it into the design of real lesson plan. Based on the analysis to English teacher’s C lesson plan, teacher C had described the instruction process in scientific approach. In describing the scientific approach, teacher C described five major steps and completed by clear activity for each step. Majorly, teacher C developed the scientific approach based on the text book. Actually, the rule stated that the design of teaching material and also the description of teaching activity are developed based on the students’ condition and the environment.5 Therefore, in this case, English teacher C was still less on designing authentic teaching material and also the instruction activity for the real learning of students contextually.
5
Ibid., p. 9
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Still for English teacher C, from the design of lesson plan especially in main activity, it can be seen that she described the five steps of scientific approach orderly. She started to do observing process, questioning, experimenting, associating, and communicating. Not only the order of those five steps above, she also completed those steps by exact activities. So in the closing activity, she described what exactly done in this session. According to the Law Number 14 year 2005 stated that assessment process towards learning result conducted by teachers is kind of teacher’s professional duty.6 So that teachers have to assess students’ learning. For this case, as stated in the appendix of the Ministry of National Education and Culture law number 103 Year 2014 that the design of instruction assessment by determining the range, technique, assessment instrument, and scoring guideline.7 Based on the lesson plan analysis, English teacher A only provided the instrument of assessment by attaching the list of question in her lesson plan. Different from her, English teacher C provided her lesson plan by attaching assessment technique, scoring guideline, and also rubric of scoring. However, the instrument of assessment wasn’t attached in her lesson plan. In lesson plan aspect, it was obtained different facts from three seventh class English teachers. As described above that the implementation of 2013 curriculum especially in lesson plan aspect didn’t run well because still found the mismatch in this aspect. It was quiet ironic considering that this school was chosen as the model of 2013 implementation from the beginning of 2013 curriculum officially implemented by the minister as what vice headmaster said below. “Peneliti : terkait dengan kebijakan kurikulum di sekolah ini, sudah berapa lama atau sejak kapan sekolah ini menerapkan kurikulum 2013 pak? Guru : ini tahun yang ketiga. 6 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 104 Tahun 2014: Penilaian Hasil Belajar oleh Pendidik pada Pendidikan Dasar dan Pendidikan Menengah, p. 2 7 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014. loc. cit.
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Peneliti : tahun yang ke tiga? Guru : iya, jadi berjalan di tahun ketiga jadi sudah dua tahun lebih ya, hampir dua setengah tahun. Peneliti : alasan apa yang membuat sekolah ini menerapkan kurikulum tersebut pak? Guru : pertama ditunjuk, alsan utamanya itu.” (Wednesday, 18th November 2015) Translation, R: Researcher, T: Teacher “R T R T R T
: Related to the curriculum policy in this school, how long this school has implemented 2013 curriculum? : It is the third year. : The third year sir? : Yes, so it has already implemented in the third year so it is more than two years, almost two and half years. : What was the reason that this school implement this curriculum sir? : The first was because we were ordered, that was the main reason.”
In the other hand, actually those teachers were already partaken to several 2013 curriculum training and also workshop related to its characteristic and implementation. Hence, logically, those teachers must be more professional and prepared to implement 2013 curriculum especially in lesson plan design which is as the basic component before starting the instruction. 2. Instruction Process a. Teaching Method In this session the finding and discussion was about the instruction process which contained the teaching and learning process of seventh class English teachers in SMPN 3 South Tangerang. The instruction process covers three main activities that are opening session, main activity, and the last is closing session. Those activities were actually seen based on the characteristic of 2013 curriculum which employs scientific approach as the model of teaching process. Based on what stated in the Law of Ministry of National Education and Culture Number 103 year 2014 the instruction process should be conducted based
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on lesson plan.8 In this case, so that according to this law, actually all of teacher should design the lesson plan before giving instruction in their class. However, from the observation data was obtained that English teacher A taught the class without using the lesson plan. It is proven by her lesson plan which didn’t suit to the 2013 curriculum, whereas the syllabus and material based on 2013 curriculum. This condition also happened in English teacher’s C instruction considering that English teacher C didn’t design the lesson plan in written form. For the instruction of English teacher C, unfortunately researcher wasn’t able to observe because the instruction process wasn’t available anymore at that time. From that fact, it was assumed that two English teachers didn’t run the procedure in teaching as ruled in the ministry law at least from administrative aspect. Related to the method of teaching, it was obtained that English teacher A used team assisted method. According to her, this method was supposedly to be employed because it suits to the characteristic of 2013 curriculum itself. This argumentation was stated in her statement as below. Peneliti : kalo terkait dengan metode mengajarnya gitu bu, apakah membentuk kelompok atau persentasi itu ada ga bu? Guru : ya harus, kalo sekarang di kurikulum 2013 anak itu lebih banyak kerjasama dengan temannya, ada kan kalo di bahasa inggris team assissted individually ya, nah itu dipakai, bagus.” (Tuesday, 10th November 2015). Translation, R: Researcher, T: Teacher “R T
: If related to the method of teaching, do you create group or group presentation? : It is a must, because in 2013 curriculum students are more cooperated with their friends. We know that there is team assisted individually, so that is used, it is good.”
According to English teacher C, the most significant different in 2013 curriculum especially in teaching process that was more focus on students. So the activity of teaching and learning process employed students center as the 8
Peraturan Menteri Pendidikan dan Kebudayaan Nomor 104 Tahun 2014 op. cit., p. 3
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instruction paradigm. This statement was proven by the result of interview as below. “Peneliti : kalo dalam apanya, dalam pengajaran sendiri itu, dalam metode pembelajarannya dalam bahasa inggris itu pak, yang berbeda itu apanya pak? Guru : yang berbeda, alhamdulillah siswa lebih banyak bekerja daripada yang dulu. Jadi anak lebih banyak bekerja, lebih banyak aktif. Mulai dari bertanya, mulai dari mengerjakan latihan, menciptakan sebuah karya. Karya itu macam-macam, mulai dari membuat surat membuat deskripsi, menyampaikan dialog, persentasi, terus membuat sebuah karaya kaya tulisan notice, ya seperti itu. Jadi di dalam K-13 siswa diajak untuk berkreatif juga, ke sana larinya.” (Thursday, 12th November 2015) Translation, R: Researcher, T: Teacher “R T
: Related to the teaching itself, in method of teaching especially in English, what is the different? : “The different, thanks god that students are more active in work than before. So that students more work and active. Started from questioning, doing the exercise, and creating a creation. The creation could be varied, like writing a letter, writing description text, performing dialogue, doing presentation, and creating notice written creation, like that. So that in 2013 curriculum, students are stimulated to be creative, that is the purpose.” (Thursday, 12th November 2015)
For the English teacher C, it was obtained that she used scientific approach as the method and approach in her teaching. This fact was stated in her lesson plan. So that those three seventh class English teachers had different way in their teaching. From those ways, it can be assumed that English teacher A employed team assisted teaching, English teacher B employed student center, and English teacher C employed scientific approach as the method of teaching. Actually their perception suited to the characteristic of 2013 curriculum in the teaching aspect.
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According to Silvia that the model of cooperative learning is the model which can comply the instruction process in 2013 curriculum.9 In this case, team assisted individualization is also one of cooperative learning model.10 So that what English teacher A stated was suitable with the teaching and learning model in 2013 curriculum. Student centered was also one of teaching and learning belief in 2013 curriculum. According to what Winarni stated that in 2013 curriculum, teachers have to change their mind-set from teacher centered into student centered.11 Then Scientific approach is undoubtedly as the characteristic of 2013 curriculum in teaching and learning process as stated in the appendix of the Ministry of National Education and Culture law number 103 Year 2014.12 However, from those ideas, team assisted individualization was the most appropriate as the methodology or model of teaching and learning process. Whether scientific approach and student centered are different concept. In this case, Anthony in Richards and Rodgers interpreted the approach, method, and technique that they were different each other.13 So what English teacher B and C believed in teaching method was actually mismatch to what Anthony said. b. Media of Teaching The next session was about the use media or equipment in instruction process to assist teacher and student in teaching and learning. Here is the students’ questionnaire result about the use of media in teaching and learning process.
9 Silvia Eka Nuril Laili Agustina, Supriyono. 2014. Penerapan Model Pembelajaran Kooperatif Tipe STAD (Student Teams Achievement Divisions) yang Berorientasi pada Kurikulum 2013 untuk Materi Gerak Melingkar Beraturan di Kelas X SMA Negeri 3 Tuban. Jurnal Inovasi Pendidikan Fisika (JIPF). Vol. 03. No. 02, p. 74-75 10 Ghora Vira Amarendra and Subuh Isnur Haryudo. 2015. Pengaruh Model Pembelajaran Kooperatif TAI (Team Assisted Individualization) dengan Startegi Elaborasi. Jurnal Pendidikan Tekno Elektro. Vol. 04. No. 03, p. 1077 11 Sri Winarni. 2014. Peranan Cooperative Learning dalam Pembelajaran Matematika pada Kurikulum 2013. Edumatica. Vol. 04. No. 01. p. 17 12 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014, op. cit., p. 3 13 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 2001), p. 19
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Table 17. The table of students’ questionnaire result at seventh class of SMPN 3 South Tangerang. No Teacher Number of Participant Yes No 1
English teacher A
39
11
28
2
English teacher B
39
24
15
3
English teacher C
20
13
7
From the table above, it said that English teacher A rarely used media considering students’ response on the questionnaire. However, different result was obtained from interview result that English teacher A often used media such as laptop, in-focus, sound etc. This statement came from the interview result as below. “Guru
: mungkin menggunakan media pembelajaran lebih banyak, jadi kita menggunakan kaya audio visual kaya gitu, jadi udah biasa kali bawa laptop bawa infocus ke kelas kaya gitu, kebetulan kan di sekolah disediakan dan kelas reguler juga boleh pake, jadi mungkin ya untuk unit-unit tertentu atau bab-bab tertentu kita bisa menggunakan infocus. (Tuesday, 10th November 2015)
Translation, R: Researcher, T: Teacher T
: Perhaps we use more teaching media, so we use audio visual media. We get usual to bring laptop, in-focus to class, because school provides it and regular class is also allowed to use it. So for some specific units and chapters we can use in-focus. So did English teacher B, he said that the used of media and equipment
was like habitual activity. Here is his statement in interview result related to the use of media and equipment. “Peneliti : kalo media atau sarana pembelajaran biasanya pake apa pak? Guru : kalo itu kita bikin sendiri, kalo bahasa inggris jarang ada. Peneliti : jarang ada ya? Guru : iya. Peneliti : penggunaan seperti proyektor, lcd itu pasti ya? Guru : ah itu mah pasti, pasti ada itu, sudah pasti ada itu. Peneliti : kalo alat-alat misalkan alat peraga seperti itu atau apa itu?
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Guru
: alat peraga, kita belum punya, paling tengkorak doang yang badan-badan itu, itu juga ga masuk ke pelajaran juga si. (Thursday, 12th November 2015) Translation, R: Researcher, T: Teacher “R T R T R T R T
: If related to media and facility in teaching, what do you usually use? : We made by ourselves, because in English the media is still scarce. : Is it rarely found? : yes. : How about in-focus use, is it a must? : Of course, it is available. : If the equipment such as model tool, is it available? : We don’t have it yet, perhaps it is like a skull which consists of part of body, but it doesn’t include in material actually.
For English teacher C, as stated in her lesson plan, she also used media in her instruction process. She used pictures and slide show in presenting her material as well. As explained above that the interview session for English teacher C wasn’t available. Hence, the triangulation data only came from students’ questionnaire data and lesson plan observation. Different result was obtained from teaching and learning process of English teacher A. As observed, in the practice of teaching, she didn’t use the media like what she stated in interview result. This result was actually supported by students’ questionnaire result above that students claimed that English teacher A usually doesn’t use media in major. However, English teacher C was better, he used the media which was in form of miniature. This media was used for explaining the material of teaching. From this fact, it can be said that what English teacher A did didn’t match with her statement and also didn’t suit to what stated in the appendix of the Ministry of National Education and Culture law number 103 Year 2014. It states that teachers have to utilize the information and
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communication technology to improve the efficiency and effectiveness of instruction process.14 c. Teaching Process 1) Opening The next step was opening session. Based on the observational of instruction process, both English teacher A and B already employed three steps that are opening, main activity, and closing. This process suited to the implementation of instruction process in the appendix of the Ministry of National Education and Culture law number 103 Year 2014.15 Based on this rule, there are five activities which at least can be done in opening session. As resulted in the finding (see appendix) that English teacher A didn’t perform those five activities in complete such as presenting the competence which will be achieved and the benefit in daily life. Actually, this activity is important for the beneficial of learning objective to the real life which is stated in the same law.16 This activity actually as the point that bridge what learned in class and the benefit it the real life. For some activities, teacher A attempted to perform them in her way. As the result, discussion of connecting the previous competence with current competence wasn’t placed in the opening session, however, it was presented in closing session. This fact perhaps based on her statement in interview result as below. “Guru
: Itu mempraktikkannya di kelas itu lah kadang-kadang kita sudah ngga terperinci lagi, tapi ide pokoknya tu tetap aja membuat anak tuh kita harus mengaitkan dulu pelajaran yang kita ajarkan itu, nah kaitkan dulu dengan kemarin yang pernah disampein, materi pembelajaran. Jadi anak itu masih ada keterhubungan, yang penting kan keterhubungan kesinambungan. Di K 13 kan gitu.” (Tuesday, 10th November 2015)
Translation, T: Teacher
cit., p. 4
14
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014, op.
15
Ibid., p. 10 Ibid., p. 2
16
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“T
: Sometime to practice (scientific approach) in class wasn’t specific for each activity anymore. However, the important thing that to teach student we have to relate the subject learned to day with the subject learned previous which has been presented. So that students were still related, the important that correlation and continuity. That is the important in 2013 curriculum.”
For the transparency of assessment technique was presented in detail such as scoring technique would be in group not individually. As addition, in this session, English teacher A informed the students that whoever is active in the class, she/he would be given star as the appreciation. Even though the teacher already conducted several activities, however, English teacher A wasn’t maximum in doing the opening session for the lacked some activities and also misplacement in one activity. Related to the observation of English teacher B instruction process, in performing opening process English teacher B mostly did what was stated in the Law of Ministry of National Education and Culture Number 103 year 2014 as well. In creating the good atmosphere, English teacher B prepared the equipment of instruction and prayed together. What English teacher B did actually suited to the purpose of 2013 curriculum itself that to create good character of students and also obey to the religion that become the characteristic of 2013 curriculum itself.17 The next step was discussing the correlation between the competence being learned with the previous competence. As recorded in interview result, teacher B stated that discussing learned competence with previous competence was important. This statement was stated in interview transcript as below. “Guru
17
: Nah setelah menanyakan baru lah siswa diberikan arahan tentang apa yang dia pelajari, terus apa-apa yang kira-kira berhubungan yang relevan yang dengan apa dia pelajari.” (Thursday, 12th November 2015)
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan No. 68 Tahun 2013: Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Pertama/Madrasah Tsanawiyah. p. 3
70
Translation, T: Teacher “T
: Therefore, after questioning session, then students are given the direction about what they learn, and everything which is probably relevant to what they learn.”
However, the result of observation to the instruction process said the inverse. English teacher B didn’t do this process. So that the teacher missed one step of opening session which is stated in the Law of Ministry of National Education and Culture Number 103 year 2014. However, English teacher B presented the competence which would be achieved in the instruction process orally. It meant that he practiced this step based on the law. In the beginning of the instruction, English teacher also presented the outline of material coverage to the students clearly. So for this step, English teacher B did well as stated in the law. The last step was presenting the range of assessment technique. For this step, English teacher B didn’t do it clearly. So over all, in opening session, English teacher B was approximately the same as English teacher A that didn’t perform it completely based on the law because missing some activities and less of clarity. Dealing with the instruction process of English teacher C, the data was obtained from the lesson plan. As stated in lesson plan, the opening session was conducted in several activities such as say hello and greet to students, asking students’ condition, checking students’ presence, asking students’ readiness to study, asking students to pray together before starting the teaching and learning, relating teacher’s experience to the lesson, presenting the learning objective, explaining the learning activity which would be conducted, presenting the aspects to be scored, warming up through sing a song. These activities theoretically represent what stated in the Law of Ministry of National Education and Culture Number 103 year 2014 especially in the opening session.
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2) Content (Scientific Approach) The next session was about the content activity which talked about scientific approach. Here is the English teacher’s A perspective on scientific approach. “Peneliti : kalo terkait dengan scientific approach yang ada dalam kurikulum 2013 itu, bagaimana menurut ibu? Guru : scientific approach itu dari dulu memang udah ada, cuma kita ngga tau waktu istilah di kurikulum 2006, kan kita ga tau persis itu istilahnya apa, oh ternyata sekarang kita menggunakan istilah observing kemudian questioning, iya kan, kemudian asscotiating dan seterusnya.” (Tuesday, 10th November 2015) Translation, R: Researcher, T: Teacher “R “T
: If related to the scientific approach in 2013 curriculum, what do you think? : Scientific approach is actually already existed in long time ago, but we didn’t know how to say it in 2006 curriculum, because we didn’t know exactly of the name. Recently we used observing and questioning isn’t it, and associating and etc.”
According to English teacher B, the approach used in 2013 curriculum was scientific approach. This statement was obtained from the interview result as below. “Peneliti : nah kalo dalam action gitu, dalam teachingnya itu? Guru : teachingnya? Peneliti : metodenya atau pendekatannya? Guru : metodenya, nah metodenya itu pake yang sicentifc.” (Thursday, 12th November 2015) Translation, R: Researcher, T: Teacher “R T R T
: So, in the action, in teaching activity (what do you usually do)? : The teaching? : About the method and approach? : The method used is scientific approach.”
As also stated in English teacher C lesson plan that scientific approach was employed in her teaching as the approach. Based on those perspectives, it could be
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understood that those three English teachers knew that scientific approach is one of 2013 curriculum characteristic as stated in the Law of Ministry of National Education and Culture Number 103 year 2014.18 So that at least those three English teachers above knew that scientific approach is the approach used in 2013 curriculum. As stated in the Law of Ministry of National Education and Culture Number 103 year 2014 that scientific approach consists the steps of conducting the teaching and learning process especially in content activity. Those steps are observing, questioning, experimenting, associating, and communicating.19 In this case, the teachers as the spearhead of curriculum implementation should conduct those steps orderly and properly.
a) Observing The first step was observing activity. In this step, English teacher A said that there was a specific activity in conducting the observing step. Her statement as obtained in the interview result as below. “Peneliti : tapi yang jelas ngga ada aktivitas khusus buat observing itu apa, questioning itu apa. Atau ada? Guru : Ada lah, jadi kalo perlu kita bawa aja yang di laptop kita yang udah ada pake infocus dilihatkan ke anak, liatin contoh kalimat yang akan dipakai. Misalkan ini deskriptif teks, kita lihatkan saja contoh contoh deskriptif ini misalkan. Kan mereka ngamatin tuh, oh itu deskriptif judulnya my house, my bedroom, my classroom misalnya, kaya gitu.” (Tuesday, 10th November 2015) Translation, R: Researcher, T: Teacher. “R T
: However, so there is no the specific activity for observing and questioning, or they have? : Of course they have, so if it is necessary to bring laptop then we show the example of sentence using in-focus to students. For example, it is descriptive text, just present those examples of descriptive text. So they will observe, wouldn’t they? Oh that
18
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014, op.
19
Ibid., p. 5-6
cit., p. 3
73
text’s title is My House, My Bedroom, My Classroom, it is for example.” What she stated above was actually congruent to her practice in the class. As resulted in observation process, the observing process was conducted through reading descriptive text which was ordered by the teacher. As stated in the in the Law of Ministry of National Education and Culture Number 103 year 2014 that reading is one way to do observing process.20 So that, English teacher preformed the observing process as the first step in scientific approach. The result of observation above was also supported by students’ questionnaire. According to the data collected from students’ questionnaire, it said that students felt that the teacher often gave them the chance to do observation. It can be proofed that there were thirty-five students said yes and there were four students no for the item number 4. So did English teacher A, English teacher B also portrayed his argument on the scientific approach process. From the interview process revealed that the observing was the first step in scientific approach then followed by questioning, as indicated as below: “Guru
: nah iya, yang mulai dari melihat, mengamati, setelah mengamati melihat, mendengar, memperhatikan nah itu yang pertama, nah yang kedua itu siswa wajib menanyakan.” (Thursday, 12th November 2015) Translation, T: Teacher
“T
: So that, (The scientific approach) started from seeing, observing, after observing looking, listening, paying attention are the first, and the second is students are demanded to do questioning.”
