1

CHAPTER I

INTRODUCTION

This chapter presents: (1) background, (2) research problem, (3) research

objective, and (4) significance of the study.

1.1 Background

Curriculum has been approved as an educational guidance because it

provides every aspect needed in education to achieve its goals. According to Shiel

(2007), the quality of education is measured through the level of curriculum used

as the guidance of running education. Alsubaie (2016) has discovered that a

curriculum generally must be adaptable in educational and social necessity

because it is an effective agent for educational process. Then, the purpose of

curriculum is to provide and determine knowledge, skills, students’ values,

learning outcome, and how teaching and learning at school can be designed and

evaluated well (Richards, 2005, p.2). It can be summarized that curriculum is a

significant aspect for good educational acceleration in order to embody the

purpose of education.

However, curriculum is a set of dynamical equipment in education because

it depends on the educational changes itself. As conducted by Moreno (2007)

revealed the dynamic curriculum enables the mapping of curriculum

transformation in a systematic ways, accounting for tension, and contradiction in

educational system. Then, Hovil and Hendriks (2006) found that the dynamical

curriculum model in education is to demonstrate the possibility for planning and

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the development of diversification. Essentially, curriculum is a dynamical part of

education.

Therefore, this situation forges every involved educational implementers

including teachers to have deep understanding in order to run educational process

effectively based on the curriculum utilized. Annala and Makinem (2013) have

found that when a curriculum has been in a change such at university, the teacher

need to participate in the revolution of curriculum applied with various

understandings because curriculum has a complex social process. In line with this,

Newlyn (2016) has also uncovered that it is important for educators to have good

understanding about the characteristics of curriculum model because it is very

beneficial for them to utilize the curriculum. Thus, the implementers of

curriculum such teachers need to have a good comprehension about the changes

of curriculum.

On the other hand, the current educational curriculum used in Indonesia

generally has been transformed from the KTSP curriculum to the 2013 curriculum

(K13). A study conducted by Prastowo (2018) discovered that KTSP curriculum

contains various substantial and technical problems. Therefore, the emergence of

2013 curriculum has been implemented to compensate it. According to Machalli

(2013), the policy of 2013 curriculum implementation aims to complete the

weaknesses in previous curriculum. Also, the purpose of the curriculum change is

to provide creative, innovative, productive, and effective Indonesia’s future

generations. In summary, the previous curriculum KTSP has been compensated it

with new 2013 curriculum.

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Consequently, the teachers in Indonesia frequently encounter problems

during its implementation including English teachers. In line with this problem, a

research conducted by Khasanah and Widyantoro (2017) revealed that the 2013

curriculum in the English teaching and learning process at schools is not

implemented maximally because the teachers encountered problems such as time

availability, material discrepancy, lack of facility, and difficult evaluation. After

that, Gunawan and Daud (2018) found that teacher of English encounter

difficulties to implement the 2013 curriculum such as time allocation, students’

extreme diversity, and so on. In conclusion, English teachers in Indonesia have

problems in implementing the 2013 curriculum in English lesson.

In relation to this, a preliminary study conducted by the researcher at MTs

Darrusolihin Banyuasin through informal interview with one of the English

teachers indicated that the teachers found difficulties the implementation of 2013

curriculum because many things to be concerned how the teachers prepare

materials, teaching activity, and how the teacher evaluate. Consequently, the

teachers at that school specifically the English teachers needed to understand all

the mechanism in the curriculum and matched it with the students’ ability

continually and follow the system of previous curriculum to enforce learning and

teaching activity for its effective implementation (Personal communication with

Y. W, September 16th, 2020).

This issue was also supported by previous studies. As the first conducted by

Khurotuleni (2019) about the implementation of 2013 curriculum revision on

lesson plan made by English teachers of SMA N 2 Magelang in school year

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2018/2019. The result of this study indicated that the lesson plan made by four

English teachers at that school needed to be upgraded especially in lesson design.

The second was conducted by Ekawati (2016) about the implementation of

curriculum 2013: a case study of English teachers’ experience at SMA Lab School

in Indonesia. The research discovered that the English teacher there did not

implement the steps of scientific approaches because of the students’ passivity in

classroom. Essentially, there have been previous studies conducted by researchers

about the problems in implementation of 2013 curriculum.

As the result, this phenomenon encouraged the researcher to conduct a

similar research about implementation of the 2013 curriculum in English

classroom. The purpose of this research was to find out how the 2013 curriculum

was implemented in English classroom. After that, the researcher had conducted

this research at MTs Darussolihin Banyuasin because the researcher had a

teaching experience at that school. Therefore, this research was entitled “The

Implementation of the 2013 Curriculum in English Classroom: A Case Study

at MTs DARUSSOLIHIN Banyuasin”.

1.2 Research Problem

Based on the background, the research problem was formulated as the

following question:

How was the 2013 curriculum implemented in English classroom at MTs

Darrussolihin Banyuasin?

1.3 The Research Objective

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Based on the research problem above, the objective of this study was

formulated as following:

To find out how the 2013 curriculum was implemented in English

classroom at MTs Darrussolihin Banyuasin.

1.4 Significance of the Study

The results of this study are expected to give advantageous contributions to

some elements. The English teachers can comprehend how to transfer the English

skills based on the 2013 curriculum and the English teachers can think about how

to put other related things into teaching to make students more active in teaching

and learning activities.

Then, the school can know everything needed in the process of the 2013

curriculum in English classroom so that the school can provide everything to

support the quality of teaching and learning process.

After that, the supervisor can have some useful information about the

implementation of 2013 curriculum in English classroom which enables him/her

to know the condition of the 2013 curriculum implementation progresses so that

the supervisor can find the solutions to solve some possible problems emerging in

the 2013 curriculum implementation in English class.

Finally, this research is oriented for other future researchers who are

interested to investigate research about a curriculum implementation especially

about the implementation of 2013 curriculum applied in Indonesia in the same

field.
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CHAPTER II

LITERATURE REVIEW

This chapter presents the following subtopics: (1) the definition of

curriculum, (2) the function of curriculum, (3) the changes of curriculum, (4) the

2013 curriculum, (5) the excellences of 2013 curriculum, (6) the implementation

of 2013 curriculum, (7) the problems of 2013 Curriculum implementation in

English teaching, (8) previous related studies.

2.1 The Definition of Curriculum

Curriculum is considered as a guideline to enforce the process of education.

In relation to this, there have been numerous experts who opine about the

definition of curriculum. According to Mulenga (2018) states that curriculum is

regarded as all the selection, organization, integration, innovation, and evaluation

in educational experiences prepared for students consciously or unconsciously to

reach the goal of education. In line with is, Su (2012) perceives that curriculum is

a medium of getting specific educational goals and objective. Tinsale (2016) also

defines that curriculum is defined as a mixture of philosophical perspectives, the

learners’ and teachers’ experience, teaching methodologies, and wanted and

unwanted outcome needed in institutional education. Afterwards, Lunenburg

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(2011) views that curriculum is a means which encompasses content, learning

experience, behavior objectives, lesson plan, and nontechnical approach. Finally,

the definition of curriculum is also asserted in Undang-Undang Nomor 20 Tahun

2013 about the system of national education that curriculum is a set of plan and

settings which covers goals, content, materials, and methods used as the guidance

in the process of learning and teaching enforcement in order to achieve the

educational goals (Widyastono, 2015, p.7). Wahyuni (2016) has found that

curriculum is a guidance in educational field. It is therefore important to provide

teaching materials and also the methods for the implemented curriculum in order

for learning achievement. Astriya (2017) states that there are some points to

understand in designing teaching and learning preparation namely formulation of

learning objectives, selection and organization of teaching materials, selection of

learning sources, learning methods, and assessment. It can be concluded that

curriculum is a set of equipment used in education which involves every

necessary components to achieve the goal of education.