In the practice as observed, English teacher B conducted the observing process by asking student to observe the miniature of building which was prepared by the teacher. The observing process was conducted through looking at the design of miniature. As the supporting what was observed, the students’
20
Ibid., p. 5
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questionnaire stated that there were thirty-eight students contended that English teacher B often gave them chance to do observing. According to English teacher C as written in her lesson plan, the observing process was also conducted. The observing process was performed that students were often listened and witnessed teachers and people mention and ask the attitude, behaviour, and human, animal, thing function based on their social function. From those facts and teachers’ perspective on observing process, all of them had already understand how to do it. It was proven that asking students to read, see or look, listen and witnessed was appropriate instruction on observing process. It was also stated that the process of observing the fact or phenomenon covers seeking the information, seeing or looking, listening, and reading.21 As addition, Rudi and Heli actually stated that observing process is conducted towards the environment, and social life which contain the fact and could be meaningful for students’ life.22 Therefore, based on this statement, what English teacher B and C did were more contextual related to the observing process that they used authentic material and real media. However, what English teacher A did was common way that actually didn’t portray the objective of learning itself which supposedly relates to the real life. In this step, English teacher B used media to present the material. Whether English teacher A only used textbook in her teaching, and English teacher C unknown. In this session, English teacher A only asked students to read what was in the textbook. Through this process, students weren’t really enthusiastic to do. Actually, this session could be done by using media of instruction such as laptop, lcd-projector, and also can be assisted by teacher’s kit. As stated in directorate of Senior High School development that to support the teaching of English in order to be maximum and interesting students’ interest is by using the set of media and technology such as CD, VCD, DVD, radio, and etc. and can be completed by 21
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, Naskah Bahasa Inggris, p. 5 Rudi Susilana and Heli Ihsan. 2014. Pendekatan Saintifik dalam Implementasi Kurikulum 2013 Berdasarkan Kajian Teori Psikologi Belajar. Edutech Jurnal, Vol. 1, No. 2, p. 186 22
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other media such as newspaper, magazine, brochure, and etc. 23 the used of media is also as the server and connector the message of lesson in detail and more interesting.24 So that English A teacher needed more creative way in doing this session.
b) Questioning The second step was questioning process. According to the Law of Ministry of National Education and Culture Number 103 year 2014 that questioning process could be conducted by creating and offering the question, asking and answer, discussing the unclear information, and only as clarification.25 Related to this process, English teacher A actually had already given chance to students to create or ask question. As resulted in observation that the questioning process was more focus on the task given, not to the main material. In the fact, the process of questioning related to the material was conducted in each group discussion. Even though they were not guided in specific to create question about asking opinion, but they were active to seek the answer together. From students’ questionnaire, it was obtained that most of student said that teacher A gave them many chances to ask question during the instruction process. It was proven that thirty-eight students said yes and one student said no for the item number 7, and it was very massive distinction of result. The questioning process according to English teacher B was the second step of scientific approach. In the practice, questioning process was attempted to be implemented by teacher B. Inside of this process, teacher B let students to ask any question. This process was held after students were given the instruction related to the task. One student asked to the teacher about the miniature observed. As the response towards the question, teacher B answered and explained what
23
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, op. cit., p. 7 Dr. Arief S. Sadiman, et.al, Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatannya, (Jakarta: Raja Grafindo Persada, 1996), ed. IV, p. 10 25 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014: loc. cit. 24
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being questioned orally. This process was also suitable as what stated in interview result by teacher B as below. “Guru
: Harus kalo bisa menanyakan apa yang dia lihat, apa yang dia dengar, apa yang dia baca, apa yang dia pahami di depan tadi.” (Thursday, 12th November 2015) Translation, T: Teacher “T
: It is a must, that students have to ask what they have seen, what they have heard, what they have read, and what they have understood in front of.” Students’ questionnaire said that mostly, English teacher B always gave
them chance to ask question. It is proven by the result of questionnaire that there were thirty-eight students said yes and only single student said no. So this data actually supported the fact obtained in observation of instruction process. As stated in lesson plan of English teacher C, she also planned to do questioning process in her teaching. The questioning process according to her should be done under the guidance and instruction of teacher. So the questioning process could be under controlled and stick on the material. From those finding related to questioning process, actually all teachers had already attempted to do it. Start from giving them the chance to ask question. However, even though questioning could be conducted by creating and offering the question and discussing in group discussion like what English teacher A and B did, but actually this process needs the monitoring and also guidance from the teacher. As stated in law number 14 year 2005 about teacher and lecturer in first chapter article stated that teacher is professional educator with the main duty to educate, teach, guide, direct, train, assess, and evaluate students.26 In this case, actually teacher had to guide and monitor them in questioning process in order to be more useful and meaningful as its objective. Questioning has the significant role in teaching and learning process. According to directorate of Senior High School development that questioning process aim to stimulate students to have
26
p. 56
Undang-Undang Republik Indonesia Nomor 14 tahun 2005, Tentang Guru dan Dosen,
77
critical thinking skill, logic, and systematic.27 This condition perhaps was caused by the number of students in the class that was huge, because in one class could be thirty-nine and forty students. Hence, teacher got difficulty to monitor and guide them. Actually this problem was common problem that has happened in Indonesian education.28 So, it is the challenge for not only English teachers but to all teachers to fix the problem out.
c) Experimenting The third step in scientific approach is experimenting or gathering information. Experimenting process according to the directorate of Senior High School development can be conducted through several activities such as reading from other resource, observing the activity, event or certain object, obtaining information, analysing the data, and presenting the result in written or orally. 29 From the observation of English teacher A instruction it was obtained that this process was conducted by students at that time. Teacher gave them the freedom to seek information from the reading text and also from other resource such as dictionary and previous material. Some groups were told to do the task in library. It was aimed to assist student in collect other source of information. This process was mostly done in way of discussion inside group. As addition, from students’ questionnaire obtained that students claimed that teacher A often gave them opportunities to discuss each other in order to find out the information needed. It was proven by the number of students who said yes was more than who said no for the item number 10 in questionnaire. Related to English teacher B, the experimenting process was also found in his instruction. The observation resulted that the activity of experimenting was in form of discussing in group. Based on the observation result, students were ordered to make group discussion, because the further activity was answering the 27
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, op. cit., p. 5 Sahiruddin: The Implementation of the 2013 Curriculum and the Issues of English LanguageTeaching and Learning in Indonesia. The Asian Conference on Language Learning 2013, Osaka, 2013, pp. 567-574 29 Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, loc. cit. 28
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task in text book. In this discussion, students were sharing information each other related to the task. Therefore, experimenting was also achieved through this activity because they tried to do the real activity based on lesson. In this activity, teacher B also gave students freedom to access any information needed to do the task. The information was majorly obtained from dictionary, text book, and their own experience and discussed it in group. To support this evidence, from students’ questionnaire number 10 resulted that there were thirty-five students who said yes and four students said no. Back to the lesson plan of English teacher C, experimenting process was also included in her lesson plan. In this process, English teacher C put four steps to conduct experimenting step. The first that students listened and watched many examples of interaction through saying and asking the behaviour of people, animal, and thing. The second step was students imitated those examples using English utterances. The third step was that teacher guided students to identify the feature of social value, text structure, and language feature. The last step was teacher asked students to practice collaboratively about the material using English through simulation and role-play. Considering that the experimenting process could be done as stated above, so that these three English teachers already conducted this process. As seen in the description above English teacher A and B conducted this process in the same way that asking students to gather information from other resource and discussed it in group discussion. In other way, English teacher C conducted through more complex and systematic way. Actually what had they done in conducting this process already suited to what stated in the appendix of the Ministry of National Education and Culture law number 103 Year 2014.30 This process is important to do in teaching process. Throndike and Guthrie in Rudi said that practice or experiment will improve the performance “connection between stimulus and
30
cit.
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014, loc.
79
response”.31 Hence, through experimenting process, students will improve their curiosity in developing their creativity especially in their communication skill.
d) Associating The fourth step is associating. As stated in the appendix of the Ministry of National Education and Culture law number 103 Year 2014 associating process can be done through analysing the gathered information, associating or connecting the related information to find the pattern, and conclude.32 In this process, based on the observation of English teacher A instruction, it can be seen that teacher A gave students freedom to do associating. Students were let to associate the information gathered and discussed it with their teammates to solve the task. The information which was being looked for was just merely to do the task given by the teacher. This process was majorly under controlled by English teacher B. In this session, teacher B exposed many information to the students related to the material of instruction. For instance, teacher gave them many sign of symbols which followed by further explanation. From that explanation, students were asked to use that information to do the assignment in text book. As stated in the lesson plan of English teacher C, the process of associating was planned as well. English teacher C planned this process by asking students to compare the utterance, mention and asking the behaviour of people, animals, and things which had been collected from various resources. Students were asked to compare the English utterance with other language. The last was that students get the feedback from teacher and friends about social function and language element used. From those English teachers’ perspectives on associating process, it could be concluded that actually all of English teacher already attempted to do this process. However, the associating process which happened in English teacher’s A instruction was naturally occurred and seemed that English teacher A didn’t do 31 32
cit., p. 5-6
Rudi Susilana and Heli Ihsan. Op. cit., p. 190 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014, op.
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the specific activity to do this process. In this case, actually teacher should create and supply the specific activity33 through then followed by the guidance and monitoring, hence, the associating process could run well and reach its objective. According to Piaget in Rudi, students recognize and understand the fact based on their previous experience.34 As the result, it could be seen that English teacher A didn’t do this process effectively and orderly and even she didn’t do this process. In other way, this activity was also conducted by English teacher B to the students. After observing and questioning process, English teacher B explained more about public place, symbol, and preposition. As the following action, English teacher B sked students to analyze and observe the building located near by the school, then he asked them to explain the location of the building observed. So, this activity could be put in associating process because in doing this, students associated and connected the information given from teacher with their own information. Therefore, students were able to describe the location with the appropriate preposition. Hence, in this case, English teacher B did the associating process based on the law. It stated that the steps to do associating are processing the information gathered, analysing the data into category form, and associate the related information in order to find pattern and concluding.35 So did English teacher C, she had planned this process well, nevertheless, the process wasn’t observed in her instruction.
e) Communicating The last process is communicating. As stated in directorate of Senior High School development that communicating is a medium to present the result of conceptualization in many ways such as oral presentation, written presentation, and gesture.36 In this case, teacher A ordered the students to communicate with their teammates related to the task given. The communication was also merely
33
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, loc. cit. Rudi Susilana and Heli Ihsan. op. cit., p. 188 35 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014. loc. 34
cit. 36
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah, op. cit., p. 6.
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about answering the task. In the last of this process, students were asked to present their work in front of the class by writing it on whiteboard. In conducting this process, teacher B attempted to create the class into an active and communicative class through asking and answering activity. Moreover, teacher B also facilitated students to communicate each other in their group. The other activity which represented this process was that students were asked to present their project about miniature design in front of the class orally. They created the miniature based on their creativity which has been exampled by teacher. According to English teacher C, as stated in her lesson plan, this process could be conducted in several ways. First was that students used English whenever they had chance to use it related to the material. Second was that students attempted to speak fluently with correct intonation, and write with correct spelling and correct punctuation. The last was that students shared their problems using English especially related to the material. Considering that communicating process could be done through presenting the report in a form of draft, chart, arranging written report, and presenting the report that covers process, result, and conclusion orally37, therefore, what had been done by English teacher A and B and what English teacher C planned represented the communicating process. It because what English teacher A and B done was asking students to present their works in front of the class. Then followed by giving the feedback or score to them. It suited to what Rudi said in his research that the presentation which is done by students should be appreciated by giving score or feedback by teacher.38 Both English teacher A and B did the same activity because their instruction was the same that was doing exercise in group, hence, presentation was the most common way to do this process.
37
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014, op.
38
Rudi Susilana and Heli Ihsan, 2014, op. cit., p. 188
cit., p. 6
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3) Closing The last session was closing step. Based on what stated the appendix of the Ministry of National Education and Culture law number 103 Year 2014 that the closing session at least contains six major activities. They are 1) concluding the subject learned, 2) making reflection towards the activity, 3) giving feedback towards teaching and learning process, 4) teacher assesses students learning, 5) teacher plans the next activity in form of remedial program, counselling service or give individual or group task which suit to student learning, 6) teacher presents the lesson plan for next meeting.39 So that, actually teacher at least conduct those activities in this session. In closing, actually, teacher has to draw the conclusion about the subject which has been learned. However, this activity was done only by correcting the students’ answer. Actually this fact didn’t suit to the purpose of drawing conclusion that cover whole instruction at that time, so that students could get the main point of the lesson. Another activity which English teacher A missed was about the reflection. There wasn’t found any reflection process at that time. However, English teacher asked students about the lesson being learned. So that this action reflected the feedback process. At the end of instruction process, English teacher A didn’t present the next lesson plan, but she left the class after all of group discussion collected the score of task. Hence, over all, in closing session, English teacher didn’t perform well closing, because still lacked of some major activities. From six activities which were stated in closing session, English teacher B only performed the two of them. English teacher B drew the conclusion by asking students about the lesson learned. And the second activity which was conducted was that English teacher B assessed students through the task given. Therefore, English teacher B didn’t do the reflection process, feedback process, and didn’t present the next lesson plan. However, English teacher gave students home project in group that to design the miniature. At the end of instruction, English 39
cit., p. 10
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014, op.
83
teacher B couldn’t control the class because the big size of class. From this fact, actually English teacher B already did the closing session, however, there were some important activities were missed. As stated in lesson plan, English teacher C actually also planned it. There were three activities conducted in closing step. The first step was that teacher and students conducted the reflection together. The second activity was concluding the material. The last activity was giving students assignment for next meeting. From this result, based on the law, there were still three activities which were missed. They are giving feedback, scoring or assessing students learning, and presenting the lesson plan for next meeting. However, this result was only based on English teacher C lesson plan, researcher didn’t know how did she practice those activities in the instruction. In instruction process as discussed above, it was recognized that there were different perspectives in some aspects and also some missed in the process. The difference and missed implementation could be caused by several factors. Such as the understanding of 2013 curriculum, understanding about the scientific concept, the number of partaking 2013 curriculum training or workshop, and the last was pedagogical competence of each teacher. According to research of Federation of Indonesian Teachers said that the implementation of 2013 curriculum was too hurry. It caused by the less of curriculum training and also the training wasn’t maximum. It is proven that many teachers keep on their ancient mind-set rather to current mind-set. Moreover, to change the previous mind-set into the new one (scientific approach) needs more time to do. 40 From this factor, actually teachers couldn’t be blame one hundred percent, so the institution and curriculum developer also affect this. 3. Assessment Process (Authentic Assessment) According to English teacher A, she claimed that the use of authentic assessment implicitly is useful if it is possible to do. She also agreed that authentic 40
Syarwan Ahmad. 2014. Problematika Kurikulum 2013 dan Kepemimpinan Instruksional Kepala Sekolah, Jurnal Pencerahan, Vol. 8, No. 2, p. 102
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assessment is used to assessed the students’ learning based on what students learned. Here is the interview result of her statement as below: “Peneliti Guru
: kan ini penilaiannya autentik assessment ni bu ya, jadi harus autentik sesuai dengan apa yang kita ajarakan gitu ya? : iya kalo bisa iya seperti itu.” (Tuesday, 10th November 2015)
Translation, R: Researcher, T: Teacher “R T
: For this curriculum, the assessment used is authentic assessment, so is it must relevant to what being taught, isn’t it? : yes, if it is possible.”
Related to authentic assessment, English teacher B also agreed that it is used for assessing the real event or context which could mean to assess what students learned. This statement was obtained from the result of interview as below: “Peneliti Guru
: nah itu, kan apa namanya itu namanya apa pak? Autentik assessment apa bukan pak? : iya sesuai dengan kenyataan.” (Thursday, 12th November 2015)
Translation, R: Researcher, T: Teacher R T
: So that, what is the name (of the assessment) sir? Is it authentic assessment sir? : Yes, it bases on the real event. As addition, teacher B assumed that authentic assessment can be
conducted through three major aspects, they were cognitive aspect, affective, and psychomotor. This statement was also based on what stated in interview result as below: Peneliti : kalo terkait dengan penilaiannya itu pak? Guru : penialaiannya banyak, ada tiga. Pengetahuan, sikap, dan keterampilan” (Thursday, 12th November 2015) Translation, R: Researcher, T: Teacher R T
: How about the assessment sir? : The assessment consists many aspects, they are cognitive aspect, affective, and psychomotor.
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Unfortunately, researcher wasn’t able to dig out the English teacher’s C perspective on Authentic assessment, because of the absence of interview session. However, the process of assessment was able to be observed through observation process and documentation of assessment sheet. From what English teacher A and B stated about authentic assessment was actually congruent with the concept of authentic assessment itself. O’Malley and Pierce in Hana stated that authentic assessment as the multiple forms of assessment reflecting students’ learning, achievement, motivation, and attitudes toward classroom instructional activities.41 So what both English teacher A and B assumed was actually correct. As addition, the three aspects which were mentioned by English teacher B were suited to the assessment aspect in 2013 curriculum. His statement appropriated with stated in appendix of the Ministry of National Education and Culture law number 104 Year 2014 that there are three major aspects assessed in 2013 curriculum that were affective, cognitive, and psychomotor.42 Based on this, English teacher B understands the concept of authentic assessment adopted in 2013 curriculum. As explained above that authentic assessment in 2013 curriculum covers three aspects that are affective, cognitive, and psychomotor. Therefore, the further explanation about authentic assessment would be classified based on the three aspects above. a. Affective Affective aspect is one aspect to be concerned in 2013 curriculum. As ruled in appendix of the Ministry of National Education and Culture law number 104 Year 2014 that the affective assessment covers students’ behaviour towards social
value
such
as
receiving
the
value,
responding,
appreciating,
41 Hana Yulinda Fithriyani, Implementing Authentic Assessment: A Challenge for English Language Teachers, p. 2 42 Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 104 Tahun 2014, op. cit., p. 5-9
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comprehending, applying the value.43 So that, this assessment focuses on students’ behaviour in responding the value which relates to the lesson or social. During the instruction process when researcher observed, teacher A assessed students affective. Teacher A had her own technique to assess students for this side. Teacher A made the concept of giving appreciation in form of star to every student who deserves it. At that time, teacher A ordered students to ask question or answer the question, whoever is able to do, he/she will get the special star from teacher. According to researcher, this method was purposely conducted to gain students’ self-confidence and also activeness in learning. However, based on the assessment observation, teacher A didn’t do the activity which assess students’ attitude such as responsibility, carefulness, well behave, and etc. This finding was based on once observation on Tuesday, 10th November 2015. Researcher wasn’t available to track other meeting process. It was probably that teacher A did this assessment at other meetings. Based on the assessment observation of English teacher B, it said that teacher didn’t do the affective assessment process. This fact probably didn’t happen in other meeting which researcher didn’t observe. This argumentation considering the result of interview process that stated about the process of affective assessment. Here is the transcript of interview result between researcher and teacher B. “Guru
: Nah sikapnya tergantung sikap mau nilai yang mana, maksudnya kita kan sikap ada delapan. Tanggungjawab, jujur, disiplin, apa yaa sopan, spiritual. Nah kita dari situ kita milih salah satu aja ngga usah banyak-banyak. Peneliti : oh ga semuanya ya pak? Guru : kalo mau semuanya nanti repot. Peneliti : tapi itu buat itu semua ada indikatornya ga pak? Ada formnya semua gitu? Guru : ada, ada harus ada. Contoh, tadi kan tanggungjawab. Nah kita ambil soal, eh kita ambil indikator yang sikapnya itu siswa bertanggungjawab dengan cara, eh siswa bertanggungjawab 43
Ibid., p. 6
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menulis apa, teks deskripsi sesuai dengan kemampuan masingmasing. Jadi ketika dia menulis kita sudah melihat, oh ini anak menulis, berarti dia bertanggungjawab. Iya kan masuk kan satu. Kemudian kita tambahkan lagi, siswa percaya diri atau PD, apa dari apa PDnya dari menulis sendiri itu kan bisa. Bertanggungjawab iya PD iya kan dua nilainya. Nah kalo mau ditambah lagi misalnya tapi kan repot.” (Thursday, 12th November 2015) Translation, R: Researcher, T: Teacher “T
R T R T
: So for the affective aspect depends on what part would be assessed, because there are eight attitudes to be assessed. Responsibility, honesty, discipline, well manner, and spiritual. From these attitudes, we choose one attitude to be assessed, not too much. : So, we do not take all attitudes? : if we take all attitudes, it will be complicated. : However, for all of aspects, is there the indicator sir? Is there the form for those aspects? : Yes, it exists, it is a must. The example is responsibility. Then we take the question, and we take the indicator which contains the students’ responsibility through knowing students are responsible on what to write the descriptive text based on their ability. Hence, since they are writing we have known that this student is writing, it means the student is responsible. For this, we got one point. Then we add other attitude such as self-confidence. We can know this from their independency on writing. We have responsibility and self-confidence, so we got two points. It is possible to add more attitude, but it will be complicated and take times.”