2.2. The Functions of Curriculum

It is obvious that the presence of curriculum as the guidance of education

has important position to achieve the educational goal. According to Sanjaya

(2011) curriculum has a variety of functions namely for teachers, headmasters,

supervisors, parents, and particularly students as described below (as cited in

Widyastono, 2015).

2.2.1 The function of curriculum for teacher is as a guidance to enforce the

process of learning activity. Jhadav and Patankar (2013) conveyed that

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curriculum can supply information to teachers about teaching methods and

strategies, psychology of learners, learning materials, learning evaluation,

and so on. Kennedy (1996) has found that teacher can understand about the

change in curriculum if they are given a chance to utilize a certain

curriculum. This means that curriculum can help teacher to get involved in

curriculum changes. Thus, curriculum can function to direct teacher about

everything related to curriculum in learning activity.

2.2.2 The function of curriculum for head master is to organize plans and

schooling programs. According to Widyastono (2015), organizing academic

calendar, proposing infrastructures at school to the school’s committee,

proposing all the school’s activity such extracurricular and other activities

are synchronized with the implemented curriculum. Jonyo (2019) has shown

that a headmaster has an important role in curriculum implementation

because his/her responsibility is to monitor everything at school including

curriculum. In summary, the function of curriculum for headmaster is

concerned with organizing every program at school.

2.2.3 The function of curriculum for supervisor is a guidelines for school’s

supervision. Ali and Al-Harasheh (2013) have revealed that a supervisor

takes action in curriculum in order to evaluate the progress of education

such as students’ educational achievements for its objectives at school. After

that, Bekoe et al. (2017) concluded that the role of supervisor in curriculum

is monitoring performance, giving feedback, and evaluate the improvement

of activity in classroom. Therefore, supervisor and supervision have to

 9

collaborate each other. Essentially, curriculum might be a guidance for

supervisor in evaluating the process of education.

2.2.4 The function of curriculum for learners’ parents is to help and direct them to

supervise students’ learning. A study conducted by Kostandinova (2012)

discovered that the position of curriculum in learners’ parents is to establish

a cooperative communication between school and parents in order to

monitor the pupils’ behaviour in learning. Then, a research conducted by

Olibie (2014) uncovered that teachers have to rescue parents understand

why their involvement is very valuable in curriculum implementation

because it functions to monitor their children’ success at school. Hence,

learners’ actions in curriculum implementation aims to see the students’

learning progress.

2.2.5 The function of curriculum for learners is as their guidelines in learning.

According to Jagersma (2010), the challenges of plan is not only affected by

the inadequacy of educational system, and limited communication but also

affected by students’ participation. This means that students’ learning

progress is the measurement of successful curriculum implementation.

Then, a study conducted by Wiyono (2018) indicated that the success of

curriculum implementation will influence students’ learning achievements.

Therefore, the quality of curriculum utilization is important to increase for

helping students get their learning goals. Pointedly, the role of curriculum in

students is to direct them in learning.

2.3 The Changes of Curriculum

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Basically, curriculum is dynamical because it is based on the influential

issues emerging in education itself. This means that curriculum can be revised

because of main reason namely to simplify and increase the quality of education.

According to Gruba el al. (2004), there are nine factors which trigger the changes

of curriculum. They are influential individuals, financial pressures, staffing issues

as workload, students’ view point, students’ abilities, pedagogical arguments,

government regulation, the national and international accreditation bodies, and

academic fashion. In line with it, Yeung et al. (2012) have found that the purpose

of curriculum is to illustrate the changes of curriculum orientation to respond the

demand of current globalization, modernization IT boom, and social knowledge

by following the development of generic skills. As conducted by Moreno (2007)

revealed the dynamic curriculum enables the mapping of curriculum

transformation fora systematic ways, accounting for tension, and contradiction in

educational system. Then, Hovil and Hendriks (2006) found that the dynamical

curriculum model in education is to demonstrate the possibility for planning and

the development of diversification. In brief, the changes of curriculum occurs

based on a variety of educational needs.

2.4 The 2013 Curriculum

2.4.1 The Concept of 2013 Curriculum

The 2013 curriculum is a new curriculum which emphasizes students’

activeness and independence in learning. Shafa (2014) states that learning process

in the 2013 curriculum prioritizes learners to be more active and independent.

Therefore, the learners are given a chance to increase their competency by

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themselves. Alinawati (2013) assets that the 2013 curriculum is a new one applied

in Indonesia to flesh out the previous KTSP curriculum. Afterwards, Gunawan

(2017) also states that the 2013 curriculum emphasizes to build students’

characters, increasing relevant skills, based on students’ interests and necessity.

According to Mulyasa (2013), the 2013 curriculum is a set of educational

guidance implemented in Indonesia by practicing students’ independence in order

to upgrade their knowledge, assess the value of characters in the form of good

morality (as cited in Ekawati, 2016, p. 86). In short, the 2013 curriculum is a set

of new educational guidance oriented to make learners active in learning by

implementing students’ independence in learning.

2.4.2 The Components of 2013 Curriculum

A curriculum has to have a relevance such as demands, necessity, condition,

and social development. Then, it also has to be relevant with each its components.

Alinawati (2013) mentions some components of curriculum such as objective,

content, and evaluation.

2.4.2.1 Objective

This is a component which aims to establish curriculum concerned with

every goal to be achieved or to be oriented to achieve the outcome from the

curriculum. Kapur (2018) found that the objective of curriculum should be

designed as where someone is willing to step so that the goal of he/she wan to

achieve can be gotten well. Then, designing clear goals will help the process of

creating the curriculum in line with the process of its implementation.

2.4.2.2 Content
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The content of curriculum is everything given to students during learning

and teaching activity based on the each studies. In relation to this, Bain and

Siddique (2017) mention that the content is one of the four important aspects of

curriculum along with objectives, methods, and evaluation. The, Hassan (2013)

claims that the content of curriculum is a set of reality, thoughts, design, and

presented ability. This means that the content of curriculum has to be a framework

for goal and knowledge to be mastered by students. According to Meuret and

Bonnard (2010), students’ works have a great distribution to their academic

achievement. Callies and Denhiere (2002) have encountered that the students’

previous understanding or knowledge in very influential aspect to expand the new

knowledge. A study conducted by Ilmiah and Nur (2018) has shown that it is

important for teacher to give information about the next materials orientation so

that the students can know what they have to prepare and this enables the students

to like the materials. Alinawati (2013) mentions some components of curriculum

such as objective, content, and evaluation. The point is the content of curriculum

has to cover every necessity for the goal of education.

2.4.2.3 Methods

It is a very important component because the method and strategy used in

curriculum determines whether the materials given can achieve the educational

goal or not. Wahyuni (2016) has found that curriculum is a guidance in

educational field. It is therefore important to provide teaching materials and also

the methods for the implemented curriculum in order for learning achievement. A

research conducted by Dorgu (2016) found that the implementation of curriculum

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in learning activity is a very serious thing to be concerned with and it is therefore

important to do it through effective methods for effective implementation as well.