From the interview result above, actually teacher B had the well concept in assessing students’ affective. He could describe the process and the technique in detail. However, in the practice, he sometimes missed this assessment like the time when researcher observed. Moreover, researcher wasn’t able to obtain the document of assessment sheet because it was in a form of soft file. English teacher C was only one English teacher who designed the scoring guideline which could be obtained. More than that, researcher was able to observe
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assessment process of this teacher. In affective assessment, based on the table of assessment observation, actually teacher assessed students’ affective through oral process. As stated in the table above that teacher assessed students’ confidence by asking the vocabularies before entering the class. This technique used to test their knowledge of vocabulary and also their confidence to say the vocabulary. The other way which teacher C did to assess students’ affective was that in the looking at students’ presentation, how did they present their work, were they confident, and clear or not. From the scoring guideline which had been full filled by teacher C, it was obtained the data of students’ score. Based on this guideline, teacher C focused on two attitudes that were responsibility and self-confidence. Researcher didn’t know was the attitude assessed different from other subject or not. For the score of this aspect, teacher C used the scale 1-4. 1 = never, 2 = sometime, 3 = often, 4 = always. From twenty-nine students, teacher C majorly gave them 4 for responsibility, there were only four students got 3, and for self-confidence teacher C only gave 3 for one students while the rest got 4. From the English teachers above, only two teachers that were English teacher A and C who conducted the affective assessment when observation conducted. However, in conducting this assessment, both of them had different way. From the explanation above, it is seen that English teacher C more detail and structured than English teacher A. This finding could be caused by the presence of scoring guideline which has specific criteria to be assessed, whether English teacher A didn’t have it. In this case, actually what English teacher C did was suitable to the appendix of the Ministry of National Education and Culture law number 104 Year 2014 that the assessment should have the standard of criteria.44 As addition, the rubric of scoring is important to support meaningful selfassessment as well as criterion-referenced assessment by teachers and peers.45 44
Ibid., p. 4 Joel R. Montgomery. 2008. Authentic Assessment Rubric for SIOP Lesson Plan. University of Phoenix: This working paper was originally created to meet the requirements of a graduate education class at the University of Phoenix, p. 3 45
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However, both of them had the same way to assess this that was through observation process as the instrument. This instrument was one of several instruments which can be used to assess affective aspect as stated in appendix of the Ministry of National Education and Culture law number 104 Year 2014 that there are four instruments could be used in assessing affective aspect. They are observation, self-assessment, peer assessment, and anecdotal record.46 In this case, actually English teacher B did this process that probably in other previous meeting. English teacher B assessed students’ affective through conducting selfassessment which was in form of students’ portfolio. This instrument was also stated in appendix of the Ministry of National Education and Culture law number 104 Year 2014.47 What English teacher did in assessment process suited to his statement in interview process that he assessed students’ responsibility. Related to the criteria and rubric of assessment, they weren’t available because they were in the soft file. b. Cognitive Based on the observation, teacher A assessed students’ cognitive through written test, and short answer test. The form of written test was about the answering the question in textbook related to the material. And for short answer test was also in form of answering task in textbook. Beside the both of tests above, teacher also gave students another task such as homework. At that time, teacher A asked the students to do another exercise in textbook as their homework. However, sometimes teacher A didn’t take the score from students’ homework. Based on the same observation, teacher A scored students’ work based on their answer on the exercise. At that time, the scoring process was conducted to the group of discussion. Therefore, the scoring process based on group work, instead individual. The scoring process was conducted at the end of lesson after
46 47
Ibid., p. 13-15 Ibid., p. 13
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the presentation of each group about their answers, and teacher A corrected the answer. After the presentation ended, teacher A ordered each group to take note of the score obtained. Then each group collected the member name of the group together with score of group. Beside the paper score which came from students, teacher A also had the scoring sheet to record the score. So, teacher calculated the score and put it into students’ score sheet as well. Based on the observation of assessment table above, the score scale was about 70-95. Almost the same as English teacher A, English teacher B also assessed students’ cognitive through correcting students’ answer on the assignment in text book. Actually in the beginning of instruction process, teacher B already given the groups the project to create a miniature. For this project, teacher B would assess their work for next meeting. Based on the interview result about assessment process, teacher B also explained the process and the detail how to assess students’ cognitive. He said that to assess students cognitive was just simple way. For instance, it could be done in way of asking the somebody’s part of body if the material is describing the people physically. This statement was conveyed in the interview transcript as below. “Guru
: penialaiannya banyak, ada tiga. Pengetahuan, sikap, dan keterampilan. Nah yang pengetahuan yang tadi ada soal. Si Anu rambutnya bagaimana? Terus si guru ini memiliki rambut, memili badan yang? Nah itu pengetahuannya. Jadi dalam hal pengetahuan itu apa, menyebutkan macam-macam rambut, tinggi badan terus postur, wajah, mata, hidung, telinga eh telinga ga mungkin. Jadi itu aja kan, nah itu pengetahuannya.” (Thursday, 12th November 2015)
Translation, T: Teacher “Guru
: There are many assessments, exactly there are three that are cognitive, affective, and psychomotor. For cognitive side, it can be done by giving question. How is that man’s hair? Then the teacher has hair and body which is? So that for cognitive. So for cognitive aspect by mentioning the kinds of hair, body hight,
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posture, face, eyes, nose, ears, oh no for ears is impossible. That is it, that is the cognitive.” That was how teacher B did the cognitive assessment in example. Actually it will be more beneficial if teacher B prepared the printed scoring guidelines which is usually put together with lesson plan. So, from lesson plan, researcher would be able to detect the exact activity of assessing students’ cognitive. Unfortunately, teacher B didn’t prepare even didn’t make the lesson plan for whole of his teaching. Looking at the result of assessment observation of English teacher C, it showed that teacher C assessed students cognitive. Based on the table above, teacher C did the cognitive assessment through the group project presentation which had been prepared as homework. The project was about the text descriptive which was given to group discussion and each member of group had to memorize the text to present it. So the way how they present the project was assessed as affective assessment, and the product of project was assessed as the cognitive assessment. It was suitable to what stated in the table above that teacher C asked students to create descriptive poster which would be assessed as cognitive aspect. Based on the assessment guideline which was made by teacher C, it contained the criteria of cognitive assessment. Fortunately, the guideline was full filled by students’ score. There were four main criteria in this guideline as the rubric of students scoring. The criteria of scoring was about product of students, was it suitable with the concept arrangement, creatively designed, original work, on time, neatness, and very well done. For each criteria, teacher C used the scoring number. Teacher used 1-4 as the scale of assessment. The highest score was 4 and the lowest score was 1. In the practice, teacher C appreciated students’ work by giving them 4 and 3 for the project. From the guideline obtained that there were twenty students got 4 and nine students got 9. Then the score will be calculated into form 4/4x100. As discussed above that both English teacher A and B had the same way to assess students cognitive that was through doing the exercise in text book and
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presenting it in whiteboard. Almost the same as affective assessment, English teacher C conducted this assessment more comprehensive and detail and also provided by scoring guideline. In this case, English teacher C was better because she also assessed students speaking not only their writing. However, actually the instrument of assessment used by those three English teachers to assess students’ cognitive was suitable and stated in Ministry of National Education and Culture law number 104 Year 2014. 48 Nevertheless, English teacher A and B were still lack of scoring guideline. Therefore, English teacher A and B cognitive assessment process was still not maximum. c. Psychomotor The concept of psychomotor assessment is clearly stated in the appendix of Ministry of National Education and Culture law number 104 Year 2014. In this case, the object of psychomotor assessment are the steps in scientific approach that are observing, questioning, experimenting, associating, and communicating.49 In this session, teacher A also assessed it for students. For this matter, the process and technique of assessment was same as in affective assessment. Based on the observation, the technique and model used to assess affective side had double objective of assessment. In the affective assessment, the technique of giving star was purposely to gain students’ motivation and self confidence in learning. However, in the psychomotor assessment was purposely to give appreciation for student who could create or answer question creatively and correctly. Based on the result of observation, English teacher B used work assessment and project assessment to assess students’ psychomotor. It was seen in observation table that teacher B assessed students’ psychomotor through their creativity of designing the miniature. The technique of scoring was based on the group work, not individual work.
48 49
Ibid., p. 15 Ibid., p. 9
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According to the result of interview, teacher B assessed students’ psychomotor based on their creativity in making sentences. In this case, teacher B took the descriptive text as the example of text. This statement was stated in interview transcript below. “Guru
: Keterampilannya itu tadi, menyusun atau membuat kalimat itu terampil kan, terampil membuat kalimat teks deskriptif.” (Thursday, 12th November 2015)
Translation, T: Teacher “T
: So for the psychomotor aspect is to arrange or create the sentence, it is a creative, isn’t it? Creative to create descriptive text.”
Based on the interview above, teacher B probably assessed the students’ psychomotor through how students created the question in another meeting. In other side, teacher B often gave students the homework. Teacher B also gave students chance to present their works. For the examination, students agreed that teacher B often gave them examination and also showed them the score. It based on the result of students’ questionnaire for number 12-16 that most of them agreed with the statement. Based on the assessment observation, it showed that teacher C also assessed students’ psychomotor. According to the guideline of assessment, teacher C focused on two major skills of psychomotor to be assessed that were writing skill and speaking skill. For two main skills here, teacher C took the writing skill from the project of group and also individual work. As observed that the project at that time was about descriptive text, therefore, teacher scored students’ writing from this project whether in group or individual. Whether for speaking skill, teacher C also assessed it. Based on the observation table of assessment above that teacher C assessed students speaking through checking vocabularies orally and the presentation of project in front of the class. Related to the guideline of assessment of psychomotor aspect which contained two major skills that were writing and speaking, teacher C had the scoring rubric as well. Teacher C used the scale of scoring 1-4 for each skill.
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Almost the same as previous aspect, there wasn’t students got below 3 for each skill. For writing skill, it was obtained that there were twenty-one students got 4 and eight students received 3. For speaking skill, the data said that there were twenty students got 4 and nine students got 3. As addition that in the last part of assessment guideline stated the final assessment. The format of scoring was that affective had 30%, cognitive had 30%, and for psychomotor aspect had 40%. For this fact, it showed that psychomotor aspect had major contribution of final assessment. Looking at what those English teachers did in psychomotor assessment, it could be seen that they used difference instrument each other. As described above, what English teacher A did represented questioning step, what English teacher B did represented questioning and experimenting, and what English teacher C did represented experimenting and communicating. Therefore, what they did actually appropriate to what stated in the appendix of Ministry of National Education and Culture law number 104 Year 2014. Relating to the instrument of cognitive assessment, both English teacher A and C used speaking and writing instrument. Actually, speaking wasn’t stated in the psychomotor assessment instrument, however, English lesson is about language skill, so that speaking can be compared with writing skill. Writing was one of psychomotor instrument as stated in appendix of the Ministry of National Education and Culture law number 104 Year 2014.50 English teacher B also conducted this assessment as explained above. Based on the finding, English teacher B assessed students’ psychomotor through students’ presentation of project. Even though English teacher B didn’t assess this aspect when researcher observed, but the teacher would assess the students’ work on miniature project through their presentation in front of the class. The instrument used was also stated in the appendix of the Ministry of National Education and Culture law
50
Ibid., p. 21
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number 104 Year 2014.51 Therefore, over all, in the use of assessment instrument, those English teachers already did based on the rule. Relating to the scoring guideline, not all of teacher provided it. As resulted in observation of assessment, only English teacher C who provided the scoring guideline and also rubric. This condition showed that in the term of professionalism, English teacher C was more professional rather than English teacher A and B especially in administrative aspect. As also stated in the Law number 14 year 2005 about teacher and lecturer that teacher is professional educator whose duty is not merely teach but also full fill the administrative requirement such as designing lesson plan, designing the scoring guideline and etc.52 In this case, it can be concluded that English teacher A and B were still less of professionalism. 4. The Challenges Faced During the Implementation of 2013 Curriculum Related to the challenges faced by the teacher in implementing 2013 curriculum at SMPN 3 South Tangerang, the data was obtained from interview to three interviewees. Two interviewee were English teacher A and English B, and the last interviewee was the vice headmaster of curriculum. Here is the table of challenges which was taken from interview. Table 18. The table of challenges in 2013 curriculum implementation of SMPN 3 South Tangerang. Interviewee Vice headmaster of
Challenges -
Instruction process in the beginning of 2013
Solution from teacher -
curriculum implemented.
curriculum -
The computerization of assessment.
-
-
Inputting the score into students’ report.
the senior teacher in
-
How to change students’ paradigm from
processing the students’
ancient to the recent paradigm.
score. -
Young teacher assisted
Junior teacher assisted the senior teacher in the
51
Ibid., p. 18-19 Undang-Undang Republik Indonesia Nomor 14 tahun 2005, Tentang Guru dan Dosen,
52
p. 56
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way to input students’ score. -
It needs more time to do that, so the teachers have to be patient in doing this.
English teacher A
-
The process and technique of assessment.
English teacher B
-
The overloaded of students in class.
-
Process of assessment.
-
The effectiveness of instruction process.
-
The less of monitoring from curriculum department
-
The
laziness
of
implementing
2013
curriculum.
Here is the further description of challenges faced during the implementation of 2013 curriculum in SMPN 3 South Tangerang. a. Vice Headmaster of Curriculum Based on the table above, generally, vice headmaster mentioned four major challenges faced in implementing 2013 curriculum. The four challenges were instruction process in the beginning of 2013 curriculum implemented, the computerization of assessment, Inputting the score into students’ report, and how to change students’ paradigm from ancient to the recent paradigm. This statement was taken from the interview process. First challenge was about the instruction process in the beginning of 2013 curriculum implementation. In this case, teachers of SMPN 3 South Tangerang faced the difficulty to implement instruction process based on what stated in 2013 curriculum. This challenge was probably normal to be faced considering that 2013 curriculum contained such huge changes from previous curriculum. This statement suited with the interview result as below.
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“Peneliti : ok, jadi selama ini ada nggak pak keluhan-keluhan dari guru secara umum gitu dalam perubahan kebijakan kurikulum ini pak? Guru : keluhan yang banyak ketika tahun pertama. Peneliti : itu khususnya dalam hal apa pak? Guru : pertama proses pembelajaran dalam kelas. Yang kedua proses, mungkin penilaian tidak masalah, yang menjadi masalah adalah komputerisasinya.” (Wednesday, 18th November 2015) Translation, R: Researcher, T: Teacher “R T R T
: Ok, so far, is there any complain from teachers in general related to the change of curriculum policy, sir? : Many complains were found in first year. : In what case sir exactly? : In the first was instruction in class. The second was process, perhaps for assessment wasn’t problem. What become problem was the computerization.”
Based on the interview above, vice headmaster argued that the assessment process wasn’t problem. It contradicted with most of teachers that implement 2013 curriculum, they claimed that assessment process was problem. However, vice headmaster saw that the computerization of assessment was the challenges for teachers. Fortunately, vice headmaster didn’t worry about this challenges, he claimed that junior teacher who had more knowledge of computer could assist the senior teacher to do assessment computerization. This statement based on the interview result as below. “Peneliti : oh komputerisasinya ya? Berarti pengolahan data nilai ya pak? Guru : iya pengolahan data nilai di komputer. Tapi sekarang sudah mulai, kan kita menangani, menanganinya ada yang komputerisasi dengan cara ada team. Jadi guru-guru yang senior yang kenalan komputernya sedikit, itu dibantu sama yang mudamuda. Untuk yang muda-muda sudah pada bisa dijadikan team jadi membantu. Sekarang, yang senior juga sudah mulai ada yang bisa jadi tahun ketiga ini masalahnya tidak terlalu banyak.” (Wednesday, 18th November 2015) Translation, R: Researcher, T: Teacher
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“R T
: So the computerization yes, it meant about score data analysis, didn’t it sir? : Yes, it was about the score data analysis in computer. However, this time we already begun, we have solved, to solve this challenges using computerization in team. So that senior teachers who had limited computer knowledge were assisted by young teachers. For young teachers, they were able to be involved in team, so they could help. Recently, the senior teachers begin to be able (to do computerization process), so for this third years (of implementation of 2013 curriculum) the challenges is not really much.”
The third challenge was about the inputting students’ scores into report of students. This challenges happened considering that the format of students’ report and assessment different from previous. So that teachers had to adapt with the new format. Here is the interview transcript related to this challenges. “Peneliti : format rapotnya juga berbeda ya pak? Guru : beda, beda jauh beda jauh. Jadi kalo anak-anak yang dulu nilainya seperti apa di SD, nilainya sekarang ini beda bener. Nilainya nampak kaya seperti nilai mahasiswa, tadi ada penjelasan seperti ketika masih TK. Peneliti : oh gitu, ada penjelasan tentang sikapnya seperti itu ya pak ya? Guru : iya, bahwa anak pengetahuannya kurang begini-begini, keterampilannya kurang begini-begini itu ada. Peneliti : itu setiap item ya pak? Misalkan tentang keaktifan itu ada penjelasnnya tentang kerajinan ada penjelasannya seperti itu ya pak? Guru : pengetahuannya sendiri, keterampilannya sendiri ada. Masingmasing, makannya itu yang memberatkan awal tu itu. Ketika munculnya itu nanti kurikulum ini ini ini, itu yang pada pusing sebenernya distu. Kalo di kelas kan menyesuaikan sendiri kan lama-lama bisa ya.” (Wednesday, 18th November 2015) Translation, R: Researcher, T: Teacher “R T
: The format of students’ report is different, isn’t it? : Yes, it is totally different. So, for the score which students had in elementary school, it is different at all right now. The score is like college students’ score, and completed by further description like in kindergarten.
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: So that, it has the description such as in affective aspect, doesn’t it? T : Yes, indeed, that students’ cognitive still less of something, their psychomotor still less of something. R : Is that for every item sir? For the example about the activeness, it has the explanation about the diligence, does it have the explanation sir? T : For the cognitive has an own explanation, so does for psychomotor. Therefore, it was the challenges in the first time. After its appearance, there will be another curriculum, that what made the teachers confuse. If for the process in the class, the teacher will be accustomed to do it time by time.” R
From the result of interview above, it could be seen that in the beginning of 2013 curriculum implementation, most of teachers were difficult to deal with the new format of students’ report. As aforementioned, the format of students’ report in 2013 curriculum is more complex than before. The teacher who had accustomed with previous model would face this challenges as well. However, vice headmaster said that times by times, teachers were able to fix this problem. The last challenge which vice headmaster stated was about how to change students’ paradigm from ancient to the recent paradigm. According to him, this challenges was the most difficult to be faced in 2013 curriculum. This statement was based on the interview result as below. “Guru
: yang saya anggap lebih berat sebenarnya di kelas kalo saya pribadi. Mrubah kita dan anak-anak dari cara berpikir lama ke baru itu yang lebih berat. Tapi yang ditanggapi sebagian guru itu malah yang berat yang di rapotnya itu.” (Wednesday, 18th November 2015)
Translation, T: Teacher “T
: In my own opinion, the more difficult challenge was to change students and teachers form old paradigm into the new paradigm, that was more difficult. However, what some teachers took as the most difficult was about the students’ report.”