Hence, curriculum methods for its implementation is a vital necessity for effective

implementation.

2.4.2.4 Evaluation

This component aims to form the curriculum to take action as the method of

measurement in order to analyse whether the goal of education can be achieved or

not so that the user of the curriculum can improve when a problem encountered

for its improvement. According to Agrawal (2004), evaluation in curriculum

implementation is an important part in order to decide what students need to learn.

Then, Stack (2005) states that the function of evaluation in curriculum is to make

sure for the quality of the implemented curriculum. Therefore, evaluation is an

unavoidable aspect to be given attention to the curriculum implementation.

2.5 The Excellences of 2013 Curriculum

Every curriculum used as the guidance in education has certain objective

such the 2013 curriculum which aims to make students active and independent in

learning. This means that the implementation of a curriculum has eminences in

education in order to improve the quality of education. Talaumbanua (2014) states

that there are three excellences of the 2013 curriculum namely encouraging

students creativity and innovation, infusing integrated character, educational

equality, teachers are obligated to follow trainings. After that, according to Amin
 14

(2013), there are a number of excellence in the 2013 curriculum as described

below:

1. Students are demanded to be active, creative, and innovative

2. Evaluation is related to every aspect, it is not only from examination score

but also from politeness, religion, practice, attitude, and so on.

3. This curriculum provides the development of integrated character for all

study programs.

4. This curriculum is based competency in relevance with the function and

objective of national education.

5. Competence portrays holistically attitude, performance, and knowledge.

6. Some of competencies needed are matched with necessity.

7. The 2013 curriculum is sensitive about the social changes.

8. Assessment system is directed to based competency assessment

9. This curriculum does not need an elaborated document because it has been

provided by the government

10. It promotes contextual learning process.

11. Increasing teaching motivation through professional, pedagogical, social,

and personal competencies.

12. Handbooks and document are provided completely to support teachers in

the process of reading and implementing literacy, to supply teachers’ ability

in designing lesson plan, and to utilize scientific approach well.

2.6 The Implementation of 2013 Curriculum in English Teaching

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The implementation of 2013 curriculum in English teaching aims to achieve

the successful English teaching in orientation to increase students’ English

proficiency. Therefore, the English teachers have to understand every aspect in the

process of 2013 curriculum implementation in English teaching. Astriya (2017)

states that there are three aspects to be concerned in the implementation of 2013

curriculum as explained below:

2.6.1 Teaching and Learning Preparation.

In the process of 2013 curriculum implementation about teaching and

learning preparation, English teachers have to understand how to design teaching

and learning preparation based on the syllabus. In relation to this, there are some

points to understand in designing teaching and learning preparation namely

formulation of learning objectives, selection and organization of teaching

materials, selection of learning sources, learning methods, and assessment.

2.6.2 Teaching and Learning Process.

In the process of 2013 curriculum implementation about teaching and

learning process, English teachers have to understand three activities to be

enforced based on Permendikbud No. 81 A year 2013 namely the first is pre-

activity (greeting and checking the students attendance, preparing and motivating

the learners before running learning process, asking the students about previous

lessons, introducing new materials to students, and explaining the materials

chronologically as directed in syllabus) Widyastono (2015) states that in the

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process of learning and teaching enforcement in order to achieve the educational

goals. Then, Jhadav and Patankar (2013) conveyed that curriculum can supply

information to teachers about teaching methods and strategies, psychology of

learners, learning materials, learning evaluation, and so on. According to Hollin

(2011), teachers’ preparation before teaching is very important to provide

instructional direction. A study conducted by Lamba et al. (2014) have

encountered that concentration in teaching and learning has a great impact on the

students-teachers’ development. A research conducted by Filgona et al. (2020) has

encountered that it is very important for the teacher to give motivation to students

for better learning achievement. A study conducted by Redondo (2013) revealed

that the students should be aware of the importance of motivation in learning

because it is a very influential component to support the development of

education.. The second is whilst-activity (observation, questions, experiments,

association, and communication). Maganathan (2008) has encountered that it is

very important to invite other related materials about the object of learning

because it in in in line with the condition of what students’ needs. A study

conducted by Nikoopour and Farsani (2011) have discovered that materials should

be developed in the form of conforming it for the students’ different background

for instruction in ELT. According to Purwanti et al. (2017) have uncovered that

teachers’ strategies to ask students’ attention are very influential necessity to be

applied in teaching English in order to invite the students concentration on the

lesson topic. Al-Omairi and Al Balushi (2015) have shown that asking students’

attention in English class is very significant aspect to do because students’

 17

attention helps them to catch the information conveyed in ongoing English class.

According to Zhang et al. (2010), asking some questions helps to check students’

comprehension and connects to what teacher teaches in classroom. Lee and Kinzie

(2011) have found that the function of teachers’ questions is to create interaction

in learning environment so that the teacher can see whether the students have

understood what is being discussed or not. Mahmud (2015) has found that the

students’ questions in classroom activity distributes effective comprehension to

the materials discussed. Musingafi and Muranda (2014) have shown that students’

questions in class promotes good impact on the students’ learning improvements.

The last is post-activity (reflection). Nurhayati et al. (2018) revealed that

summarizing technique in English teaching such as teaching reading has a good

significance to increase students’ materials comprehension. A research conducted

by Ozdemir (2018) has also encountered that summarizing technique in teaching

is very effective such as in teaching writing skills because it can help them to

develop their written skills. A research conducted by Filgona et al. (2020) has

encountered that it is very important for the teacher to give motivation to students

for better learning achievement. A study conducted by Redondo (2013) revealed

that the students should be aware of the importance of motivation in learning

because it is a very influential component to support the development of

education. According to Mufutau (2013), planning materials is a very important

part in teaching because it give the next orientation about what to do. It is

therefore necessary known for maximal actualization of lesson. Jhadav and

Patankar (2013) conveyed that curriculum can supply information to teachers

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about teaching methods and strategies, psychology of learners, learning materials,

learning evaluation, and so on.

2.6.3 Assessment.

In the process of 2013 curriculum implementation about assessment,

English teachers have to understand three competences which have to be

comprehended by English teachers namely competences of attitude, skills, and

knowledge which refer to evaluation guidance such as observation. A research

conducted by Baecher and Thuy (2011) indicated that supervision gives a chance

for English teachers to increase their observation in class to promote

responsibility for experienced students. A study conducted by Kahyalar and

Yazici (2016) revealed that supervision is an important aspect to be given

attention in teaching English because it has a great contribution to the quality of

feedback given to learning condition. Then, self-assessment. A research

conducted by Iseni (2011) has shown that there should be a correction for

students’ works about possible mistakes so that the teachers can give distribution

for its improvement. Then, Tarawneh (2013) has found that correction such as in

the form of corrective feedback is an important thing to do in English instruction

such as for oral skills because it is very influential to improve the students’ oral

errors and mistakes. Afterwards, peer-evaluation. A research conducted by Iseni

(2011) has shown that there should be a correction for students’ works about

possible mistakes so that the teachers can give distribution for its improvement.

Then, Tarawneh (2013) has found that correction such as in the form of corrective

feedback is an important thing to do in English instruction such as for oral skills

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because it is very influential to improve the students’ oral errors and mistakes.

Afterwards, Gunawan (2017) also states that the 2013 curriculum emphasizes to

build students’ characters, increasing relevant skills, based on students’ interests

and necessity. According to Mulyasa (2013), the 2013 curriculum is a set of

educational guidance implemented in Indonesia by practicing students’

independence in order to upgrade their knowledge, assess the value of characters

in the form of good morality (as cited in Ekawati, 2016, p. 86). Journal,

performance test and project. A research conducted by Fragoulis (2009) has

shown that the implementation of project-based learning in teaching English may

be a great foundation to involve other students in participation so that they can

increase their English skills. A study conducted by Makmum and Nuraeni (2018)

revealed that giving projects to enhance English skills such as on an English

community can improve students’ English skills and establish service experience

on the community. Portfolio, written test, oral test, and task assignment. A

research conducted by Zuniga (2016) has found that applying task in teaching

English is an influential teaching method to develop the four integrated skills of

English. Viriya (2018) has discovered that giving task to students in learning is

significant thing to do because it promotes the students’ English abilities

improvement.

2.7 The Problems of 2013 Curriculum Implementation in English Teaching

The implementation of 2013 curriculum is very beneficial for the education

in Indonesia because this curriculum is designed to encourage learner to be active

so that they can independently be familiar with their strength and weaknesses so
 20

that they can improve or increase their competences including in English lesson.

However, there are still problems encountered by English teachers in the

implementation of this curriculum such materials, teaching method, and so on. A

study conducted by Ekawati (2017) revealed that the problems encountered by

English teacher in the 2013 implementation, the problems consist of preparation

of lesson plan, the utilization steps of teaching and learning activities, making

preparation, and making evaluation.

2.7.1 The Preparation of Lesson Plan

The teachers’ problem in preparing lesson happened because of readiness,

the complexity of preparing good lesson plan, difficulty in identifying and

arranging learning objectives, indicators, materials, teaching methods, learning

activities, and evaluation.

2.7.2 The Steps Utilization of Teaching and Learning Activities

Students were passive in English classroom because English is difficult to

learn. It was because the scientific approach in the 2013 curriculum was made as

the principles in that curriculum such as inquiry-based learning, project-based

learning, discovery learning, problems based-learning, and task-based learning.

However, the teachers did not follow the principles since the students were

inactive in class such as shy, afraid, and not confident.

2.7.3 Media Preparation

Learning media is an important aspect in the process of teaching and

learning activities. A research conducted by Manjale and Abel (2017) indicated

that teaching media are a significant necessity in learning and teaching activity
 21

because it is working to influence the learners to enhance their ability. After that,

Samuel (2009) has also found that the eminence of teaching media is very

important because it provides materials in the process of teaching and learning

activity. This study revealed that the problems coming from media preparation

because the limitation of books from government.

2.7.4 Making Evaluation

This problem is because of the teachers’ inadequate understanding about

evaluation. This problem was portrayed because teachers were difficult to arrange

evaluation. They were difficult to assess every individual effectively. Then, the

teachers perceived that this curriculum is too complex because teachers have to

assess students’ attitude, knowledge, and skills.

2.8 Previous Related Studies.

The first previous study was conducted by Ekawati (2016). The purpose of

this study was to investigate the implementation of 2013 curriculum at SMA Lab

School Pancasakti. The result of this study indicates that the teachers at that

school do not implement the steps of scientific approach and the basic concept of

the 2013 curriculum. Consequently, the teachers got problems in formulating

achievement indicators and valuing students’ attitude. The similarity of this

previous study and the present study is exploring problems about the

implementation of 2013 curriculum. Then, the difference between the previous

and present study is on the research site. The previous study was conducted at

senior high school and the present study will be conducted at junior high school.
 22

The second previous study was conducted by Alinawati (2014). This study

aimed to discover how the 2013 was implemented at vocational high school in

Bandung. This research revealed that there are so many problems encountered by

both teachers and students in the 2013 curriculum implementation because the

teachers do not understand about how to implement the 2013 curriculum. The

similarity of the previous study and my research is researching the problems of

2013 implementation. The, the difference between the research conducted by

Alinawati and present study is also the research site in which this research was

conducted at senior high school level and my study will be conducted at junior

high school level.

The next previous study was conducted by Khurotulaeni (2019). This study

aimed to find out the components of lesson plan designed by English teacher and

to know how the implementation of the 2013 curriculum revision in the lesson

plan designed by English teachers of SMAN 2 Magelang is. The outcome of this

investigation uncovered that there were 13 components on lesson plan designed

by the English teachers at SMAN 1 Magelang and the implementation of 2013

curriculum in lesson plan at that school was still insufficient. The general

similarity of the previous study and this study is to explore the implementation of

2013 curriculum and the difference is on the research objective in which the study

conducted by Khurotulaeni focused on the based 2013 curriculum lesson plan and

its components. Meanwhile, the present study will focus on finding the problems

encountered by English teachers in the 2013 curriculum implementation.

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The last previous study was conducted by Gunawan (2017). This research

aimed to encounter some objectives namely the processes of instructional

management based on the 2013 curriculum, the constraints, and efforts of its

solution in Elementary school in Malang. The first finding was the management

processes covered planning activities, implementation of learning activity, and

evaluation of learning activity. The second was the constraints faced by the

English teachers were not referring to the 2013 curriculum. The last was

alternative solution to resolve the problems was mentoring the implementation of

2013 curriculum. In similarity to the present study is on the research discourse.

The difference is the previous study investigated three research objectives while

the present study will investigate one research objective.

CHAPTER III

METHODS AND PROCEDURE

This research presents: (1) research design, (2) operational definition, (3)

participant of the study, (4) data collection, (5) data analysis, and (6)

trustworthiness.

3.1 Research Design

The kind of this study was qualitative design in the form of case study.

Creswell (2012) states that a case study is a study which aims to conduct an

investigation for deep understanding about a phenomenon by involving

understanding a phenomenon, activity, process, or individuals. Then, according to

Baxtar and Jack (2010), the presence of qualitative research in case study is to

succeed an investigation about phenomena to get clear information. Additionally,

 24

Creswell (2012) states that we will see different main objectives at each stage of

the research process in qualitative research: investigating a problem and

increasing a complete understanding of a phenomenal center. In summary, a

qualitative research in the form of a case study design was used in this research.

3.2 Operational Definition

The title of this study is The Implementation of 2013 Curriculum in English

Classroom at MTs Darrussolihin Banyuasin. In order to avoid misunderstanding

about the terms in this research, the followings are short explanation about the

terms used in this research.

Implementation of the Curriculum 2013 is the process of utilizing the

curriculum 2013 through practical actions in education.

English Classroom is a learning place that can be used to enforce the

process of English learning process in the purpose to increase English skills.

3.3 Participants of Study

The participants of this research were fetched from the teachers at MTs

Darussolihin Banyuasin by using a convenience sampling technique. Cresswell

(2012) states that a researcher are able to sample individuals as participants of a

study as long as they have needed information about a main issue. Additionally,

Etikan et al. (2016) state that a convenience sampling is a useful technique to

select participants in a certain research and they are willing to be involved in the

exploration. In summary, a purposeful sampling technique was applied to choose

individuals as participants in this research.

 25

In line with the participants in this research, there were two English teachers

at MTs Darussolihin Banyuasin. Then, both of the teachers were selected as

participants in this study to be interviewed through convenient sampling

technique. Cresswell (2012) states that a researcher can choose the participants

based on the membership of characteristics. After that, the researcher will select

those teachers because they have similar experience in the implementing the 2013

curriculum process. Therefore, the participants of this research were taken from

the English teachers at MTs Darussolihin Banyuasin.