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From the interview above also stated that not only students, but also teachers who faced the difficulty in changing the paradigm. Why it was difficult because to change the paradigm wasn’t easy. It needs time and long process to do. In this case, teachers as the spearhead of curriculum implementation have to change their paradigm before asking students to do so. Moreover, for the old teachers who had already been accustomed with their method, it would be more difficult to do rather than the young teacher even the old teacher had already been told in curriculum training or workshop. For this case, not only year to do, but it need years to do. This statement was based on what stated in interview result as below. “Guru
: Yang di kelas menurut saya. Haa di kelas ini yang butuh lama, mungkin tiga empat tahun selesai itu yang ini, yang urusan rapotnya. Tapi kalo nanti di kelas itu bisa jadi ada guru itu yang berubah lima tahun lagi, tapi juga ada yang sudah berubah dari kemarin, awal langsung berubah. Yang muda-muuda langsung berubah kan, karena guru-guru baru, kalo yang udah tua-tua? Ada yang ga bisa berubah cara ngajarnya, bisa jadi cara ngajarnya. Walaupun di penataran sudah diajari cara ngrubahnya.” (Wednesday, 18th November 2015)
Translation, T: Teacher “T
: What I meant is in the class. Because in class needs much times, perhaps it will be three years or four years for this case, yet, the students’ report can be done in short. However, if related to the class, perhaps, there were some teachers who need five years to change. Unfortunately, there were some teachers had already changed recently, even from the first time. For young teachers, they will change immediately, because they are new teacher. How about old teachers? There were some teachers who couldn’t change their teaching method, could be in the way of teaching, even though they were taught in training.”
b. English Teacher A Based on the table above, there was only one challenges faced by teacher A related to the implementation of 2013 curriculum. The challenge was about the
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process and technique of assessment. This statement based on the result of interview as below. “Peneliti : ok bu, buat kendala ni bu, kendala implementasi kurikulum 2013 terhadap pengajaran bahasa inggris secara garis besarnya apa, misalkan dalam pengajaran, dalam penilaian atau apa gitu bu, secara garis besarnya gitu? Guru : iya dong penilaian, kadang kadang lebih ditebak tebak jadi akhirnya. Jadi ini ah anak ini uda secara, ini kdnya udah masuk nih indikatornya udah ada kasih nilai bagus gitu. Tapi ya hasil tes juga menunjang, mid semester tetep masih dipakai nilai UAS masih dipakai.” (Tuesday, 10th November 2015). Translation, R: Researcher, T: Teacher “Peneliti : Ok miss, for the challenges, what is the challenges in 2013 curriculum implementation especially in English language teaching? Such as in teaching, in assessment for instance, in general miss? Guru : Yes, in assessment, sometimes we just guessing. (For example) so for this student was like this, the basic competence is included and also the indicator, so that the student got good score. In addition, the test result has effect, mid test is still used, and the school final test is also still used.” From the result of interview above, it was contented that teacher A saw the assessment as the challenges in implementing 2013 curriculum. In more specific she said that the effect of this challenges made her guessing the score of students. For this fact, the score of students couldn’t be authentic or objective. c. English Teacher B Based on the table above, there are five challenges in 2013 curriculum implementation faced according to teacher B. The five challenges were the overloaded of students in class, process of assessment, the effectiveness of instruction process, the less of monitoring from curriculum department, and the laziness of implementing 2013 curriculum. These challenges were taken from the interview process.
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First challenges related to the overloaded of students in class. This problem was actually reasonable to SMPN 3 of South Tangerang considering the number of students for each class is forty students in average. This challenge was actually the common problem in Indonesia for long time. This fact was actually taken from the interview result as below. “Peneliti : kalo terkait dengan hambatannya pak dalam implementasi K-13 ini? Guru : hambatannya paling jumlah muridnya terlalu banyak.” (Thursday, 12th November 2015) Translation, R: Researcher, T: Teacher “R T
: If related to the challenges sir in 2013 curriculum implementation, (how about this)? : The challenges is the overloaded of students’ number.”
Related to the second, third, and fourth challenge, teacher B said that the process of assessment and the effectiveness of teaching, learning process, and the less of monitoring from the department of curriculum were the problems in 2013 curriculum implementation. this statement suited to the result of interview result as below. “Guru
: untuk penilaian sama untuk keefektifan kegiatan pembelajaran itu kurang juga, pengawasan juga kurang, itu hambatan yang pertama.” (Thursday, 12th November 2015)
Translation, T: Teacher “T
: For the assessment and the effectiveness of instruction process were still also less, the monitoring was also less, that were the first challenges.
As stated in the interview transcript above that first challenges consisted of three aspects. Therefore, researcher classified them into partial challenges in order to be more focus. There was no resolution stated for those three challenges above.
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The last challenge in 2013 curriculum implementation was the laziness of implementing 2013 curriculum. This statement was clearly stated in the result interview as below. “Guru
: Yang ke dua itu tadi, masih ada kemalasan kita untuk mempraktikkan K-13, padahal kalo kita praktekin, akan sangat bagus. Ya saya anggap keren lah bagus lah termasuk bagus. Karena mengedepankan karakter siswa. Pengetahuan tidak terlalu diambil, maksudnya ngga terlalu dibutuhkan lah.” (Thursday, 12th November 2015)
Translation, T: Teacher “Guru
: The second was that, there was still a laziness of us to practice 2013 curriculum. Whereas, if we practice it, it will be very good. Ya, I admitted it (2013 curriculum) was good. Because (2013 Curriculum) considers the students’ character as main focus. The Cognitive aspect is not really taken, it means that it is not really necessary.”
Based on the transcript above, teacher B probably was the one of teachers who faced this challenges. Even though some teachers were lazy to implement 2013 curriculum, he admitted that it is good curriculum. He liked the design of the curriculum that emphasizes the students’ character instead of students’ cognitive.
CHAPTER V CONCLUSION AND RECOMMENDATIONS
A. Overview This chapter contains a summary of research of this study which is also completed by the recommendation to maximize the implementation of 2013 curriculum in English language teaching. The direction of further research which could be done is also added in this chapter as the opportunity for any readers and researchers who has the pure willingness to enhance this study. B. Results This research aimed to investigate the English teachers’ perspective on the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang. As discussed aforementioned that there were four main aspects concerned, they were teaching plan, instruction process, assessment process and challenge in implementing 2013 curriculum. The data obtained from three major techniques that were interview, observation, and documentation, also supported by students’ questionnaire. Related to teaching plan, the data revealed that there were misses in this case. Starting with the absence of lesson plan for one teacher and followed by misappropriate design of lesson plan. However, there was an English teacher who designed the lesson plan based on the characteristic of 2013 curriculum. In this case, it showed that for those three English teachers, they were different each other whether on their perspectives of lesson plan and also the design. In instruction process, actually the scientific approach was adopted in their instruction. However, in the practice, they didn’t conduct the instruction based on the lesson plan designed, except English teacher C. Although scientific approach was adopted, but the implementation wasn’t effective as its purpose. Some activities were conducted in meaningless and not in order. As with the opening
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and closing session, both sessions were conducted averagely not based on the characteristic of 2013 curriculum. Therefore, the instruction process wasn’t really going supposedly based on 2013 curriculum characteristic. As resulted from the data, it showed that the three English teachers agreed and had well understanding about the concept of authentic assessment. As resulted from the data, however, it revealed that only English teacher C who created the guideline of scoring based on the characteristic of 2013 curriculum. Related to the implementation of authentic assessment, the finding showed that only English teacher C who performed authentic assessment properly. From three participants that were vice headmaster, English teacher A, and C, they had different challenges in implementing 2013 curriculum. In this case, assessment was the most crucial aspect as the challenge. Started with the assessment computerization, its process, and its procedure. From the finding also revealed that changing students’ perception, the process of instruction, less of monitoring, and the laziness to implement 2013 curriculum were also the other challenge faced bay teacher. Overall, from the result of those aspects, it could be said that seventh class English teacher in SMPN 3 South Tangerang had already implemented 2013 curriculum officially. However, the implementation was not maximum caused by several misses in three aspects above. The English teachers had different perspective on the implementation each other. There is only one English teacher who implemented 2013 curriculum closely to the order. C. Recommendations The result of study says that the implementation of 2013 curriculum in SMPN 3 South Tangerang especially in English teaching was not maximum. Dealing with this result, many factors were seen as the cause of the problem. Therefore, it would be wise to convey recommendations to improve the implementation of 2013 curriculum on English teaching in SMPN 3 South Tangerang. Here are some recommendations towards this research.
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1. Enriching teachers’ knowledge of 2013 curriculum through various trainings which focuses on their challenges in implementing it. As resulted in this research that the implementation of 2013 curriculum was low quality, it seems that the teacher as the spearhead of curriculum has less understanding about 2013 curriculum. Moreover, many aspects change in the new curriculum such as paradigm of teaching method, assessment process, the design of lesson plan and so on. Even though the government had already conducted many trainings and workshops facing the implementation of 2013 curriculum, however, many teachers are still facing the problem especially in teaching and assessment process. As addition, the format of workshop and training perhaps should be conducted based on the challenges faced by the teacher. Therefore, intensive training and followed by evaluation can be a solution for maximizing the implementation of 2013 curriculum itself. 2. Increasing the monitoring aspect to be more intensive whether from school and also from educational institution. The lack of supervising and monitoring are the one of problem in this case. Supervising and monitoring are absolutely necessary to guarantee that implementation of 2013 curriculum runs on the track. As resulted in this research that there was only monthly gathering with the headmaster to discuss everything and also briefing of 2013 curriculum implementation. However, it is not really sufficient because the supervision and monitoring were not conducted by government to the school as the point of educational institution. Hence, the intensive and scheduled supervision is absolutely urgent to succeed the implementation of 2013 curriculum, not only for English subject, but also all subjects.
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3. Developing the relationship between English teachers to cooperate in succeeding the implementation of 2013 curriculum in English teaching. The result of study portrays that there were differences between seventh class English teachers in some points. This thing could be caused by the different competence of teachers and also the less of cooperation between teachers. Having intense communication between English teachers especially relates to the English teaching according 2013 curriculum can improve their teaching quality and also other important aspects. Through this way, the competence teacher is able to share her or his knowledge effectively because they have same subject and also as partner as educator. 4. Building teachers’ awareness to be more professional teachers by completing administrative aspect in education. A teacher and educator is seen as professional profession in Indonesia. In this case, teacher duty is not only teaching the students but also educating them, and also providing the administrative aspect such as designing lesson plan. From the result of research showed that some English teachers didn’t fulfill the requirement of administrative side. Therefore, it is important for every teacher to be more aware on professionalism of teacher. D. Direction for Future Research This research focused on the teachers’ perspective on the implementation of 2013 curriculum in English lesson and conducted in limited short time. However, it will be more comprehensive research to involve more subject research such as students and stakeholders in the school. Students are also important aspect in education, hence, their perceptions are reasonable to be observed to dig out the implementation of 2013 curriculum. In other side, stakeholders also had significant role in every policy made by the school, so their perceptions on this research are essential from administrative side. Moreover, this research will also give accurate and comprehensive result if it is conducted in long
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period such as one semester. Therefore, the addition of research subject and time research allotment will reveal more comprehensive data to this research. E. Conclusion 2013 curriculum has already implemented in the middle of 2013. Many changes were made such as the disbandment of English in elementary school and begun to be taught formally at junior high school. Scientific approach and authentic assessment which are the characteristic of this curriculum are seen as the solution of Indonesian teaching to be more active and effective. So does in English lesson, scientific approach and authentic assessment can be a good way in its teaching because they offer new concept of teaching. In the practice, the implementation of this curriculum faces many challenges. The new approach of teaching that is scientific approach seems alien to some teachers, so the instruction process majorly remains on teachers’ ancient paradigm. The common problem that is lesson plan design also affects its implementation. The teacher’s reluctance to design lesson plan, and the miss in designing lesson plan are the problem in this case. Assessment process which adopts authentic assessment is seen as most crucial problem in this case. The absence of scoring guideline, miss conducting of assessment process, and also computerization of students’ report was the problem in this aspect. Overall, the implementation of 2013 curriculum in English lesson at seventh class of SMPN 3 South Tangerang still faces many problems, hence, it hasn’t run well yet. To overcome this problem, many sides need to cooperate well. The role of government as policy maker, the stakeholder as the supervisor, and the teacher as the executor of curriculum is absolutely crucial. In order to achieve 2013 curriculum objective, they have to act well according to this curriculum based on their role. F. The Limitation of Research The research with the title “English Teachers’ Perspectives on the Implementation of 2013 Curriculum (A Case Study at Seventh Class of SMPN 3
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South Tangerang in Academic Year 2015/2016)” is still less of many things because the limitation of researcher. The limitations covered many things as below. 1. Not all of English teacher at 7th class of SMPN 3 South Tangerang designed lesson plan in written form. Therefore, researcher couldn’t observe complete lesson plan. 2. For interview session, there was one of English teacher at 7th class of SMPN 3 South Tangerang was reluctant to be interviewed. This condition made researcher couldn’t analyze the statement of this teacher about implementation of 2013 curriculum. 3. There was one of teacher whom couldn’t be observed at her instruction process because at that time the class had no more instruction to be conducted. Hence, researcher wasn’t able to get the instruction observation data for this class. 4. For assessment document, there were only one teacher who gave the assessment document. Therefore, researcher wasn’t able to analyze the two documents rest. 5. Researcher wasn’t able to do interview with the headmaster because of his business. Then the vise headmaster of curriculum took the replacement to be interviewed.
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Tang, Xiaowei. et.al,. The scientific Method and Scientific Inquiry: Tension as in Teaching and Learning. College Park: University of Maryland. Undang-Undang Republik Indonesia Nomor 14 tahun 2005, Tentang Guru dan Dosen, p. 56. V. Hamyan, Else. Approaches to Alternative Assessment, Annual Review of Applied Linguistics. New York: Cambridge University Press, 1995. Wayan As, I. Kurikulum 2013 Perangkat Pembelajaran SMP/Mts Mata Pelajaran: Bahasa Inggris. Jakarta: CV. Az-Zahra, 2013. Winarni Sri. Peranan Cooperative Learning dalam Pembelajaran Matematika pada Kurikulum 2013. Edumatica. 2014 Vol. 04. No. 01. Yulia, Yuyun. An Evaluation of English Language Teaching Programs in Indonesian Junior High Schools in the Yogyakarta Province, Semarang State University, 2014. Yulinda Fithriyani, Hana. Implementing Authentic Assessment: A Challenge for English Language Teachers.
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APPENDICES
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Appendix 1. The observation guideline for teaching plan of ELT confirming the implementation of 2013 Curriculum in seventh class of SMPN 3 South Tangerang.
No 1.
Indikator Study of Syllabus Teachers study KI and KD Teachers study the lesson material Teachers study the teaching process Teachers study the assessment process Teachers study the time allotment Teachers study subject source
2.
Indicator formulation Teachers formulate indicator target KD to KI-1 Teachers formulate indicator target KD to KI-2 Teachers formulate indicator target KD to KI-3 Teachers formulate indicator target KD to KI-4
3.
The teaching material taken from text book, teachers handbook, or other resources.
4.
Teachers explain the teaching activity based on 2013 curriculum feature.
5.
Teachers decide the time allocation based on time in syllabus and divided into opening, content, and closing.
6.
Teachers develop the teaching learning assessment. Teachers decide the range, technique, and assessment instrument. Teachers create scoring sheet.
7.
Teachers decide remedial teaching strategy.
8.
Teachers choose the media, tools, material, and study resource which are designed based on teaching process explanation.
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Appendix 2. The observation guideline for teaching process confirming the Implementation of 2013 curriculum in seven class of SMPN 3 South Tangerang.
No
Indicator Opening
1.
Teachers create a pleased learning atmosphere.
2.
Teachers discuss the learned competence and previously developed related to the competence that will be learned and developed.
3.
Teachers present the competence which will be achieved and the benefit in daily life.
4.
Teachers present the outline of material coverage and activity which will be done.
5.
Teachers present the range and assessment technique which will be employed. Content
6.
Observing a.
Teachers facilitate students to do observation process.
b.
Students observe using the five senses (reading, listening, monitoring, seeing, watching,
etc) whether using media or not. 7.
Questioning a. b.
Teachers facilitate students to do questioning process. Students create and question, question and answer, discuss about unclear information, additional information, or as a clarification.
8.
Experimenting a.
Teachers facilitate students to do questioning process
b.
Students explore, try, discuss, demonstrate, imitate the form/mime, do experiment, read out
of textbook, gather the data from informant through questionnaire, interview, and modify/ add/ develop.
119 9.
Associating a.
Teachers facilitate students to do associating process
b.
Students process the information gathered, analyse the data into category form, associate the related information in order to find pattern and concluding.
10.
Communicating a.
Teachers facilitate students to do communication
process b.
Students present the report in chart form, diagram, or graph, arrange the written report, and present it from process, result, and oral conclusion. Closing
11.
Teachers and students draw conclusion and summary.
12.
Teachers and students make a reflection towards the activity.
13.
Teachers and students give feedback to process and learning result.
14.
Teachers assessing the students learning.
15.
Teachers plan the next activity in every form such as remedial program, counselling service or give individual or group task which suit to student learning.
16.
Teachers present the lesson plan for the next meeting.
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Appendix 3. The observation guideline for authentic assessment observation process of 2013 curriculum at seventh class of SMPN 3 South Tangerang.
No 1.
Indicator Using scoring guidelines. Attitude competency assessment
2.
Using self-assessment, peer assessment, observation, and journal.
3.
The instrument used such as rating scale which followed by rubric, whereas in journal form, it contains educator’s notes.
4.
Using modus as criteria reference. Cognitive competency assessment.
5.
Teachers assess cognitive competence through written test, oral test, and assignment.
6.
Written test instrument: multiple choice, essay, short answer, true and false, matching, and long essay. Long essay instrument completed by scoring guideline.
7.
Oral test instrument: list of question given by teachers orally, and students respond the question, hence, it creates students’ self-confidence. The answer can be word, phrase, sentence, and paragraph.
8.
Instrument of assignment: homework, individual or group project based on assignment characteristic.
9.
Using average scoring as the criteria. Skill competency assessment
10.
Using performance assessment.
11.
Using project assessment
12.
Using portfolio assessment.
13.
The instrument used as list of cheque or rating scale which completed by rubric.
14.
Using optimum achievement as the criteria.
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Appendix 4. The interview guideline about English language teaching confirming to the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang.
No
Category
1.
Indicator Lesson plan design.
Teaching plan of 2013 curriculum
Scientific explanation in English teaching process. Assessment used in teaching. Learning source decision.
2.
The activity in opening section. Teaching process in 2013 Curriculum
Steps in scientific approach. Media using. Assessment in teaching process. The activity in closing section.
3.
Assessment instrument design. Scoring guidelines design. Learning assessment Examination process. in 2013 curriculum Learning scoring process. Assessment using the criteria of attitude assessment. Assessment using the average criteria for cognitive assessment. Assessment using maximum achievement criteria for skill assessment.
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Appendix 5. The headmaster’s interview protocol related to the implementation of 2013 curriculum in English language teaching at seventh class of SMPN 3 South Tangerang.
No.
Indicator
1.
Lesson plan design.
2.
Instruction process.
3.
School facility.
4.
Learning assessment.
5.
The handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum. The effort to solve the handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum.
6.
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Appendix 6. The interview protocol for head of curriculum related to the implementation of 2013 curriculum generally and in English language teaching at seventh class of SMPN 3 South Tangerang.
No.
Indicator
1.
School policy of curriculum.
2.
Instruction process.
3.
School facility.
4.
Curriculum socialization.
5.
The handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum. The effort to solve the handicap faced by seven class English teachers in implementing method of teaching based on 2013 curriculum.
6.
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Appendix 7. The lesson plan documentation guideline for implementation 2013 curriculum in ELT based on teachers’ perspectives in SMPN 3 South Tangerang.
No
Indicator
1.
The design of lesson plan based on syllabus
2.
Lesson plan components a.
School identity
b.
Subject
c.
Class/semester
d.
Time allocation
e.
Core competence
f.
Basic competence KD to KI-1 KD to KI-2 KD to KI-3 KD to KI-4
g.
The indicator of achievement competence. Indicator of KD to KI-1 Indicator of KD to KI-2 Indicator of KD to KI-3 Indicator of KD to KI-4
h.