3.4 Data Collection

In order to collect the data, teachers’ interviews were utilized as an

instrument adapted from Astria (2017) and Ekawati (2016) to find out how the

2013 curriculum was implemented in English classroom at MTs Darrussolihin

Banyuasin.

3.4.1 Teachers’ Interview

Teachers’ interview as instrument was used in this study for data collection.

O’Keefe et al. (2015) claims that an interview in the form of conversation

between an interviewer and an interviewee can be used to discover the findings

about an explored issue and it provides speaking opportunity freely to ask and

answer about the discussed issue. Then, Ryan et al. (2016) state that interviews

are flexible and beneficial to use in qualitative research for data collection about
 26

what the participants have undergone, trusted, and acted. Essentially, an interview

in this research was utilized to collect the data about how the 2013 curriculum was

implemented in English classroom at MTs Darrussolihin Banyuasin.MTs

Darussolihin Banyuasin.

In accordance with it, face to face interview was utilized with two

participants. Albalushi (2016) indicates that semi-structure interview is considered

as a beneficial means in research to find the data about participants’ perception

deeply and make their experience and life story depends on the reality.

Furthermore, the participants were interviewed with 22 items related to how the

2013 curriculum was implemented in English classroom at MTs Darrussolihin

Banyuasin by answering the questions provided in my instrument. Therefore, the

teachers’ interviews in the form of face to face interview was conducted to find

the answer of research question in this study.

3.5 Data Analysis

In the data analysis, the researcher applied a thematic analysis through

following the six steps of data analysis recommended by Cresswell (2014).

Firstly, the researcher collected the complete data from the teachers’ interview

(e.g., transcriptions). The researcher put the data into computer files and filed

folder after transcribing the raw of data into text. Secondly, the researcher began

to code the data by reading and scrutinizing all the transcriptions and coding the

data concerned with the research question of this study. Lastly, the researcher

made an interpretation as the final conclusion about this research.

 27

3.3.1 Analyzing the implementation of 2013 curriculum in English classroom

at MTs Darrussolihin Banyuasin

In analyzing the implementation of 2013 curriculum in English classroom at

MTs Darrussolihin Banyuasin, the researcher analyzed the data obtained from the

interview by using a theme code lists. In the process of analyzing the data

collected from the teachers’ interviews, the recorded data from the interviews

were provided after conducting the interviews with the participants. Then, the

researcher substituted the recorded data of the teachers’ interview into sheets of

transcription. Afterwards, the researcher made final explanation about the result of

the interviews in relation to how the 2013 curriculum was implemented in English

classroom at MTs Darrussolihin Banyuasin.

3.6 Trustworthiness

In this study, the researcher used a member checking technique to enhance

the data validity. Member checking is a process to assure the data obtained by

asking back the selected participants of the study to check the data accuracy

(Creswell, 2012, p.259). Bert et al. (2016) states that it is promoted to use a

member checking in order to increase the accuracy of data collected from

participants in research trustworthiness. Then, Cohen et al. (2007) asserts member

checking technique can be used to check data collected in a study which enables

participants to give supplementary related information about the collected data.

Therefore, the researcher applied the member checking method as an information

source in this study because the theme established was based on the converging
 28

several sources of data or perspectives from participants, this process was called

as checking the validity of this study. In line with this study, two translators were

asked to validate the data collected after member checking process.

CHAPER IV

FINDINGS AND DISCUSSION

This chapter presents: (1) research findings, and (2) discussions.

4.1 Findings

There were some findings presented in this chapter. The research findings

were related to the implementation of the 2013 Curriculum in English Classroom

at MTs DARUSSOLIHIN Banyuasin. The data obtained from the interview

analysed by using thematic analysis were described as follows.

4.1.1 Analyzing the implementation of the 2013 Curriculum in English

Classroom
 29

After analyzing the data gotten from the teachers’ interviews, the

researcher discovered the implementation of the 2013 Curriculum in English

Classroom at MTs DARUSSOLIHIN Banyuasin. The themes and codes gained

from the analysis of qualitative data were listed in table 4.1.1.

Table 4.1.1 Themes and codes of the implementation of the 2013 Curriculum

in English Classroom

Themes Sub-Themes Codes

Formulation of learning - The English teacher formulated learning

objectives. objectives by well-curriculum K13-based

preparation.
Selection and - The English teacher searched for materials

organization of teaching necessary as guided in the used syllabus of K13.

materials.
Selection of learning - The English teacher followed teaching

sources, learning guidebook and involved other related sources.

methods, and assessment. - The teacher prepared various teaching methods

before carrying out English class.

- The English teacher prepared evaluation

instruments as guided in K13.

Pre-Activity Greeting and - The English teachers began classroom activity by

checking checking students’ learning readiness and

attendance students’ understanding about previous materials.

 30

Preparation and - The English teacher started class with directing

motivation before the students to focus on what they had to learn.

learning. - The English teacher encouraged the students’

interests in learning process.

Asking about - The teacher checked the students’ understanding

previous lesson about previous materials through the students’

works given before the new materials.

Introduction of new - The teacher gave a little information about the

materials next materials after finishing previous materials.

Explaining material - The teacher explained the materials prepared

interactively.
Whilst-Activity Apperception and - The teacher involved related objects to help

Observation students understand the materials taught in

English activities.
Questions - The teacher asked some questions for having the

students’ attention on the teacher’s explanation.

- The teacher asked some questions to check

students’ understanding about what was being

discussed.
Experiments - The teacher gave a chance for the students to ask

(Communication some questions about what was discussed in

and Reflection) class.

- The teacher gave opportunities for the students to

express what they want from their teacher in

teaching.
Post-Activity Conclusion - The teacher asked the students to make a

conclusion of what had been learnt at the end of

 31

meetings.
Feedback - The teacher advised the students to be

enthusiastic when some of the students were not

active in class.
Plan of the next - The teacher informed the students about what to

activity and learn at the next meetings.

materials
Competence of attitude, Observation - The teacher supervised the condition of teaching

skills, and knowledge and learning activity as the teacher instructional

which refer to evaluation evaluation.

Self-assessment - The teacher frequently wanted the students to
guidance
check their own works for possible mistakes.
Performance test - The teacher prepared some media to test

students’ English performance.

Project - The teacher gave four basic skills assignment-

based projects to students.

Written test - The written tests were given in final examination

to check the students’ material mastery.

Task assignment - The teacher gave additional tasks for the students

whose scores under the criteria of standardized

achievement.

The themes and codes resulted from the qualitative data as listed in the

Table 4.1.1 were described in order to find out the implementation of the 2013

Curriculum in English Classroom by following the components of the 2013

curriculum implementation which comprised of some components namely (a)

formulation of learning objectives, (b) selection and organization of teaching

materials, (c) selection of learning sources, learning methods, and assessment, (d)
 32

pre-activity, (e) whilst-activity, (f) post-activity, and (g) competence of attitude,

skills, and knowledge referring to evaluation guidance as described in the

following explanations.

4.1.1.1 Formulation of Learning Objectives

Based on the data analysis, the researcher got information about the

implementation of the 2013 Curriculum in English Classroom that the English

teachers implemented to formulate the learning objectives by well-curriculum

K13 based preparation. This finding was expressed by the participants in the

interviews. The first participant initially EFL said that “ to formulate learning

objective of course I see the need of students and looking for good material like

book, source from internet, I browse about good material also I follow on the

English syllabus that given by Government. Then, the first I see on the teaching

book that was in accordance with K13 and the second I pay attention to the

teaching material that is in accordance with the syllabus, if the two things are

appropriate then I can give the material to students in class. If not, then I will

check again and I will refer to the Book because the book I use has been

approved by the government in K13”. The second participant initially YW also

expressed that “to structure the learning objective by K13, it is a must to refer to

the applicable syllabus and adjust lesson plans are made based on the materials

needed. Then, because I am a new teacher here, I focused more on KTSP whose

system structure is only Prota, Prosem then to the syllabus and lesson plans and

so on. For K13 itself, it focuses more on the syllabus. (Personal communication,

March 18th 2021).

 33

4.1.1.2 Selection and Organization of Teaching Materials

Based on the data analysis, the researcher got information about the

implementation of the 2013 Curriculum in English Classroom that the 2013

curriculum was implemented by the English teachers to select and to organize the

teaching materials because they searched for materials necessary as guided in the

used syllabus of K13 in teaching in English classroom. This finding was

expressed by the participants during the data collection during the interviews. The

first interviewee initially IFL mentioned that “In line with the previous one, I

looked for resources by browsing, guided by the syllabus that had been given, I

searched on YouTube for good lesson plan tutorials and also I used to use the

system in a one meeting student writing in the next meeting I explained the

material they have written by practicing and inviting students to practice

together. The material I am looking for, of course, I make it as interesting as

possible and I collaborate with certain objects so that students enjoy learning

English”. The second interviewee initially YW admitted that “For learning

materials to be included in the lesson plan, of course the sources obtained must

be in large numbers of sources, especially books as the main source and then

other sources such as the internet and other media. Then, today many e-books can

be downloaded for free and are available both online and offline”. (Personal

communication, March 18th 2021).

4.1.1.3 Selection of learning sources, learning methods, and assessment

According to the data analysis above, the researcher encountered a finding

about the implementation of the 2013 Curriculum in English Classroom that the
 34

2013 curriculum was used by to select the learning sources, learning methods, and

assessment in English classroom. This finding was proven by three points namely

the English teachers followed teaching guidebook and involved other related

sources, the English teachers prepared various teaching methods before carrying

out English class, and the English teachers prepared evaluation instruments as

guided in K13. These points were attained from what the participants expressed

during the data collection. The first participant initially EFL explained that “Of

course I pay attention to teaching guide book, and I usually also search on

YouTube about how students easily understand the material provided including

teaching methods in class, and for evaluation instruments I also guide the

applicable curriculum”. Then, the next participant initially YW asserted that

“Yes, I do. Then, Of course, I am looking for other supports such as video

illustrations that will be watched by students, good teaching methods that pay

attention to what students need. And for instruments I also use assessment

instruments that are in accordance with K13. (Personal communication, March

18th 2021).

4.1.1.4 Pre-Activity

Based on the data analysis above, the researcher also discovered that the

2013 curriculum was implemented in English Classroom for pre-activity. This

finding could be seen from the aspects of pre-activity such as greeting and

checking attendance, preparation and motivation before learning, asking about

previous lesson, introduction of new materials, and explaining materials as

described below.
 35

The first implementation of the 2013 Curriculum in English classroom in

pre-activity about greeting and checking attendance indicated that the English

teachers utilized greeting and checking attendance to begin classroom activity by

checking students’ learning readiness and the students’ understanding about

previous materials. This finding was conveyed by the interviewees during

collecting the data. The first interviewee IFL asserted that “I started by saying

greetings and inviting students to pray and re-evaluate previous learning by

asking students, then I explained the material to be discussed for 45 minutes and

the purpose of learning the material”. The second interviewee initially YW

claimed that “to start the class, say greetings and there are openings such as

asking about students' conditions, encouraging them to be active during the

learning process. This is of course so that students are ready to receive the

material that will be given by the teacher”. (Personal communication, March 18th

2021).

The second implementation of the 2013 Curriculum in English classroom in

pre-activity about preparation and motivation before learning that preparation and

motivation before learning was used by the English teachers for two points

namely the English teacher used it to start class with directing the students to

focus on what they had to learn and the English teacher utilized it to encourage the

students’ interests in learning process. These findings were conveyed by the

participants during the interviews. The first participant initially EFL said that “By

giving directions to students regarding what they should do in the future that they

must be useful people and I exemplify successful public figures and I also give
 36

motivational words to students so that they are even more enthusiastic in

learning”. The second participant initially YW mentioned that “every student has

different psychological needs, I give one or two wise motivational words and then

I ask the students to come in front of the class by making motivational words that

they make themselves and from that, other students can listen and and get

motivated by other friends. Then, I saw the development of students after I gave

the motivation even though the changes were not significant but gradually it

improves and also the students had enthusiasm”. (Personal communication,

March 18th 2021).

The third implementation of the 2013 Curriculum in English Classroom in

pre-activity concerned with asking previous lesson indicated that the English

teachers asked previous lesson to check the students’ understanding about

previous materials through the students’ works given before the new materials.

This outcome was admitted by the selected participants in the data collection. The

first interviewee initially IFL conveyed that “I usually ask again whether they

have collected it or not and if they have, I will check it again. And if there are

students who have not done it, I will give sanctions by memorizing English

vocabulary”. After that, the next interviewee initially YW also admitted that “to

check students’ previous assignments, I look at the workbook or student work that

has passed and from that I know to what extent students are active in working on

assignments. Then, So that the teacher knows about the progress of students in

doing their previous assignments because the willingness of students to actively

learn English is very minimal and I do this so that I can see the progress of past
 37

student assignments. After that, Yes, English is a foreign language for students

and they certainly find it difficult to pronounce English, of course I, as an English

teacher, have to guide students who do not understand, especially if they are still

in the Junior High level”. (Personal communication, March 18th 2021).

The next implementation of the 2013 Curriculum in English Classroom in

pre-activity concerned with introduction of new materials that introduction of new

materials was applied by the English teachers to give a little information about the

next materials after finishing previous materials as conveyed by the participants of

this research. The first participant initially IFL stated that “I told students at the

previous meetings about the material to be discussed at the next meeting and what

they need to prepare”. The second participant initially YW also said that “to tell

students about new material, I first explain the important points or the headlines

of the material because the most important thing is that students really know what

the new material means. If the students do not understand the headlines of the

new material, we cannot start a new material”. (Personal communication, March

18th 2021).

The last implementation of the 2013 Curriculum in English Classroom in

pre-activity concerned with explaining material showed that explaining material

was implemented by the English teachers to explain the materials prepared

interactively. This finding was also stated by the chosen participants during

collecting the data. The first participant initially IFL conveyed that “I use the

questioning system and if there are students who can answer and some students

do not understand, I conclude the material and I take the important points from
 38

the material I have given to the students”. Then, another participant initially YW

also confessed that “to tell the material that has been discussed, I remind students

again about the material that has just been delivered by re-explaining it in more

detail and asking students to ask questions for those who do not understand”.

(Personal communication, March 18th 2021).