Subject material
125
i.
Teaching activity Opening Content Closing
j.
Assessment, remedial process, and enrichment. Assessment technique Assessment instrument Remedial and enrichment process.
k.
Media / tool, material, and learning source.
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Appendix 8. The questionnaire protocol for seventh class students of SMPN 3 South Tangerang.
No
Indicator
1.
Students’ presence.
2.
The students’ curiosity to join learning activity.
3.
The teachers’ successful in presenting the material.
4.
The opportunity to observe the lesson during learning activity.
5.
The media used in teaching.
6.
The opportunity to ask question during learning process.
7.
Students’ enthusiasm to ask a question.
8.
Collaborative learning.
9.
The opportunity to discuss during learning.
10.
Teachers’ role in discussion guiding.
11.
The opportunity to communicate.
12.
Giving the task or homework.
13.
Students’ score presentation.
14.
Examination process.
15.
Examination result presentation.
16.
Teachers give the exam result.
No item
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Appendix 9.
128
Appendix 10.
129
Appendix 11. The lesson-plan analysis of English teacher A of SMPN 3 South Tangerang.
No
Lesson plan component
Explanation
1
School identity
The identity of school was written in form of educational institution that was SMPN 3 South Tangerang
2
Subject
Teacher wrote English as a subject of teaching.
3
Class/Semester
This lesson plan was designed purposely for seventh class second semester.
4
Theme
“Shopping” was chosen as the theme of learning.
5
Aspect/skill
Reading was the skill to be developed in this theme.
6
Time allocation
The time allocation was 2x40 minutes for each meeting.
7
Type of text
Descriptive text was the kind of text focused on.
8
Academic year
2012/2013 was the year of learning and teaching activity.
Standard competence
The formulation of standard competence in this lesson plan was actually based on previous curriculum that was KTSP. Because in 2013 curriculum, standard competence is substituted by core competence and basic competence which is clearly stated in syllabus and formulated into lesson plan based on the topic or theme chosen.
Basic competence
Reading skill is the basic competence developed in this lesson plan. This competence also actually still belonged to KTSP curriculum. In 2013 curriculum, this competence was changed into more detail.
11
Indicator
Because the KI and KD did not exist in this lesson plan, the indicator developed based on the teacher’s perception on teaching and subject.
12
Learning objective
In general, the objective of learning was developed based on indicator. Only the use of narration is different.
9
10
130
13
Material of instruction
The material used in this lesson plan was chosen from the descriptive text which talked about Distro store. Researcher did not recognize where the material taken.
14
Method/technique
In this lesson plan teacher used the three phase-technique.
15
Activities Steps of teaching
Unlike with the step of teaching in 2013 curriculum, this lesson plan consisted of three main activities that were opening, main activity, and closing.
Opening
Opening section contained the activities which were done by teacher and students such as greeting, asking students’ condition, checking the students’ presence, motivating students, and explaining the topic which will be taught.
Main activity
in 2013 curriculum, main activity consists of five principle activities that belong to scientific approach. However, in this lesson plan the main activity consisted of explaining the material, and involving the students in the activity of instruction without stating the specific step.
Closing
In closing activity, teacher concluding what had been learned, asking the difficulties faced by students during learning, and asking students to find another descriptive text.
16
Learning resource
17
Assessment
The learning and teaching resource was taken from text book ““Effective English 1 B for grade VII of Junior High Schools Second half-year”, remain curriculum, and script of descriptive text, and pictures.
Technique
The technique used in this lesson plan was oral and written test.
Form
The question of oral and written.
Instrument
Contained list of question related to the descriptive text above.
Assessment guidance
It talked about the guidance of scoring.
Assessment rubric
It was about the standard of assessment which was also provided by score of each item assessed.
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Appendix 12. The lesson-plan analysis of English teacher C of SMPN 3 South Tangerang.
No 1
Lesson plan Component School identity
Explanation The school identity was written SMP N 3 of South Tangerang.
2
Class/Semester
Seventh class for second semester.
3
Subject
English was the subject of this lesson plan.
4
Main material
The main material which taught was description text.
5
Time allocation
Each meeting spent 2 x 40 minutes.
5
Core competence
The core competence was written completely from K1, K2, K3, and K3.
6
Basic competence
Basic competence was written together with the indicator of instruction. KD 1.1 and KD 2.1 were also written together with the indicators. KD 3.1 and KD 4.9 were chosen to be write and it was suitable with the main material of this lesson plan that was descriptive text.
7
Instruction material
For the material of the lesson, teacher C took the social aspect of the text, text structure, language feature and also the topic of the text.
8
Instruction method
9
Scientific approach was chosen. Instruction activity
Opening
In the opening, the teacher started with greeting, asking students’ condition, asking students’ presence, reciting basmallah, and warming up by sing a song.
132
Main activity
In main activity, five activities that were observing, questioning, gathering information, associating, and communicating as the feature of scientific approach were used.
Closing
In closing, teacher and students did the reflection, concluded the material learned, and giving the tasks to students as homework for next meeting.
10
Resource/Teaching media Teacher used textbook “When English rings the bell” and the media used was pictures and slides show.
11
Assessment
The technique used in assessing students’ achievement were writing and oral. Students were asked to write body part and the function of the human, animal, and thing’s body. The last was that student asked to mention the human, animal, and things body.
133
Appendix 13. The result of observation process on instruction activity of English teacher A of SMPN 3 South Tangerang.
No
Indicator
Finding Description Opening
1.
Teacher create a favor learning atmosphere
Teacher directly created the group and conditioned students to be quiet and good atmosphere.
2.
Teachers discuss the learned competence and previously
Teacher connected the material of instruction to the descriptive in the
developed related to the competence that will be learned
early of closing.
and developed. 3.
Teachers present the competence which will be
-
achieved and the benefit in daily life. 4.
Teachers present the outline of material coverage and
Teacher used textbook as the material of instruction and also as the
activity which will be done.
activity in learning process. However, teacher didn’t specify all activities in front of class.
5.
Teachers present the range and assessment technique
Teacher merely presented about the assessment that was based on the
which will be employed.
group work instead of individual work. About the form of assessment, teacher didn’t present it. Content
6.
Observing a. Teachers facilitate students to do observation process.
In the beginning of activity, teacher asked students to read the descriptive text which was in text book together with each group.
b. Students observe using the five senses (reading,
Students read the example of expression in using “what do you think?”
listening, monitoring, seeing, watching, etc) whether
and asking the suggestion.
using media or not. 7.
Questioning a. Teachers facilitate students to do questioning process.
Teacher gave the students to free chance to ask everything about the material and the task given. And teacher taught them to construct the question to ask suggestion.
b. Students create and question, question and answer,
Students asked and discussed about the task given by teacher with their
discuss
team mates and also teacher.
about
unclear
information,
additional
information, or as a clarification. 8.
Experimenting a. Teachers facilitate students to do gathering process.
Teacher give the students free access to take any information from the text in text book used.
b. Students explore, try, discuss, demonstrate, imitate
Some groups went to the library to find out another information related
the form/mime, do experiment, read out of textbook,
to the material of lesson.
134 gather the data from informant through questionnaire, interview, and modify/ add/ develop. 9.
Associating a. Teachers facilitate students to do associating process.
Teacher give student opportunity to associate with their team mates in form of discussion.
b. Students process the information gathered, analyse
Each group gathered the information from the discussion to answer the
the data into category form, associate the related
following questions stated after the text in text book.
information in order to find pattern and 10.
concluding.
Communicating a. Teachers facilitate students to do communication
During the instruction process, teacher let the students to discuss in the
process.
group.
c. Students present the report in chart form, diagram, or graph, arrange the written report, and present it
Students presented their work which is about answering the task in front of the class by writing it on the whiteboard.
from process, result, and oral conclusion. Closing 11.
Teachers and students draw conclusion and summary.
There is no the specific conclusion session, however in general, teacher concluded the lesson by correcting the students’ answer in front of the class.
12.
Teachers and students make a reflection towards the
-
activity. 13.
Teachers and students give feedback to process and
-
learning result. 14.
Teachers assessing the students learning.
Teacher appreciated students who was able to answer correctly by giving star.
15.
Teachers plan the next activity in every form such as remedial
program,
counselling
service
or
-
give
individual or group task which suit to student learning. 16.
Teachers present the lesson plan for the next meeting.
-
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Appendix 14. The result of observation process on instruction activity of English teacher B of SMPN 3 South Tangerang.
No
Indicator
Finding Description Opening
1.
Teacher create a favor learning atmosphere
Teacher made the class to be ready to study by preparing the set of instruction equipment and pray together.
2.
Teachers discuss the learned competence and
-
previously developed related to the competence that will be learned and developed. 3.
4.
5.
Teachers present the competence which will be
Teacher presented the competence orally which will be achieved during the
achieved and the benefit in daily life.
class, whether for individual competence or group competence.
Teachers present the outline of material coverage
Teacher portrayed the general material which will be learned during the
and activity which will be done.
class which was related to public place, occupation, and symbol.
Teachers present
the range and
assessment
technique which will be employed.
In the beginning of instruction teacher presented the task for each group to create a miniature of public place. Then teacher gave the score based on their project in group. Content
6.
Observing a. Teachers facilitate students to do observation
Teacher gave students the chance to observe the miniature which was
process.
already prepared by the teacher in group.
b. Students observe using the five senses (reading,
Students saw and observed the miniature especially at the position of
listening, monitoring, seeing, watching, etc) whether
building together in a group.
using media or not. 7.
Questioning a. Teachers facilitate students to do questioning
Teacher gave students opportunities to ask questions after doing the
process.
observation, whether related to the miniature or instruction given.
b. Students create and question, question and
One of students asked about the building located in miniature. The question
answer,
was about the type of building, location of building, and function of
discuss
about
unclear
information,
additional information, or as a clarification. 8.
Experimenting a. Teachers facilitate students to do gathering
Teacher asked students about the miniature, what did they find about
process.
miniature observed as checking to the information obtained and gathered.
b. Students explore, try, discuss, demonstrate,
Students were given opportunities to discuss in group related to the task
imitate the form/mime, do experiment, read out of
which was given by the teacher inside textbook.
textbook, gather the data from informant through questionnaire, interview, and modify/ add/ develop. 9.
building.
Associating
136 a. Teachers facilitate students to do associating
Students were given many sources of information related to the material
process.
presented, and students tried to associate the information.
b. Students process the information gathered,
-
analyse the data into category form, associate the related information in order to find pattern and concluding. 10.
Communicating a. Teachers facilitate students to do communication process.
Teacher tried to create communicative atmosphere inside the class through do asking and answering each other, whether to teacher or students each other.
b. Students present the report in chart form,
Each groups had to present the miniature project which was given at that
diagram, or graph, arrange the written report, and
time in following meeting in front of the class. At that time, students were
present it from process, result, and oral conclusion.
only asked to present their answer in front of the class. Closing
11.
12.
Teachers and students draw conclusion and
After several activities which were conducted, teacher asked to the students
summary.
what had been learned and concluded it together.
Teachers and students make a reflection towards the
-
activity. 13.
Teachers and students give feedback to process and
-
learning result. 14.
Teachers assessing the students learning.
At that meeting, students were assessed through their tasks and asking and answering process.
15.
Teachers plan the next activity in every form such as
Teacher didn’t present the teaching plan for the next meeting, however, he
remedial program, counselling service or give
gave students project which to design simple miniature.
individual or group task which suit to student learning. 16.
Teachers present the lesson plan for the next meeting.
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Appendix 15. The result of Assessment observation of English teacher A of SMPN 3 South Tangerang.
No 1.
Indicator
Finding Description
Using scoring guidelines
Attitude Competency Assessment
2.
Using self-assessment, peer assessment, observation,
-
and journal. 3.
4.
The instrument used such as rating scale which followed
The instrument used by teacher was scoring which in form
by rubric, whereas in journal form, it contains educator’s
of scale of number. The minimum number wasn’t known,
notes
but the average of score was in the range between 70-95
Using modus as criteria reference
Cognitive Competency Assessment
5.
Teacher assessed cognitive competence through written
Teacher often used written test to assess students’
test, oral test, and assignment.
competency especially for cognitive side such as doing assignment.
6.
7.
Written test instrument: multiple choice, essay, short
There were only found short answer and matching test
answer, true and false, matching, and long essay. Long
during the observation. For both tests were scored by the
essay instrument completed by scoring guideline.
common scoring.
Oral test instrument: list of question given by teacher
This activity often happened during the instruction
orally, and students responded the question. Therefore,
process. Teacher A gave the special star as appreciation for
it created students’ self-confidence. The answer can be
active student. However, the further follow up to the
word, phrase, sentence, and paragraph.
assessing process from this activity didn’t always happen in every meeting.
8.
Instrument of assignment: homework, individual or
-
group project based on assignment characteristic. 9.
Using average scoring as the criteria.
Skill Competency Assessment
10.
Using performance assessment.
Teacher used this assessment for students’ participant in creating question and the activeness in class.
11.
Using project assessment.
-
12.
Using portfolio assessment.
-
13.
The instrument used as list of cheque or rating scale
-
which completed y rubric. 14.
Using optimum achievement as the criteria.
-
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Appendix 16. The result of assessment observation of English teacher B of SMPN South Tangerang.
No 1.
Indicator
Finding Description
Using scoring guidelines
Affective Competency Assessment
2.
3.
Using self-assessment, peer assessment, observation,
Teacher used student self-assessment which was in form of
and journal.
students’ portfolio.
The instrument used such as rating scale which
-
followed by rubric, whereas in journal form, it contains educator’s notes 4.
Using modus as criteria reference
Cognitive Competency Assessment
5.
Teacher assessed cognitive competence through
Teacher often used written test to assess students’
written test, oral test, and assignment.
competency especially for cognitive side such as doing assignment in a group.
6.
7.
Written test instrument: multiple choice, essay, short
There were only found short answer and matching test
answer, true and false, matching, and long essay. Long
during the observation. For both tests were scored by the
essay instrument completed by scoring guideline.
common scoring.
Oral test instrument: list of question given by teacher
-
orally, and students responded the question. Therefore, it created students’ self-confidence. The answer can be word, phrase, sentence, and paragraph. 8.
Instrument of assignment: homework, individual or
Teacher used group project as one of students’ work which
group project based on assignment characteristic.
was used as assessment material, it based on the subject learned.
9.
Using average scoring as the criteria.
Skill Competency Assessment
10.
Using performance assessment.
Teacher
assessed
students’
presentation
as
their
performance. 11.
Using project assessment.
The project assessment was given to group as real project of learning.
12.
Using portfolio assessment.
Teacher implemented this assessment to all students.
13.
The instrument used as list of cheque or rating scale
-
which completed y rubric. 14.
Using optimum achievement as the criteria.
-
139
Appendix 17. The result of assessment observation of English teacher C of SMPN 3 South Tangerang. No 1.
Indicator
Finding Description
Using scoring guidelines
Teacher used the guideline assessment which was attached in lesson plan. Attitude Competency Assessment
2.
Using
self-assessment,
peer
assessment,
Teacher used student self-assessment which was in form of students’ portfolio, students held the portfolio as the proof of
observation, and journal.
students’ development. 3.
The instrument used such as rating scale which
Teacher used the guideline of assessment which had the rubric
followed by rubric, whereas in journal form, it
of scoring.
contains educator’s notes 4.
Using modus as criteria reference
Cognitive Competency Assessment
5.
6.
Teacher assessed cognitive competence through
Teacher scored the students’ cognitive aspect through students’
written test, oral test, and assignment.
project presentation.
Written test instrument: multiple choice, essay,
Students were asked to create poster which contained
short answer, true and false, matching, and long
something described which will be taken the score by the
essay. Long essay instrument completed by
teacher.
scoring guideline. 7.
Oral test instrument: list of question given by
The oral test was also conducted through vocabularies test to
teacher orally, and students responded the
all students before entering the class. Then continued by asking
question. Therefore, it created students’ self-
the argumentation of other students’ work and also from the
confidence. The answer can be word, phrase,
way how do they present their presentation.
sentence, and paragraph. 8.
Instrument of assignment: homework, individual
Teacher gave students task individually and also group
or
homework.
group
project
based
on
assignment
characteristic. 9.
Using average scoring as the criteria.
Skill Competency Assessment
10.
Using performance assessment.
Teacher assessed students’ presentation as their performance.
11.
Using project assessment.
-
12.
Using portfolio assessment.
-
13.
The instrument used as list of cheque or rating
Teacher used the scoring guideline which was attached in
scale which completed y rubric.
lesson plan that had the scoring rubric.
Using optimum achievement as the criteria.
-
14.
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Appendix 18. The transcript of interview of English teacher A. Peneliti Guru Peneliti Guru Peneliti Guru Peneliti Guru Peneliti Guru Peneliti Guru Peneliti
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Guru
: Assalamu’alaikum bu! : Wa’alaikum salam. : Dengan ibu siapa? : Bu ________. : Ibu mengajar di kelas berapa? : Mengajar di kelas 7 reguler. : Ibu disini sudah menjadi guru bahasa inggris berapa lama? : iya sudah, sudah dari tahun 95 disini. : dari tahun 95 hingga sekarang, sudah berapa kali perubahan kurikulum yang dialami sekolah ini? : sudah banyak, ada empat kali. : terkait dengan kurikulum 2013 ni bu, secara umum pandangan ibu mengenai kurikulum tersebut bagaimana? : kurikulum 2013 kan sesuai dengan PERMEN (peraturan menteri) no 58 kurikulum 2013, jadi diberlakukan. : ok, kemudian, perbedaan apa yang ibu rasakan ketika kurikulum 2013 diimplementasikan dengan kurikulum sebelumnya? Yang sangat menonjol apa bu perbedaannya? : setiap kurikulum kan ada plus minusnya, kalo dilihat dari positifnya, kurikulum 2013 kan banyak positifnya juga. Tapi kalo dilihat dari kekurangannya mungkin ada banyak faktor, mungkin ada delapan macam kali ya. Salah satunya penilaian, penilaian itu harus secara autentik, jadi berdasarkan afektif, psikomotor dan kognitif siswa. Jadi harus satu-satu mendetail terperinci. : Nah, untuk itu kan butuh workshop atau pelatihan kurikulum tuh bu, nah ibu sudah berapa kali mengikuti pelatihan? : ada, pelatihannya kan biasanya brek! Rame-rame gitu, yaa ikut aja, kapan disuruh ikut. : sudah brapa kali bu? : ada kali sekali atau dua kali gitu. : kalo terkait dengan metode pembelajaran dalam bahasa inggris khususnya tuh bu, ada perubahan khusus ga si bu dengan kurikulum sebelumnya dalam kurikulum 2013 ini? : mungkin menggunakan media pembelajaran lebih banyak, jadi kita menggunakan kaya audio visual kaya gitu, jadi udah biasa kali bawa laptop bawa infocus ke kelas kaya gitu, kebetulan kan di sekolah disediakan dan kelas reguler juga boleh pake, jadi mungkin ya untuk unit-unit tertentu atau bab-bab tertentu kita bisa menggunakan infocus.
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: kalo terkait dengan metode mengajarnya gitu bu, apakah membentuk kelompok atau persentasi itu ada ga bu? : ya harus, kalo sekarang di kurikulum 2013 anak itu lebih banyak kerjasama dengan temannya, ada kan kalo di bahasa inggris team assissted individually ya, nah itu dipakai, bagus. : cuman kan, terkait dengan kendala kelas yang ada di Indonesia kan jumlah siswa dalam kelas kan banyak tuh bu ya. : iya, itu mah udah biasa. : tapi tetep bu ya, ibu tetep melakukan proses pembentukan kelompok seperti itu bu ya? : ya harus, mereka harus belajar berkelompok, soalnya kalo orang sekarang tuh mengandalkan diri sendiri kasian siswanya, berapa si kemampuan siswa, berapa si waktu yang dia punya. Sementara buku seabreg abreg harus dibaca. Jadi sekarang tuh ga penting lagi berepa jumlah buku yang mereka punya, tapi yang penting itu berpa cepat mereka membaca bukunya. Makannya itu perlu kerjasama dengan teman, makannya kalo dibagi kelompok kan otomatis mereka nanti misalnya kalo latihannya satu bab halaman 152-158 jadi mereka bisa bagi-bagi tugas, kamu yang latihan 12nya aku yang latihan 13nya gitu kan, jadi cepet belajarnya. Sama kaya itu lah orang-orang yang belajar gitu. : ok, kalo terkait dengan silabus dan rpp itu ibu mendisain sendiri atau gimana? : silabus sama rpp itu kan sudah ada, sudah ditentukan, silabus kan sudah ada tinggal dilihat itu udah ada, k 13 kan sistemnya kaya gitu. Ada kompetensi dasarnya udah jelas, kemudian kdnya iya kan, kemudian indikatornya udah jelas per bab kan udah ada, paling kita tinggal rppnya doang, rppnya juga udah ada garis besarnya. : oh jadi dari pembentukan dan perumusan rpp itu ibu ngambil dari permendikbud atau gimana? : dari silabus aja langsung, kan udah ada tuh misalnya kan kd 1 masukin tuh di semester 1 ada berapa kd misalnya kita sepakat nih guru kelas 1 ada tiga kd masukin kompetensi dasarnya tiga kd misalnya. Untuk kognitif misalnya ambil tiga aja, kemudian untuk keterampilan ambil tiga aja misalnya, untuk afektifnya tiga juga misalnya. Kan gitu. : ok, untuk terkait dengan metode pengajaran bu, itu yang paling ibu favoritkan itu metode apa bu? : ya team assissted individual itu. : kalo terkait dengan scientific approach yang ada dalam kurikulum 2013 itu, bagaimana menurut ibu? : scientific approach itu dari dulu memang udah ada, Cuma kita ngga tau waktu istilah di kurikulum 2006, kan kita ga tau persis itu istilahnya apa, oh ternyata sekarang kita menggunakan istilah observing kemudian questioning, iya kan,
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kemudian asscotiating dan seterusnya. Kalo misalnya Cuma kadang-kadang pertanyaannya observing, sementara kita yang ngajar, kita pernah ngga observing? Jadi kalo misalkan mahasiswa mau ngajar di kelas, lihatlah guru yang mengajar itu, nanti misalnya kelasnya bu Nenden nih sekarang, masuk lihat ni cara ngajarnya bu Nenden udah bener belum. Ada observingnya ngga ada questioningnya ngga, kan gitu. Itu mempraktikkannya di kelas itu lah kadangkadang kita sudah ngga terperinci lagi, tapi ide pokoknya tu tetap aja membuat anak tuh kita harus mengaitkan dulu pelajaran yang kita ajarkan itu, nah kaitkan dulu dengan kemarin yang pernah disampein, materi pembelajaran. Jadi anak itu masih ada keterhubungan, yang penting kan keterhubungan kesinambungan. Di K 13 kan gitu. : ok, buat langkah-langkah pembelajarannya kan seperti observing, questioning, nah itu dalam satu kelas berurutan atau bagaimana bu? : kalo di bukunya si berutan, kalo di buku paketnya. Ini lihat nih buku paketnya ni. Ini kan bukunya tuh jelas. Ada di situ, unit 1 sekarang si sudah unit 4. Udah di sini ni. Kemarin kan udah mid semester 1. : itu biasanya praktik ibu di dalam kelas tu berurutan atau bisa questioning dulu baru observing atau bisa diacak gimana? : ya ngikutin aja, ya ngikutin yang ada disini. : tapi yang jelas ngga ada aktivitas khusus buat observing itu apa,questioning itu apa. Atau ada? : Ada lah, jadi kalo perlu kita bawa aja yang di laptop kita yang udah ada pake infocus dilihatkan ke anak, liatin contoh kalimat yang akan dipakai. Misalkan ini deskriptif teks, kita lihatkan saja contoh contoh deskriptif ini misalkan. Kan mereka ngamatin tuh, oh itu deskriptif judulnya my house, my bedroom, my classroom misalnya, kaya gitu. Terus ada lagi misalanya apa lagi yang mau diceritakan nih, tentang orang kah, tentang hewan kah, tentang manusia kah gitu, tentang binatang kah gitu kan, mereka bisa bedain. Abis itu mereka coba tuh, bikinlah deskriptif dari yang kecil dulu, misalnya ceritakan tentang idolamu, ceritakan tentang kalo misalnya tentang orang “idola kamu siapa?”, kalo tentang benda misalnya ceritakanlah tentang kamar tidurmu “apa yang paling kamu suka di kamar tidurmu?”. Kalo misalkan tentang binatang, ceritakanlah tentang binatang yang paling kamu suka, hewan peliharaan misalnya. Terus di situ sekalian kita memperkenalkan kata sifat, di deskriptif itu harus menggunakan kata sifat, kemudian di deskriptif itu harus menggunakan simple present tense. Itu kan secara apa namanya, udah kelihatan gitu, anak anak udah bisa langusng nebak. Terus mereka jadi mulai bisa cerita bisa. Ada tuh banyak tulisan anak yang bagus bagus. Ni banyak tuh hasilnya. Kalo mau ngecek nanti liat aja. : jadi secara over all itu, dengan adanya silabus yang sudah disiapkan oleh pemerintah, bukunya juga sudah ada, kemudian gambaran secara umum rpp
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sudah itu menurut ibu itu membatasi kreatifitas dari guru sendiri atau tidak, atau malah membantu itu bu? : nggak juga, cuman kan kadang kadang rpp itu udah bener si, emang harus. Jadi kita mengajar itu harus ada istilahnya kan ada kegiatan awal apa, kegiatan inti apa, kegiatan akhir apa, kan gitu. Harus kelihatan. Jadi dalam waktu yang sesingkat singkatnya di kelas itu dua kali 40 menit itu ketahuan anak ini bisa ini, bisa ini. Anak kemungkinan mampu ini mampu ini gitu. : tapi ibu bikin rpp itu dibikin diawal semester ya bu? : rpp wajib, harus harus ada. Jadi harus dikumpulin. Kalo ngga dikumpulin ngga ditandatanganin kepala sekolah. : ok bu, buat kendala ni bu, kendala implementasi kurikulum 2013 terhadap pengajaran bahasa inggris secara garis besarnya apa, misalkan dalam pengajaran, dalam penilaian atau apa gitu bu, secara garis besarnya gitu? : iya dong penilaian, kadang kadang lebih ditebak tebak jadi akhirnya. Jadi ini ah anak ini uda secara, ini kdnya udah masuk nih indikatornya udah ada kasih nilai bagus gitu. Tapi ya hasil tes juga menunjang, mid semester tetep masih dipakai nilai UAS masih dipakai. : kan ini penilaiannya autentik assessment ni bu ya, jadi harus autentik sesuai dengan apa yang kita ajarakan gitu ya? : iya kalo bisa iya seperti itu. : kalo misalkan, gambaran ibu ni dengan penilaian seperti ini kemudian dengan adanya UAS atau UN gitu kan, yang secara umum tesnya itu lebih ke teks terulis atau written test gitu kan bu ya, nah itu skill skill seperti listening speaking kira kira tesnya gimana bu? : iya, harusnya si semuanya mencakup ya, sebaiknya idealnya si seperti itu. Tapi pada praktiknya si kalo misalnya di UTS saja apa ni yang udah kita sampaikan tentu scope UTSnya juga kalo misalnya sampai deskriptif yang kita jelaskan, nah berarti ntar di essay nanti anak disuruh menceritakan kelas mereka. Terus kalo di pilihan gandanya karena mereka belajar untuk greeting dulu, greeting dulu soalnya kaya gitu. Kalo di UN itu kan mendingan kalo yang saya lihat si anak anak itu diarahkan untuk membahas apa, supaya mereka bisa memahami teks ya. Karena di UN kan banyak teks. Sekarang ini kan kelemahan pembelajaran bahasa inggris di Indonesia seacara umum dari SMP juga udah kelihatan. Anak itu mungkin secara pasif bisa ya memahami, tapi dengan catatan mereka harus rajin mengunakan kamus. Kita aja kan kalo mau membaca teks itu kita sendiri harus siap kamusnya. Ngga bisa kita menebak nebak, nanti kalo kita salah pengucapan, kasian anak kita siswanya. Jadi misalnya kalo mau ngajar pun sering sering aja lihat kamus. Misalnya cara mengucapkan good morining kaya apa ke anak jadi sampai sana bagus. Jangan sampai kita mengajarkan pengucapannya saja salah. Itu misalnya nama nama hari Sunday Monday Tuesday kaya gitu, terus ada
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misalnya dia belajar “ibu tes deh ibu kata mama saya “ kita lihat aja di kamus mana yang bener kaya gitu. : ok bu terimakasih atas kesempatannya yang ibu kasih semoga bermanfaat buat pembelajaran ibu dan buat semuanya.
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Appendix 19. The transcript of interview of English teacher B. Peneliti Guru Peneliti Guru Peneliti Guru Peneliti Guru Peneliti Guru Peneliti Guru
Peneliti Guru
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: Assalamu’alaikum warahmatullahi wabaraktuh. : Wa’alaikum salam : Bapak dengan bapak siapa? : ______. : _____? : ________. : ok, bapak di sini sudah menjadi guru Bahasa inggris berapa lama? : lima tahun, alhamdulillah. : berarti semenjak sebelum adanya kurtilas pak ya? : iya, betul. : yang bapak rasakan, perbedaan signifikan dari kurtilas dan kurikulum sebelumnya itu apa pak? : kalo kurikulum sebelumnya itu K 2006 ya, KTSP, kalo sekarang K-13. K-13 itu pertama lebih mengedepankan sikap siswa, kalo KTSP kan masih belom. Ada Cuma belom terlalu signifikan. Jadi belom terlalu optimal dipakai. Kalo K-13 semuanya hampir mengarah ke sikap. Nah di situ nanti sebagai acuan pemerintah agar memiliki, apa ya, generasi bangsa yang mempunyai sikap yang lebih baik daripada yang sebelumnya, itu kesana larinya. : itu goalnya ya, goal secara generalnya. : itu goalnya, goalnya generalnya ke sana. Jadi pingin generasi bangasa itu memilki karakter yang baik. Samapai-samapai dalam rapot K-13 ada satu C saja itu tidak dinaikkan. : oh gitu? : iya, di semester 1, semester 2, ada satu C aja ga boleh naik. Makannya tidak diperbolehkan karakter siswa itu sampai ada yang nilainya C. Maka dari itu nanti larinya ke sana. Untuk masalah pengetahuan itu menjadi nomer 2 setelah sikap, setelah karakternya siswa, itu perbedaannya. Kalo yang dulu-dulu kan belom sama sekali, malah mengedepankan pengetahuannya. : kalo dalam apanya, dalam pengajaran sendiri itu, dalam metode pembelajarannya dalam bahasa inggris itu pak, yang berbeda itu apanya pak? : yang berbeda, alhamdulillah siswa lebih banyak bekerja daripada yang dulu. Jadi anak lebih banyak bekerja, lebih banyak aktif. Mulai dari bertanya, mulai dari mengerjakan latihan, menciptakan sebuah karya. Karya itu macam-macam, mulai dari membuat surat membuat deskripsi, menyampaikan dialog, persentasi, terus membuat sebuah karaya kaya tulisan notice, ya seperti itu. Jadi di dalam K-13 siswa diajak untuk berkreatif juga, ke sana larinya. : kan Implementasi kurikulum 2013 ini kalo di sekolah ini udah berapa lama pak? : tiga, eh? 2013, 2014, 2015. Dua tahun lah.
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: owh dari awal wacana itu ya? : 2013 udah dimulai. : nah sejak tahun itu tuh nyampe sekarang, udah berapa kali dapat pembekalan pak? : Kalo masing-masing guru banyak, udah sering lah. Tapi kalo di sini, itu malah dulu ada guru yang dipanggil menjadi guru inti. Dalam hal ini guru inti itu, guru yang membantu guru lainnya untuk belajar K-13 itu bagaimana. : Kalau bapak sendiri udah berapa lama, ikut pelatihannya, atau belum? : saya, kalo pelatihannya sudah hampir ya lima kalian lebih lah. : lima kali? Ya lumayan banyak berarti ya pak. : dari K-13, contextual teaching learning (CTL), terus problem solving, sama ya itu K-13 implementasinya. Termasuk ya g di UIN juga pernah ikut. : yang kemarin itu bapak ikut pak? Yang seminar “Implementasi kurikulum 2013 terhadap pembel ajaran bahasa inggris” itu belom lama, kalo tidak salah sekitar setengah bulan yang lalu di UIN. : ngga ada omongan, maksudnya nggak ada informasinya. Jadi saya ga ngerti, saya nggak ikut. : dari yang bapak dari apa namanya, pelatihan tersebut, hal yang paling ditekankan dalam pelatihan tersebut apa si pak, apanya pak? : indikator. : indikator. : jadi guru untuk mengajar itu harus mempunyai indikator. Indkator muncul setelah mengetahui KDnya. Nah KD muncul setelah adanya KI. Jadinya KI dulu KD turun KD setelah turun KD baru masuk ke indikator, baru pelaksanaannya, terakhir refleksi. Tercapai atau tidak indikatornya. Contoh, indikatornya Kdnya mengenai deskripsi orang gitu ya, KDnya mengenai deskripsi secara sederhana. Nah di dalam teks deskripsi itu kan pasti ada susunan kalimat dalam teks deskripsi kan. Nah kalimatnya seperti itu, contohnya. Jadi indikator yang kita capai itu siswa mampu membuat kalimat deskripsi sesuai dengan struktur teksnya, jadi intinya itu. Nah, kalo indikatornya seperti itu berati seluruh siswa harus mempunyai dan mampu tadi, membuat kalimat deskripsi sesua dengan unsur bahasa itu. : itu kan terkait dengan pembuatan RPP berarti pak ya? : iya masuk ke sana. : nah kalo dalam action gitu, dalam teachingnya itu? : teachingnya? : metodenya atau pendekatannya? : metodenya, nah metodenya itu pake yang sicentifc. : scientific approach itu pak ya? : nah iya, yang mulai dari melihat, mengamati, setelah mengamati melihat, mendengar, memperhatikan nah itu yang pertama, nah yang kedua itu siswa wajib
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menanyakan. Harus kalo bisa menanyakan apa yang dia lihat, apa yang dia dengar, apa yang dia baca, apa yang dia pahami di depan tadi. Nah setelah menanyakan baru lah siswa diberikan arahan tentang apa yang dia pelajari, terus apa-apa yang kira-kira berhubungan yang relevan yang dengan apa dia pelajari. Materinya itu ini ini. Nah baru pake tadi mulai praktiknya, mulai menuliskan. Nah sebelum menulis mungkin dikasih pancingan kaya soal, ada soal ini. Misalnya ada gambar orang ini kira-kira rambutnya bagaimana? Setelah itu baru terakhir menulis. Nah tadi kan menulis teks deskripsi sesuai dengan struktur kalimat. Jadi setlah menanya, dikasih informasi-informasi seperti itu sehubungan dengan materi, baru latihannya melalui pertanyaan. Orang ini rambutnya bagaimana? Ini tingginya bagaimana? Nah baru buatlah kalimatny. Setelah buat kalimat masuk ke inti membuat kalimat deskripsi teks. : biasa kalo dalam pembelajaran bapak tuh di kelas, itu ada step-step khusus ga? Misalkan buat ada kegiatan observingnya, ada kegiatan questioningnya, dan itu berurutan atau tidak pak? : pasti ada, dan pasti berurutan. Soalnya kalo ngga berurutan nanti akan rancu, bingung langsung membuat soal langsung menuliskan, kan ga mungkin. Jadi harus ada. : kalo terkait dengan penilaiannya itu pak? : penialaiannya banyak, ada tiga. Pengetahuan, sikap, dan keterampilan. Nah yang pengetahuan yang tadi ada soal. Si Anu rambutnya bagaimana? Terus si guru ini memiliki rambut, memili badan yang? Nah itu pengetahuannya. Jadi dalam hal pengetahuan itu apa, menyebutkan macam-macam rambut, tinggi badan terus postur, wajah, mata, hidung, telinga eh telinga ga mungkin. Jadi itu aja kan, nah itu pengetahuannya. Keterampilannya itu tadi, menyusun atau membuat kalimat itu terampil kan, terampil membuat kalimat teks deskriptif. Nah sikapnya tergantung sikap mau nilai yang mana, maksudnya kita kan sikap ada delapan. Tanggungjawab, jujur, disiplin, apa yaa sopan, spiritual. Nah kita dari situ kita milih salah satu aja ngga usah banyak-banyak. : oh ga semuanya ya pak? : kalo mau semuanya nanti repot. : tapi itu buat itu semua ada indikatornya ga pak? Ada formnya semua gitu? : ada, ada harus ada. Contoh, tadi kan tanggungjawab. Nah kita ambil soal, eh kita ambil indikator yang sikapnya itu siswa bertanggungjawab dengan cara, eh siswa bertanggungjawab menulis apa, teks deskripsi sesuai dengan kemampuan masing-masing. Jadi ketika dia menulis kita sudah melihat, oh ini anak menulis, berarti dia bertanggungjawab. Iya kan masuk kan satu. Kemudian kita tambahkan lagi, siswa percaya diri atau PD, apa dari apa PDnya dari menulis sendiri itu kan bisa. Bertanggungjawab iya PD iya kan dua nilainya. Nah kalo mau ditambah lagi misalnya tapi kan repot.
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: tapi minimal satu ya pak? : minimal satu, makasimal terserah, tapi kalo bisa nggak usah banyak-banyak. Soalnya kan 46 siswa, 42 siwa, waktunya? Iya kan : nah itu, kan apa namanya itu namanya apa pak? Autentik assessment apa bukan pak? : iya sesuai dengan kenyataan. : nah itu kan kalo autentik assessment, kalo dalam pemilihan material pembelajaran itu pake materi dari mana pak? Autentik material atau bagaimana? Atau sudah tersedia buku? : Campur, dari buku bisa, kita pake autentik bisa. Memanfaatkan yang ada di sini aja. Misalnya kita belajar tentang notice, warning, terus command, coba anakanak muter cari dong command yang bagaimana, ah udah jadi yang ada di sekitar sekolah aja. Pasti ada, no smoking ada, terus dont throw the rubish every where, or no littering, wet floor, lagi dipel, kan ketauan itu autentik. Kalo yang pake media eh kalo yang pake buku, sesuaikan dengan bukunya aja, tapi buku kan kurang berkembang. : kalo media atau sarana pembelajaran biasanya pake apa pak? : kalo itu kita bikin sendiri, kalo bahasa inggris jarang ada. : jarang ada ya? : iya. : penggunaan seperti proyektor, lcd itu pasti ya? : ah itu mah pasti, pasti ada itu, sudah pasti ada itu. : kalo alat-alat misalkan alat peraga seperti itu atau apa itu? : alat peraga, kita belum punya, paling tengkorak doang yang badan-badan itu, itu juga ga masuk ke pelajaran juga si. : tidak dalam materi juga ya pak : tidak, tidak dalam materi. : nah terkait dengan silabus dan RPP itu gmna si pak? : silabus dan RPP ya di bikin lah. : itu kan bapak bikin sendiri atau bagaimana pak? : usahakan bikin sendiri. : Silabus juga? : Cuma, kondisinya guru nggak mungkin bikin, males pertama, yang ke dua “riweuh” atau repot ya, karena sudah banyak urusan yang lain-lain, itu doan si. Jadi intinya kalo RPP bikin Cuma kaya gitu, copy paste kebanyakan, tapi kalo bisa bikin lah sendiri itu lebih baik. : kalo punya bapak itu RPPnya itu udah dibikin sebelumnya, sebelumsatu semester atau setiap kali mau masuk? : kalo saya si, harusnya kalo dari sekolah kan satu semester harus sudah selesai gitu kan, nah saya telat, dan itu tadi alasannya males, males bikinnya. Jadi ya asal
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masuk asal masuk gitu aja. Jadi akhirnya yaa kadang sesuai scientific itu kadang ya asal kita sendiri masuk gitu. Dan kebanyakan kan karena kita males makannya kita larinya ke sana, asal masuk, ngasih materi, bukan ngasih matri si, ngasih pembelajaran, selesai dan keluar gitu doang karena males. Padahal lebih baik, pake RPP terapkan RPP insyaAllah selesai berhasil. : berarti bapak selama ini itu masuk ngga ada RPPnya atau gimana? : saya masuk nggak ada RPP, tapi ada di sini (di otak) RPPnya. Nah dan itu saya sesuaikan dengan K-13. : jadi secara tertulisnya tidak ada ya pak? : nggak ada, jadi di sini (di otak) doang, hehe. : tapi kalo buku pegangan bahasa inggris ada? : buku ada, guru ada, dari pemerintah juga ada. : kalo terkait dengan hambatannya pak dalam implementasi K-13 ini? : hambatannya paling jumlah muridnya terlalu banyak. : oh iya itu. : untuk penilaian sama untuk keefektifan kegiatan pembelajaran itu kurang juga, pengawasan juga kurang, itu hambatan yang pertama. Yang ke dua itu tadi, masih ada kemalasan kita untuk mempraktikkan K-13, padahal kalo kita praktekin, akan sangat bagus. Ya saya anggap keren lah bagus lah termasuk bagus. Karena mengedepankan karakter siswa. Pengetahuan tidak terlalu diambil, maksudnya ngga terlalu dibutuhkan lah. : ok, kalo untuk itunya pak, metode, metode pembelajaran yang paling bapak sukai itu apa pak? : paling itu tadi, scientific tadi. : nah itu kan ada macam-macam bentuknya gitu pak, tidak hanya satu, misalkan hanya persentasi, terus apa gitu pak? : itu, apa ya, kalo saya pikir si tergantung gurunya maunya apa gitu kan. Tapi kalo saya sendiri milihnya mending yang scientific itu. kan metode ada tiga, scientific, problem solving, sama satu lagi, lupa saya. Cuman saya nggak milih itu, saya milih scientific simple. : cuman katakan dalam pembelajaran kelasnya itu bikin kelompok atau tidak pak? : idealnya pake kelompok, lebih enak. Karena satu orang yang bisa, bisa mewakili yang lain, bisa mewakili kita gitu lo, dan kelompok itu harus heterogen. : iya bener, tapi kan kalo kelas besar itu kontrol kelompoknya kan juga susah itu? : nah itu, susah itu. makannya kan tadi bilang kelasnya terlalu besar. Kalo kelasnya ada 30 aja agak mending, masih bisa. : dari keempat skill dalam bahasa inggris, itu misalkan ada writing, reading, speaking dan listening itu yang paling susah diajarkan itu bagian apa pak? : listening dan speaking.