4.1.1.5 Whilst-Activity

Based on the data analysis above, the researcher also discovered that the

2013 Curriculum was implemented in English classroom for whilst-activity. This

finding could be comprehended from the aspects of whilst-activity which

comprised of apperception and observation, questions, and experiments

(communication and reflection) as described below.

The first implementation of the 2013 Curriculum in English classroom for

whilst-activity concerned with apperception and observation showed that the

English teachers implemented apperception and observation to involve related

objects in helping students understand the materials taught in English activities.

This was obtained based on what the interviewees stated during the interviews.

This first interviewee initially IFL conveyed that “what I do is to provide a simple

description of the material to be discussed and I use students as direct objects to

make it easier for students to understand, I do this so that students have an idea of

the material they will face. All of these things also help me to observe teaching

and learning activities effectively. Then, this is of course to see the development of

students in receiving the material they are dealing with”. The second interviewee

initially YW also mentioned that “what I do is to prepare objects in accordance

 39

with the material needed, such as material examples of procedure text, so I use

paper objects about "How to make boats using paper". From this, I could directly

observe the students' responses to the perceptions I made”. (Personal

communication, March 18th 2021).

The next implementation of the 2013 Curriculum in English classroom for

whilst-activity about questions presented that questions were used by the English

teachers for two purposes namely for asking some questions for having the

students’ attention on the teacher’s explanation and for asking some questions to

check students’ understanding about what was being discussed. These were in line

with what participants stated during the data collection. The first participant

initially IFL said that “usually after I explain to students to check their

understanding. If they don't understand then I explain again and after that of

course there are some students who understand and are able to explain, so I

throw the same question and I ask other students to try to answer. Then, basically

I ask questions to students to encourage them to be more active in accordance

with K13, which has the principle that students must be more active and

responsive during teaching and learning activities”. The second participant

initially YW confessed that “I ask questions by re-illustrating the material that

has been discussed and asking students to pay attention to the notes they have

written then students are asked to read for about 7 minutes and after that I tell

them to close the book and then I ask questions according to the material I have

provided”. (Personal communication, March 18th 2021).

 40

The last implementation of the 2013 curriculum in English classroom for

whilst-activity was concerned with the experiments (communication and

reflection). This was because the English teachers prevailed the experiments

(communication and reflection) for a couple of reasons namely for giving a

chance for the students to ask some questions about what was discussed in class

and for giving opportunities for the students to express what they wanted from

their teacher in teaching. These findings were based on the participants’

statements in interviews during the data collection. The first interviewee initially

IFL stated that “what I do is I go to each student desk to ask where their

difficulties are directly regarding with the material I teach. From this approach,

it will build good communication between teachers and students. Then, because

most of my students I teach are shy and I have to do that. Then, for

communication with students, I asked them to make questions then the questions

were exchanged, but of course the teacher was also involved in the question and

answer, that's how I communicate during the teaching and learning activities in

class”. After that, the second interviewee initially YW also stated that “yes, I do.

In this way, I provide an expression medium in the form of paper such as Folio,

HVS and others, from which students will give all their identities on the paper and

I instruct them to express all forms of expression on the paper regarding

impressions, messages, criticisms, aspirations and so on. I do it as a teacher's

self-reflection in order to understand the desires of students while teaching

English. Additionally, Yes, I do. I usually use reflection once a month to see

students' opinions about how I teach. I provide a folio paper in which I have
 41

written input of suggestions. From that paper I distributed and I asked students to

write according to their hearts and their opinions about me and the material I

provided. Then, I do it for me as a teacher and it can also help me to determine

the ability of my students”. (Personal communication, March 18th 2021).

4.1.1.6 Post-Activity

Based on the data analysis above, the researcher also found that the 2013

Curriculum was implemented in English Classroom for post-activity. This result

could be encountered from the components of the 2013 curriculum

implementation for post-activity which encompassed conclusion, feedback, and

plan of the next activity and materials as described below.

The first implementation of the 2013 Curriculum in English classroom for

post-activity was about conclusion which showed that the English teachers

prevailed the conclusion to ask the students to make a conclusion about what had

been learnt at the end of meetings. This finding was gotten from what the

participants said in the interview. The first interviewee initially IFL stated that

“yes, I do. Usually I give a sheet of paper to students to write a conclusion from

the learning outcomes and from that I can know which students understand the

material and those who do not. It is useful for the next meeting”. The next

interviewee initially YW also stated that “yes, I do. At the end of the lesson I ask

students to make conclusions, for example I ask one of the students to explain the

material that has been delivered, but the student I chose must be the one who is

active and attentive during the learning process, after that I ask the student to
 42

conclude the final result of the material already explained”. (Personal

communication, March 18th 2021).

The next implementation of the 2013 Curriculum in English classroom for

post-activity was related to feedback. This indicated that the English teachers used

the feedback to advise the students to be enthusiastic when some of the students

were not active in class. This finding was gotten from what the participants said in

the interview. The first interviewee initially IFL stated that “yes, I usually give

advice but not for every meeting. Yes, I usually give feedback to students to be

more active and for students who are not active, I motivate them to be active in

class”. The next interviewee initially YW also mentioned that “yes, I do. In a

way, I remind students to always study hard, be diligent, do not be lazy and do not

forget to always be proud of their parents”. (Personal communication, March 18th

2021).

The last implementation of the 2013 Curriculum in English classroom for

post-activity was about plan of the next activity and materials. This showed that

the English teachers utilized the plan of the next activity and materials to inform

the students about what to learn at the next meetings. This finding was based what

the participants confessed in the interview. The first interviewee initially IFL

confessed that “yes, I am. If the next week material is about "Telling stories" then

I will immediately tell them about the material that will be faced next week”. The

next participant initially YW confirmed that “Yes, I tell students by showing the

material in the book and I briefly describe the activities they will face for the next

meeting”. (Personal communication, March 18th 2021).

 43

4.1.1.7 Competence of attitude, skills, and knowledge referring to evaluation

Based on the data analysis above, the researcher also encountered that the

2013 Curriculum was implemented in English Classroom for competence of

attitude, skills, and knowledge referring to evaluation. This result was proven

from the implementation of observation, self-assessment, performance test,

project, written test, and task assignment at MTs DARUSSOLIHIN Banyuasin.

The first implementation of the 2013 Curriculum in English classroom for

competence of attitude, skills, and knowledge referring to evaluation about

observation that it was used for supervising the condition of teaching and learning

activity as the teacher instructional evaluation. This outcome was obtained from

the participants’ statements in the data interviews. The first participant initially

EFL asserted that “yes, I do. Then, Usually after I teach I will see whether I have

taught according to the lesson plan or not by paying attention to existing

observations, but there are some things that have not been fulfilled in these

observations. After that, Because of several factors, from students’ factors like

their conditions and also the time that makes the observation activity unfulfilled.

Honestly, I sometimes feel confused about using observation so I focus more on

teaching materials. For me, if students are able to understand what I say then that

is enough for me”. Another participant initially YW also conveyed that “yes, I do.

I make observations using the current curriculum standards by paying attention

to the content contained in the observations. Observation is very important before

making lesson plans because the success of lesson plans can be seen in the

classroom situation and the existing multimedia because the conditions in the
 44

class also determine the success of my observations”. (Personal communication,

March 18th 2021).