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: listening dan speaking ya. Tapi padahal kalo dalam kurikulum 2013 itu ada pak indikator untuk itu? : kecil, listening juga kecil. : jadi porsi buat ke situnya kecil pak? : kecil, ya nggak terlalu gede, malah gedean yang dua tadi itu reading sama writing. : apa mungkin pembelajarannya berdasarkan teks atau gimana pak ya? : bisa jadi, tapi kalo speaking itu melalui dialog juga bisa. Cuma kan dia adanya di? Ya mungkin yang paling terbelakanag ya itu listening doang, listening agak susah. Tapi kalo speaking masih bisa lah mereka sambil baca. Kan membaca juga berikut dengan membca teks, membaca vocabulary juga termasuk membaca kan bisa itu. : berarti klo menurut bapak itu, dengan pembelajaran seperti ini yang tertuang dalam kurikulum 2013, nah itu kalo ujian akhirnya, ujian nasional gitu kan, itu kan biasanya yang dites kan cuman structurenya atau writingnya dan teksnya gitu? : enggak, enggak. : listening speakingnya itu ga di tes pak? : nggak, nggak dites, nyampe sekarang ngga ada. Yang ada hanya wrtiting teks ama reading udah gitu aja. Yang speaking nggak ada. Harusnya empat-empatnya harus ada. Kemampuan mendengar dan membaca harus ada. : terima kasih pak sudah meluangkan waktunya. : njeh njeh, semoga berhasil nanti. : Aamiin.
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: Assalamualaikum warah matullahi wabarakatuh : waalaikum salam warahmatullahi wabarakatuh. : dengan bapak siapa? : _____________. : _____________. : iya. : bapak di sini menjabat sebagai apa pak? : membantu kepala sekolah, di bidang kurikulum. : terkait dengan kebijakan kurikulum di sekolah ini, sudah berapa lama atau sejak kapan sekolah ini menerapkan kurikulum 2013 pak? : ini tahun yang ketiga. : tahun yang ke tiga? : iya, jadi berjalan di tahun ketiga jadi sudah dua tahun lebih ya, hampir dua setengah tahun. : alasan apa yang membuat sekolah ini menerapkan kurikulum tersebut pak? : pertama ditunjuk, alsan utamanya itu. : ditunjuk. : alasan selebihnya ya kebetulan kita sudah ditunjuk kemudian ya kita siap-siap, karena sudah siap ya udah ditunjuk ya jadi mau gitu. : terkait dengan kebijakan menteri yang baru-baru ini kan ada sekolah yang tidak menerapkan kurikulum tersebut, nah tetapi di sekolah ini tetap menerapkan kurikulum tersebut itu kenapa pak? Istiqomah atau gimana? : begini, itu yang tahun ke dua, nah kalo kami kan udah. Eh maaf itu kan yang tahun 2000 awal 2015 ya? : iya awal tahun 2015 pak. : itu kan ada pergantian menteri, terus menteri menyatakan akan memperbaiki, nah itu kita yang sudah berjalan disuruh milih. Awalnya ada bahasa seperti itu. Taoi ternyata tidak disuruh milih. Yang sudah satu tahun lebih jalan terus yang baru setengah tahun yang diberhentikan dulu sementara. Jadi kita jalan terus. : ok pak, ok terkait dengan awal ketika sekolah ini mau menerapkan kurikulum tersebut, persiapan apa yang biasa dilakukan oleh sekolah ini pak? : eeh, kita langsung workshop, begitu kita dipanggil, eeh beberapa guru ya untuk workshop di Banten, kemudian kan baru sebagian maka kita workshop sendiri di sekolah ini. Untuk, bagi yang belom ya, bagi yang belom dipanggil untuk siapsiap. Jadi seluruh guru di workshop di sekolah untuk mempersiapkan diri karena menerapkan kurikulum 2013 saat itu. : dari pihak sekolah sendiri, eeh dari mana orang yang memberikan materi tentang kurikulum tersebut? : kebetulan kita mengundang, apa ya, pemberi materi nasional. : oh nasional, langsung dari pusat pak ya? : ya langsung dari pusat, kita mengundang.
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: berarti otomatis nyampe, apa namanya tahun ketiga ini, hampir semua guru atau semua guru sudah pernah mengikuti workshop? : bukan hampir, di sekolah pernah semua. : pernah semua? Oh gitu. : iya, belom yang di Banten, belom yang ke Bogor, belom yang ke Tangerang. Itu jadi pasti sudah, kecuali yang nggak masuk ketika workshop di sekolah. Workshop di sekolah wajib ko, itu semua ikut. : ok, berarti sosialisasinya melalui workshop tersebuut ya pak ya, sosialisasi kurikulum itu. : salah satunya itu, dan sosialisasi ke orang tua murid kan. Sebelum tahunn pertama dibuka, orang tua murid dikumpulkan yang kelas tujuh itu bahwa nanti ketika daftar itu sudah dibilangin ya bahwa kita akan menerpakan kurikulum 2013. Begitu masuk anaknya, orang tuanya diundang dijelaskan. : iya benar benar benar. : jadi ada nyambung antara guru dan orang tua. : kemudian, eeh selama tiga tahun ini bagaimana penerapan tersebut dalam pembelajaran dalam kelas pak? Rata-rata secara umum gitu pak, apakah sudah berjalan sesuai dengan yang ada di workshop atau dengan eh yang ada di kurikulum 2013 atau masih dalam proses perkembangan lagi gitu pak? : ini proses perubahan, baik dari guru maupun dari murid. Murid dari SD yang disuapin maksudnya diterangkan begini-begini ke anak, tiba-tiba harus menjadi subjek belajar. Nah ini tidak mudah. Guru juga tidak mudah, yang biasanya banyak memberi, tiba-tiba sekarang harus banyak membantu dalam hal menjadi semacam, eh apa namanya ya? : Fasilitator gitu ya pak ya : nah fasilitator ternyata perlu perubahan, perlu waktu. Nah ini yang sedang berjalan. Jadi kalo ditanya ada bahasa begini “bagaimana hasil kurikulum 2013?” kurikulum 2013 baru dimulai, jangan menanya hasil. Hasilnya nanti, mungkin 10 atau 15 tahun lagi baru akan ketahuan. Karena kalo sekarang ditanya, siapa yang bisa menjawab? Kurikulum ini berhasil atau enggak. Ini kan sedang proses, jadi belom bisa dijawab hasil tapi kalo proses sedang berubah. Sedang ada perubahan. : ok, jadi selama ini ada nggak pak keluhan-keluhan dari guru secara umum gitu dalam perubahan kebijakan kurikulum ini pak? : keluhan yang banyak ketika tahun pertama. : itu khususnya dalam hal apa pak? : pertama proses pembelajaran dalam kelas. Yang kedua proses, mungkin penilaian tidak masalah, yang menjadi masalah adalah komputerisasinya. : oh komputerisasinya ya? Berarti pengolahan data nilai ya pak? : iya pengolahan data nilai di komputer. Tapi sekarang sudah mulai, kan kita menangani, menanganinya ada yang komputerisasi dengan cara ada team. Jadi guru-guru yang senior yang kenalan komputernya sedikit, itu dibantu sama yang muda-muda. Untuk yang muda-muda sudah pada bisa dijadikan team jadi membantu. Sekarang, yang senior juga sudah mulai ada yang bisa jadi tahun ketiga ini masalahnya tidak terlalu banyak. Masalah yang berikutnya muncul
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Guru Peneliti Guru Peneliti Guru Peneliti Guru
Peneliti
ketika mau urusan rapot, ketika mau ngeprint. Haa ini sebenernya teknis, itu saya anggap bukan kendala yang dimaksud, tapi itu teknis. Haa itu si urusan yang di TU dan kepala sekolah yang menyediakan ini ya. Karena beda rapot. : format rapotnya juga berbeda ya pak? : beda, beda jauh beda jauh. Jadi kalo anak-anak yang dulu nilainya seperti apa di SD, nilainya sekarang ini beda bener. Nilainya nampak kaya seperti nilai mahasiswa, tadi ada penjelasan seperti ketika masih TK. : oh gitu, ada penjelasan tentang sikapnya seperti itu ya pak ya? : iya, bahwa anak pengetahuannya kurang begini-begini, keterampilannya kurang begini-begini itu ada. : itu setiap item ya pak? Misalkan tentang keaktifan itu ada penjelasnnya tentang kerajinan ada penjelasannya seperti itu ya pak? : pengetahuannya sendiri, keterampilannya sendiri ada. Masing-masing, makannya itu yang memberatkan awal tu itu. Ketika munculnya itu nanti kurikulum ini ini ini, itu yang pada pusing sebenernya distu. Kalo di kelas kan menyesuaikan sendiri kan lama-lama bisa ya. : iya benar-benar. : yang saya anggap lebih berat sebenarnya di kelas kalo saya pribadi. Mrubah kita dan anak-anak dari cara berpikir lama ke baru itu yang lebih berat. Tapi yang ditanggapi sebagian guru itu malah yang berat yang di rapotnya itu. : pas peneliannya itu ya pak? : iya, tapi menurut saya enggak terbalik. : karena itu faktor teknis pak ya. : nah itu kan teknis, nanti pasti ada yang bantu dan ada yang bisa kan. Yang di kelas menurut saya. Haa di kelas ini yang butuh lama, mungkin tiga empat tahun selesai itu yang ini, yang urusan rapotnya. Tapi kalo nanti di kelas itu bisa jadi ada guru itu yang berubah lima tahun lagi, tapi juga ada yang sudah berubah dari kemarin, awal langsung berubah. Yang muda-muuda langsung berubah kan, karena guruguru baru, kalo yang udah tua-tua? Ada yang ga bisa berubah cara ngajarnya, bisa jadi cara ngajarnya. Walaupun di penataran sudah diajari cara ngrubahnya. : sejauh ini kalo terkait dengan prosesnya gitu, proses perubahan dalam kelasnya itu ada ga si pak evaluasi secar khusus gitu buat implementasi kurikulum 2013 ini, di sekolah ini gitu? : eh evaluasinya umum, kita tidak bisa menunjuk guru yang dianggap “”. Jadi umum, malah sekolah selalu, selalu evaluasi. : biasanya kapan itu pak? : akhir semester. : oh setiap akhir semester. : tapi kalo mengingatkan supaya berubah, tiap bulan ada breaving. : oh ada breaving ya pak ya? : iya, tiap bulan ada breaving sekali itu minimal “bapak ibu diingatkan sekolah di kelasnya begini-begini itu diingatkan” walaupun dia breaving untuk semua ya macem-macem, tapi selalu menyisipkan. Ada dia breaving terus. : berarti emang selalu ada ya?
154
Guru Peneliti Guru
Peneliti
Guru
Peneliti Guru Peneliti Guru Peneliti Guru
Peneliti Guru Peneliti Guru Peneliti Guru Peneliti
: nanti evaluasi yang panjang nanti akhir semester. : itu setiap akhir semester, walaupun bukan kenaikan kelas ya pak ya? : iya walaupun bukan kenaikan kelas ada rapat kan. Rapat ini, kan walaupun tidak kenaikan kelas kan ada laporan ya, dari wali kelas si A si B ini begini-begini. Nanti kan ada tekanan. Mungkin kita yang kurang cara ngajarnya belom berubah dan lain-lain. : ok yang terakhir nih pak, terkait dengan fasilitas, fasilitas di sekolah ini. Untuk menunjang penerapan kurikulum tersebut sudah, menurut bapak sudah memadai atau memang masih butuh penambahan atau seperta apa gitu, seperti buku mungkin dan lain sebagainya? : buku, kita memakai dua buku. Setiap anak loh ya. Buku yang dari program yang dikumpulkan sekolah dan dari pemerintah itu yang pertama. Yang ke dua, fasilitas kalo ini kan dibantu dengan alat-alat misalnya in-focus. Sekarang ini memang portable ya. Bukan kita tidak menyediakan, kita menyediakan di kelas ada yang tetap tapi ada yang portable. Karena takut hilang. Walaupun dikunci ya, ada satpam. Tapi kan tetap saja. Itu memang kalo mau ditambah jauh lebih bagus. Kita tersedia, ada lah bangsa lima belas. : lima belas in-focus seperti itu? : iya. : semacam speaker seperti itu pak? : speaker ada yang tetap, ada yang jalan seperti itu. Yang portable aja yang ga berhubungan dengan itu. Ada juga yang punya inisiatif sendiri bawa speakernya. : kalo menurut bapak ni, penerapan kurikulum 2013 ni antara kelas reguler dan kelas axel dan bilingual ada perbedaan ga pak? : penerapannya mungkin guru tidak membedakan. Yang terjadi karena kelasnya anak yang beda, jadi situasi lebih lancar di kelas itu. Guru tidak membedakan dalam menerapkan ya, bedanya hanya disebabkan karena kelasnya itu anaknya yang beda, jadi kitanya yang lebih enak ngajar di situ. : tapi apakah itu dengan didorong faktor fasilitas yang lebih memadai di sana atau bagaimana, atau dari segi fasilitas sama saja pak? : lan fasilitas yang di reguler juga ditenteng dibawa ke sana. : oh semuanya portable gitu pak ya? : yang di luar yang aksel bilingual portable, tu yang ngambil ke TU. Memang ada, tapi banyak yang bawa. : ok pak, terimaksih atas penjelasannya, semoga dapat diterapkan dengan lanncar dan baik. : sebenernya kalo misalnya semua guru, semua siswa bisa, alangkah enaknya guru, diskusi atau apa, alangkah enaknya. : makasih pak ya.
155
Appendix 21. The result of obstacle observation in 2013 curriculum implementation of SMPN 3 South Tangerang.
Interviewee Vice headmaster of
Challenges -
Solution from teacher
Instruction process in the beginning of 2013
-
curriculum implemented.
curriculum -
The computerization of assessment.
-
-
Inputting the score into students’ report.
senior teacher in processing the
-
How to change students’ paradigm from
students’ score.
ancient to the recent paradigm.
-
Young
teacher
assisted
the
Junior teacher assisted the senior teacher in the way to input students’ score.
-
It needs more time to do that, so the teachers have to be patient in doing this.
English teacher A
-
The process and technique of assessment.
English teacher B
-
The overloaded of students in class.
-
Process of assessment.
-
The effectiveness of instruction process.
-
The less of monitoring from curriculum department
-
The
laziness
curriculum.
of
implementing
2013
156
Appendix 22. The table of data reduction of English teachers’ perspectives on the implementation of 2013 curriculum at seventh class of SMPN 3 South Tangerang. No
1.
2.
3.
4.
Indicator
The design of lesson plan.
The description of scientific approach in lesson plan.
The assessment adopted in the instruction.
The selection of material to be taught.
Subject Research English Teacher B The Lesson Plan in 2013 Curriculum Based on the interview and In the interview process was observation to the lesson plan, obtained that English teacher B English teacher A designed the didn’t design the lesson plan in lesson plan. However, the design written form or hard file. Hence, of lesson plan seemed not there was no lesson plan to be belonged to 2013 curriculum observed from this teacher. characteristic which was more to the previous curriculum. It is showed from the misses in some aspects in her lesson plan. Because of missing in the design This process wasn’t stated in the of her lesson plan, the process of lesson plan, however, it was scientific approach wasn’t stated described through interview at all. session. His understanding of scientific approach and how the process was quiet sufficient. English Teacher A
The design of lesson plan plays significant role in 2013 curriculum. The design of her lesson plan wasn’t 2013 curriculum lesson plan, therefore, the assessment process and instrument wasn’t 2013 curriculum which supposedly authentic assessment. Related to the material used, English teacher A took from the text book provided by the school, and it wasn’t suitable with the material used in her lesson plan.
English Teacher C
Conclusion
From the result of lesson plan observation, it showed that the design of English teacher’s C lesson plan was suitable with the characteristic of 2013 curriculum. She designed the lesson plan from the beginning of that semester.
Only English teacher C who designed the suitable lesson plan deal with 2013 curriculum, whether the English teacher A and B were less in this aspect.
This process was clearly stated in her lesson plan. She described and explained the step orderly and followed by certain activities.
There was no assessment explanation described in the lesson plan.
The assessment adopted in her lesson plan was authentic assessment which was attached in the lesson plan. there were two aspects assessed, that were writing skill and speaking skill.
In this case, English teacher A and B were absence. Only one teacher who described this process in the lesson plan. it showed that the matter of lesson plan was still important aspect to be concerned. Almost the same as previous aspect, the assessment process also experienced the same way, that only one teacher who explained and stated assessment process in the lesson plan.
Almost the same as English teacher A, the selection of material was also taken from the text book. however, he enhanced it using his kits.
Based on the lesson plan observation, the syllabus and text book was seemed as the main source of material. She
Text book was the main resource of material to be selected. Hence, it could be assumed that the order of
157
1.
2.
The activity in opening session.
Scientific approach process.
3.
The media used.
4.
The assessment during instruction.
5.
The activity in closing session.
also explained it into her lesson plan well. The Process of Instruction based on 2013 Curriculum In the opening session, this English teacher B directly showed Based on the lesson plan teacher actually already begun the characteristic of 2013 analysis, English teacher C with appropriate activities such as curriculum by presenting the conducted the opening session creating quiet condition and competence which will be by greeting to the student, connecting the material to the achieved during the instruction. checking attendant list, previous material. However, there However, the competence praying together, and etc. All was still missing activity which connection to the previous activities which were stated in was important that was to present competence was absence in his lesson plan portrayed 2013 the competence will be achieved. opening. curriculum characteristic. Based on the instruction This process was also conducted Based on her lesson plan, the observation, the process of by English teacher B. In the process of scientific approach scientific approach which practice, not all of the steps were was conducted orderly. conducted by English teacher A conducted well. Some steps still However, the practice of this didn’t run as supposedly. There needed improvement. Such as in process wasn’t observed. were some steps in this process associating process, he didn’t were conducted in meaningless specify and do it in specific which means out of purpose and activity. not maximum. The media used in her instruction In the instruction of English Based on the design of lesson was only marker pen, the teacher B, the miniature of plan, English teacher C used textbook. There was no building was the supporting media pictures and slide show. supporting media such as used. However, the electronic teacher’s kit or laptop and etc. media such as laptop and gadget didn’t appear in his class. The assessment used in English Almost the same as English The assessment process during teacher’s A instruction was giving teacher A, English teacher B also instruction wasn’t observed. the star as appreciation for scored students based on group Hence, the assessment process students who was active in the work and also individual work. was conducted in separate class. Beside that, group and The scoring guideline wasn’t class. individual work were also available. assessed in this instruction. However, the scoring and assessment guideline wasn’t available. The closing session was simply Drawing the conclusion, assessing Retrieved from the lesson conducted by English teacher A, students’ work, and giving plan, the closing session was there was no specific activity to explanation of further meeting conducted through making
teaching process followed the textbook chapter. This process was actually conducted based on the characteristic of 2013 curriculum, however, only some activities were miss in this session.
Actually scientific approach was already attempted to be implemented. However, English teachers need to put meaningful activity with specific and clear activity to each steps.
In using media of teaching, the English teachers attempted to explore and made creative media. However, there was still one teacher who didn’t adopt. The assessment process during instruction was conducted in English teacher’s way. However, the absence of scoring guideline seen as minus in this aspect.
The closing session was actually conducted in common, presenting next
158 draw conclusion and reflect the lesson. Only correcting the group work and followed by appreciating the active student.
1.
The designing of assessment instrument.
2.
The designing of scoring guideline.
3.
The examination process.
4.
The process of assessment.
5.
Using the scoring guideline.
were the activities in closing session. Making reflection, giving feedback, and presenting lesson plan were absence in this session.
reflection, concluding the lesson, and giving the assignment. This teacher didn’t present further lesson plan. The Assessment Process in 2013 Curriculum As observed, there was no The design of assessment She designed the instrument of specific design in her assessment instrument wasn’t found in hard assessment in detail. She instrument. Only list of names file. He said that, the data of score focused on two major skills to and followed by scoring columns was saved in soft file which be assessed which were without further explanation. couldn’t be accessed. speaking and writing. The rubric and scale of scoring were also attached in her design.
There was no appropriate design made by English teacher A related to authentic assessment. This process wasn’t observed.
The design of scoring guideline was in form of soft file and couldn’t be tracked. This process wasn’t observed.
As previous point, the guideline of scoring was also created. This process wasn’t observed.
The process of assessment was conducted through instruction process by scoring students’ work.
Scoring students’ work and project was the way how English teacher B conducted the assessment. This process was also conducted inside the instruction process. There was no scoring guideline used.
The process of assessment was held separately from instruction process. She assessed students’ presentation and works. She used scoring guideline in assessing students’ work or project.
There wasn’t scoring guideline used.
lesson plan and making reflection were rarely done in their closing.
The form of scoring guideline and clear assessment instrument which is suitable with authentic assessment only made by English teacher C. The design of assessment instrument was the serious matter for English teacher A and B. Only English teacher C who created the scoring guideline. The process of assessment commonly conducted through scoring students’ work. English teacher A and B didn’t use scoring guideline, only English teacher C used it.
159
Appendix 23. The result of students’ questionnaire of 7th CI
No 1.
Statement I am interested to join English learning in the class.
Yes 20
No -
2.
I pay attention to the teacher when explaining the lesson material. I do understand the material explained by the teacher.
20
-
18
2
19
1
5.
During the learning process, teachers give the students chance to observe. Teacher use the media or tool during teaching process.
17
3
6.
Teacher present the material creatively, and lovely.
20
-
7.
During the class, teacher give students chance to ask a question. During the class, many students ask a question. During the class, teacher give task to group.
19
1
6 19
14 1
19
1
17
3
20
-
13. 14.
During the class, teacher give students chance to discuss with other. During the class, teachers guide and assist students to conclude the result of discussion. During the class, teachers give students chance to show students work. Teachers give students assignment or homework. Teachers tell the score of assignment or homework.
20 11
9
15. 16.
Teachers give the examination question. Teachers give the exam result.
19 16
1 4
3. 4.
8. 9. 10. 11. 12.
160
Appendix 24. The result of students’ questionnaire of 7th 8
No 1.
Statement I am interested to join English learning in the class.
Yes 35
No 4
2.
I pay attention to the teacher when explaining the lesson material. I do understand the material explained by the teacher.
39
-
31
8
38
1
5.
During the learning process, teachers give the students chance to observe. Teacher use the media or tool during teaching process.
24
15
6.
Teacher present the material creatively, and lovely.
38
1
7.
During the class, teacher give students chance to ask a question. During the class, many students ask a question. During the class, teacher give task to group.
38
1
12 37
27 2
35
4
37
2
39
-
13. 14.
During the class, teacher give students chance to discuss with other. During the class, teachers guide and assist students to conclude the result of discussion. During the class, teachers give students chance to show students work. Teachers give students assignment or homework. Teachers tell the score of assignment or homework.
39 33
6
15. 16.
Teachers give the examination question. Teachers give the exam result.
38 33
1 6
3. 4.
8. 9. 10. 11. 12.
161
Appendix 25. The result of students’ questionnaire of 7th 4
No 1.
Statement I am interested to join English learning in the class.
Yes 28
No 11
2.
I pay attention to the teacher when explaining the lesson material. I do understand the material explained by the teacher.
35
4
16
23
35
4
5.
During the learning process, teachers give the students chance to observe. Teacher use the media or tool during teaching process.
11
28
6.
Teacher present the material creatively, and lovely.
25
14
7.
During the class, teacher give students chance to ask a question. During the class, many students ask a question. During the class, teacher give task to group.
38
1
26 31
13 8
36
3
32
6
29
10
13. 14.
During the class, teacher give students chance to discuss with other. During the class, teachers guide and assist students to conclude the result of discussion. During the class, teachers give students chance to show students work. Teachers give students assignment or homework. Teachers tell the score of assignment or homework.
37 33
2 4
15. 16.
Teachers give the examination question. Teachers give the exam result.
35 31
4 8
3. 4.
8. 9. 10. 11. 12.
162
Appendix 26. The example of lesson plan used by English teacher A
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) SMP
: SMP Negeri 3 Tangsel
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VII (Tujuh) / 2
Tema
: Shopping
Aspek/ Skill
: Mendengarkan
Alokasi Waktu
: 2 x 40 menit
Jenis teks
: Interpersonal.
Tahun Pelajaran
: 2012/2013
I. Standar Kompetensi Mendengarkan 7.Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat II. Kompetensi dasar Mendengarkan 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi klarifikasi. III. Indikator Merespon ungkapan-ungkapan: 1. Meminta klarifikasi 2. Memberi klarifikasi 3. Menulis kalimat berbentuk simple past tense
163 1V. Tujuan Pembelajaran. Pada akhir pembelajaran siswa dapat: 1. Merespon ungkapan meminta klarifikasi 2. Merespon ungkapan memberi klarifikasi 3. Menulis kalimat berbentuk simple past tense V. Materi pembelajaran. a. Percakapan yang memuat ungkapan-ungkapan meminta dan memberi klarifikasi.
Listen to the teacher’s voice carefully, and while listening for the second time, fill in the blanks according to what you have heard. Hasan : Did (1) you go to the traditional market yesterday (2)? Syifa
: Yes I did.
Hasan
: What did you buy?
Syifa
: I bought (3) some vegetables and cakes.
Hasan
: Did you go there by yourself?
Syifa
: No, I didn’t.
Hasan
: Who accompanied (4) you?
Syifa
: My mother and my lovely daughter.
Hasan
: Oh, I’m sorry I didn’t go (5).
b. Kosa kata terkait tema/jenis teks Misalnya: buy, traditional market, vegetables, cakes, etc. c. Verbs:buy, go accompany, etc. d. To be: e. Personal pronouns: I, you f. Ungkapan baku:
▪ What did you buy? ▪ Oh, I’m sorry I didn’t go
Simple Past Tense Positive
: Subject + Verb II
Negative
: Subject + did not + Verb I
164 Interrogative
: Did + Subject + Verb I
You We
Were
They Writing a lesson all day, yesterday
She He Was It I
VI. Metode pembelajaran / Teknik: Three-phase technique. VII. Langkah-langkah Kegiatan. a. Kegiatan Pendahuluan. Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Mengabsen siswa. Memberi motivasi kepada siswa. Penjelasan tentang topic yang akan di bahas. b. Kegiatan Inti. Guru membacakan sebuah percakapan. Siswa mendengarkan percakapan guru dengan seksama. Siswa melengkapi “blank spaces” percakapan di hand out. Guru menjelaskan bentuk kalimat (rumus) simple past tense. Menentukan makna dan fungsi kalimat yang di dengar Menirukan kalimat-kalimat yang diucapkan guru Membahas percakapan-percakapan tersebut c. Kegiatan Penutup.
Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM. Menugaskan siswa untuk menggunakan kalimat simple past tense (sesuai dengan kondisinya) dalam percakapan sehari-hari. VIII. Sumber Belajar. a. Buku teks (Mukarto,M.Sc.”English on Sky”) for Junior High Schools Students, Erlangga, 2004, Jakarta. b. Kurikulum Bahasa Inggris (grade VII),
165 c. Hand out, Pictures, word strips. IX. Penilaian. a. Teknik
: Tes lisan dan tulisan.
b. Bentuk : Dialog (percakapan) c. Instrumen
: Terlampir
X. Pedoman Penilaian: a. Untuk tiap jawaban benar diberi skor = 2 b. Nilai maksimal = 10 c. Nilai siswa =
SkorPerole han x10 SkorMaksimal
7
i' .-?
RENCANA PEIAr(SANMN PEMBELATARAnI{ RPP }
SM
P
:SMP N 3 KotaTangerangSelatan
Kelas/Semester Mata
Vll (Tujuh)/ 2 : Bahasa lnggris
Materi
:
Pelajaran Pokok Alokasi Waktu A.
:
Teks Deskripsi
: tZ jp ( 2 x 40 rninutes)
Kompetensilnti: KI
1:
Menghargai dan menghayati ajaran agama yang dianutnya
Kl
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.
Kl
3:
Memaharni pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
Kl
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 disekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi No. 1.
2.
L.1
2.L
Dasar:
Kompetensi Dasar Mensyukuri kesempatan dapat mempelajari bahasa lnggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
lndikator
1.1.1
L.L.z
2.L.
2.3.
,q
Bahasa Inggris. Serius dalam melaksanakan setiap
kegiatan pada pembelajaran Bahasa lnggris.
2.2.
+sd 1t
Bersemangatdalam melaksanakan setiap kegiatan pada pembelajaran
Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggun$ jawab dalam melaksanakan komunikasi transakional dengan guru dan teman. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3
I |
3.1
0
I | I !
4
Memahamifungsi sosial, struktur teks, dan unsur kebahasaan dari t"fr deskriptif dengan ,"nyatakan dan menanyakan tentang deskripsi orang, binatang dan benda, sangat pendek dan sederhana, sesuai dengan konteks penggunaannya
4.9
3.10.1. Menjelaskan fungsi sosial dan unsur kebahasaan dari teks
deskriptif
Menyusun teks lisan dan tulis 4.9.1 dapat mengucapkan bagian tubuh tubuh 4.9.2. dapat mengucapkan fungsi tubuh laku/tindakanfungsi 4.9.3. dapat mengucapkan bagian tubuh
untuk menyatakan dan menanyakan tingkah
dari orang, binatang, dan benda, dengan unsur kebahasaan yang benar dan sesuai konteks.
hewan
4.94. dapat mengucapkan fungsi bagian hewan 4.9.5. dapat mengucapkan bagian benda 4.9.5. dapat mengucapkan fungsi benda 4.9.7 dapat menuliskan bagian dan tubuh manusia 4.9.8 dapat menuliskan fungsi tubuh manusia 4.9.9. dapat menuliskan bagian tubuh hewan 4.9.10 dapat menuliskan fungsi bagian hewan 4.9.LL. dapat me'nuliskan bagian bagian benda 4.9.L2. dapat menuliskan fungsi benda
C. Materi
Pembelajaran : Fungsisosial Mengidentifikasi, mengenalkan, memuji, mencela, mengagumi
Struktur Teks (ungkapan hafalan, tidak perlu dijelaskan tata bahasanya)
a.
We exercise in the morning. We don't soy bod words. He doesn't like noodles. Whot do you do in the afternoon? dan semacamnya.
b.
Where does the dog poo? trees., dan semacamnya.
c.
My cat sleeps on the
sofo. Tigers
don't
sleep
at
night.
uinkeys
live on
Tltis story makes her cry. His toy train moves on the track. My TV doesn't work. The movie plays
4 pm., dan semacamnya.
ot
a Unsur kebahasaan
(1)
Kata tanya dan pernyataan negatif What do ...? Do you ...? Does he ...? He doesn't ... They
(2)
don't...
Penyebutan kata kerja yang sangat lazim dan terkait dalam simple present tense untuk
menyatakan kebiasaan, tanpa dan dengan -s.
(3) (4) (5) (6) {7\
Preposisi: in, ot, on untuk menunjukkan tempat Preposisi in, ot, on untuk menunjukkan waktu Ucapan, tekanan kata, intonasi, Ejaan dan tanda baca
Tulisan tangan
Topik Orang, binatang, benda di sekitar dan relevan dengan kehidupan siswa, dengan memberikan keteladanan tentang perilaku disiplin, percaya diri, bertanggung jawab, cinta damai, dan kerja sama.
D. Model/ Metode
Pembelajaran
1,. Pendekatan
:
:
Scientific Approoch
E. Kegiatan Pembelajaran
:
PERTEMUAN 1
Pendahu
o
Guru masuk ruanBan dan menyapa peserta didik dengan salam dan atau ucapan "Hello, everyone." o Guru menanyakan kondisipeserta didik (fisik/pisikis) dengan pertanyaan "l hope all of you arefeeling better today." . Guru menanyakan kehadiran peserta didik dengan menggunakan ungkapan "aII present today?" o Guru menanyakan kesiapan peserta didik dalam mengikuti kegiatan pembelajaran dengan pertanyaan "ore ready to follow me?" f"are you ready to follow my lesson now?" o " Guru mengajak peserta didik untuk berdo'a sebelum memulai pembelajaran dengan ajakan "before we start the lesson, let's hove o moment of silence by reciting basma ll a h o ltogether." o Guru mengaitkan pengalamannya dengan materi/kegiatan yang akan dilaksanakan o Guru memberitahukan tujuan pembelajaran kepada peserta didik o Guru menjelaskan kegiatan pembelajaran yang akan dilaksanakan kepada peserta didik r Guru memberitahukan penilaian
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Siswa terbiasa atau sering mendengar dan menyaksikan guru dan warga sekolah lain menyebutkan dan mena nya kan tin gkah la ku/ tinda ka nfungsi ora n g, binatang, benda, dalam bahasa lnggris, dengan unsur kebahasaan yang sesuai dengan fungsi sosialnya. Hrd nic€ llBy gel
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Siswa dituntut untuk mencontoh kebiasaan tersebut
dengan menyebutkan dan menanyakan tingkah laku/ tindakanfungsi orang, binatang, benda, dalam bahasa lnggris.
Menanya Dengan bimbingan dan arahan guru, siswa menanyakan dan mempertanyakan antara lain tentang perbedaan antara cara menyebutkan dan menanyakan tingkah laku/ tindakanfungsi orang, binatang, benda, dalam bahasa lnggris dengan yang ada dalam bahasa lndonesia, kemungkinan menggunakan ungkapan lain, akibat jika tidak melakukan, dsb.
Mengumpulkan lnformasi
o
Siswa mendengarkan dan menyaksikan banyak contoh interaksi dengan menyebutkan dan menanyakan tingkah
7 binatang, benda yang telah dipelajari tersebut di atas dengan yang ada di sumber-sumber lain, atau dengan yang digunakan dalam bahasa lain.
o
Siswa memperoleh balikan lfeedbackl dariguru dan teman tentang fungsi sosial dan unsur kdbahasaan yang
digunakan.
Mengkomunikasikan
o
Siswa menggunakan bahasa lnggris setiap kali muncul
kesempatan untuk menyebutkan dan menanyakan tingkah laku/ tindakanfungsi orang, binatang, benda, di dalam dan di luar kelas, dengan unsur kebahasaan yang sesuai fungsi sosialnya.
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Siswa berupaya berbicara secara lancar dengan ucapan,
tekanan kata, intonasiyang benar dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi. Siswa membicarakan permasalahan yang dialami dalam menggunakan bahasa lnggris untuk menyebutkan dan menanyakan tingka h laku/ tindaka n/fungsi oran g, binatang, benda dan menuliskannya dalam jurnal belajar sederhana dalam bahasa lndonesia. Penqtup
Guru dan peserta didik sama sama melakukan refleksi Menyimpulkan materi hari ini Memberikan tugas untuk pertemuan berikutnya l_0'
F. Sumber /Media Pembelajaran 1. Sumber : Buku paket siswa ; When English rings the bell
2.
Media Pembelajaran : pictures,
stide shaw.
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laku/ tindakanfungsi orang, binatang benda dalam bahasa lnggris dari film, kaset, buku teks, dsb.
'
Siswa menirukan contoh-contoh interaksi dengan
menyebutkan dan menanyakan tingkah laku/ tindakan/fungsi orang, binatang, benda dalam bahasa lnggris dengan ucapan, tekanan kata, intonasi, dan sikap yang benar.
o
o
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) interaksi menyebutkan dan mena nya ka n tin gka h la ku/tinda ka n/fu ngsi orang, binatang, benda. Secara kolaboratif, siswa berusaha menggunakan bahasa
lnggris untuk menyebutkan dan menanyakan tingkah laku/ tindakanfungsi orang, binatang, benda dalam konteks pembelajaran, simulasi, role-play, dan kegiatan lain yang terstruktur. Mengasosiasi
e
Siswa membandingkan ungkapan menyebutkan dan menanya ka n tin gka h laku/ tinda ka nfungsi oran g, binatang, benda yang telah dikumpulkan dari berbagai sumber tersebut di atas.
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a Penilaian
1.
Tehnik: Tes tulis dan lisan
- Bentuk : Menuliskan bagian bagian dan fungsitubuh manusia hewan dan benda - Jenis ungkapan : menyebutkan bagian bagian dan fungsitubuh manusia hewan dan benda
Tangerang Selatan, Juli 2015 Guru Mata Pelajaran
Hj. EniSubekti, M.Pd N I P: 196307201985012001
173
Appendix 28. The example of assessment guideline used by English teacher C
1. Rubrik Penilaian a. Penilaian sikap Aspek Yang Dinilai Nama Peserta Didik
Tanggung Jawab 1
2
3
Percaya diri 4
1
2
3
4
174
Keterangan: 4: Selalu
3: Sering
b. Penilaian Pengetahuan Nama Peserta Didik Produk sesuai dengan konsep penyusunan kerja kreatif hasil kerja asli didesain tepat waktu kerapian sangat baik
2: Kadang kadang
1: Tidak pernah
Aspek Yang Dinilai Produk sesuai dengan konsep penysunan kerja kurang kreatif hasil kerja asli diselesaikan tidak tepat waktu kerapian cukup baik
Produk sesuai dengan konsep penyusunan nya kerja tidak kreatif hasil kerja asli diselesaika n tidak tepat waktu kerapian kurang baik
Produk sesuai dengan konsep penyusunanny a kerja tidak kreatif produk (hasil kerja) tidak asli diselesaikan tidak tepat waktu kerapian tidak baik tidak ada laporan hasil kerja yang dapat disajikan
Amount (4/4x10 0)
Score
175
c. Penilaian Keterampilan Aspek Yang Dinilai Nama Peserta Didik
Menulis (1-4)
Berbicara (1-4)
Amount (mxb)x4
Score
176
Hasil Akhir Penilaian Nama Peserta Didik Sikap (30%)
Mengetahui,
Aspek yang dinilai Pengetahuan Keterampilan (30%) (40%)
Amount (S+P+K)/1 00
Score
Tangerang Selatan, November 2015 Guru Mata Pelajaran _________________________
177
Appendix 29. The documentation of instruction process of 2013 curriculum at seventh class of SMPN 3 South Tangerang.
The activity of teaching and learning process in 7th 4 of SMPN 3 South Tangerang
178
The activity of teaching and learning process in 7th 8 of SMPN 3 South Tangerang
179
The activity of teaching and learning process in 7th CI of SMPN 3 South Tangerang