The second implementation of the 2013 Curriculum in English classroom

for competence of attitude, skills, and knowledge referring to evaluation about

self-assessments. This was proven that the English teachers frequently used self-

assessment when they wanted the students to check their own works for possible

mistakes. This outcome was obtained from the participants’ statements in the data

interviews. The first participant initially EFL asserted that “yes, I do. It is to help

students to be able to express themselves and assess their capabilities without

pressure from teachers”. Another participant initially YW also conveyed that

“yes I do. Because it is important to see the progress of students in submitting

assignments, doing homework and seeing student improvement”. (Personal

communication, March 18th 2021).

The third implementation of the 2013 Curriculum in English classroom for

competence of attitude, skills, and knowledge referring to evaluation related to

performance test that performance test was applied by the English teachers when

they wanted to prepare to test the students’ English performance facilitated by

some media. This finding was obtained from what the participants stated in the

data interviews. The first participant initially EFL asserted that “I usually use

Listening and speaking activities to see students 'abilities including writing, from

that I prepared the media needed to test students' abilities”. Another participant

initially YW supported that “yes, I do. I provide folio paper and, in it, there are

questions about how well the students understand the material that I have
 45

provided. From the test, I found out where the abilities of each student were. Skill

test is important because it is used to train students' abilities and skills while

learning English”. (Personal communication, March 18th 2021).

The fourth implementation of the 2013 Curriculum in English classroom for

competence of attitude, skills, and knowledge referring to evaluation related to

project. This was because the project was utilized by the English teachers when

they wanted give four basic skills assignment-based projects to students. This

finding was obtained from what the participants stated in the data interviews. The

first participant initially EFL stated that “yes, It is. Because I want students not

only to receive material but also have to appear in front of the class and practice

the material that has been given. For example, I give projects to students to write

down their activities for a week at home and bring the objects they usually use,

they come to the front to the class and tell using English even though their

grammar is wrong I still listen to it. From the project, four aspects of English are

fulfilled, speaking, writing, reading and listening. Another participant initially

YW supported that “by giving assignments which include speaking, writing,

reading and listening skills. A given project is assessed based on the respective

rubric. The project is very important to know the achievement of each skill in

English”. (Personal communication, March 18th 2021).

The next implementation of the 2013 Curriculum in English classroom for

competence of attitude, skills, and knowledge referring to evaluation related to

written test. This was proven because the written tests were given in final

examination to check the students’ material mastery. This result was attained from
 46

the participants’ statement during the data collection. The first participant initially

IFL conveyed that “yes, it is. Because I want to see their skills through final

examination. I gave questions and asked the students to make a text with a theme

that I chose”. The second participant initially YW said that “yes, it is. Written

tests need to be applied in teaching and learning activities, especially to test

students' abilities in English in final examination. I prepared questions maybe 15-

20 written test questions with material that of course they have studied before”.

(Personal communication, March 18th 2021).

The last implementation of the 2013 Curriculum in English classroom for

competence of attitude, skills, and knowledge referring to evaluation related to

task assignment. This was implemented when the English teachers wanted to give

additional tasks for the students whose scores under the criteria of standardized

achievement. This result was attained from what the participants expressed in the

interviews. The first participant initially IFL expressed that “yes, it is. This is to

add score for students who are less active in class so that they get additional

grades. I gave the same tasks but the content is different”. Then, the next

participant initially YW supported that “yes, not very often. The additional

assignment is given according to the learning outcomes, if the students have

enough results, maybe I do not think it is necessary. But if it is necessary to train

students’ abilities again, I think it needs to be done. The point is, it needs to be

adjusted with the student’s abilities. I give additional assignments in accordance

with the material given to students”. (Personal communication, March 18th 2021).

4.1 Discussion
 47

After analyzing the data by using thematic analysis, the researcher has

encountered that the 2013 curriculum implemented at MTs DARUSSOLIHIN

Banyuasin has been based on the components of the 2013 curriculum

implementation which was based on some points namely (a) formulation of

learning objectives, (b) selection and organization of teaching materials, (c)

selection of learning sources, learning methods, and assessment, (d) pre-activity,

(e) whilst-activity, (f) post-activity, and (g) competence of attitude, skills, and

knowledge referring to evaluation as described in the following discussions.

4.1.1 Formulating of learning objectives

The implementation of 2013 curriculum in English class about formulation

of learning objectives revealed that the English teachers followed the 2013

curriculum to formulate the learning objectives by well-curriculum K13 based

preparation. In line with this, Su (2012) states that curriculum is a medium of

getting specific educational goals and objective. After that, Mulenga (2018) states

that curriculum is regarded as all the selection, organization, integration,

innovation, and evaluation in educational experiences prepared for students

consciously or unconsciously to reach the goal of education. In the sense that, the

function of curriculum was to formulate the objective of learning objectives as

guided in the 2013 curriculum.

4.1.2 Selection and Organization of Teaching Materials

The implementation of 2013 curriculum in English class about selection and

organization of teaching materials indicated that the English teachers implemented

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the selection and organization of teaching materials to search for materials

necessary as guided in the used syllabus of K13. Jhadav and Patankar (2013)

conveyed that curriculum can supply information to teachers about teaching

methods and strategies, psychology of learners, learning materials, learning

evaluation, and so on. Kennedy (1996) has found that teacher can understand

about the change in curriculum if they are given a chance to utilize a certain

curriculum. This means that curriculum can help teacher to get involved in

curriculum changes. This means that the implementation of used curriculum was

used to search for materials necessary such as directed in the 2013 curriculum.

4.1.3 Selection of Learning sources, Learning Methods, and Assessment.

The implementation of the 2013 curriculum in English class about selection

of learning sources, learning methods, and assessment indicated three findings

namely the English teachers followed teaching guidebook and involved other

related sources. Wahyuni (2016) has found that curriculum is a guidance in

educational field. It is therefore important to provide teaching materials and also

the methods for the implemented curriculum in order for learning achievement.

Astriya (2017) states that there are some points to understand in designing

teaching and learning preparation namely formulation of learning objectives,

selection and organization of teaching materials, selection of learning sources,

learning methods, and assessment. Pointedly, following the used guidebook and

involving other learning sources was very important to be based in the used

curriculum such as in the implementation of 2013 curriculum.

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Then, the teachers prepared various teaching methods before carrying out

English class. According to Agrawal (2004), evaluation in curriculum

implementation is an important part in order to decide what students need to learn.

Then, Stack (2005) states that the function of evaluation in curriculum is to make

sure for the quality of the implemented curriculum. Then, a research conducted by

Dorgu (2016) found that the implementation of curriculum in learning activity is a

very serious thing to be concerned with and it is therefore important to do it

through effective methods for effective implementation as well. It could be

concluded that it was very important to prepare teaching methods before carrying

classroom activity such as following the 2013 curriculum.

The last was the English teachers prepared evaluation instruments as guided

in K13. Talaumbanua (2014) states that there are three excellences of the 2013

curriculum namely encouraging students creativity and innovation, infusing

integrated character, educational equality, teachers are obligated to follow

trainings. A research conducted by Dorgu (2016) found that the implementation of

curriculum in learning activity is a very serious thing to be concerned with and it

is therefore important to do it through effective methods for effective

implementation as well. Hence, implementing evaluation such as preparing

evaluation instrument was very necessary in implementing the used curriculum

including in implementing the 2013 curriculum.

4.1.4 Pre-Activity

The implementation of the 2013 curriculum in English class about pre-

activity which consisted of some findings namely greeting and checking

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attendance, preparation and motivation before learning, asking about previous

lesson, introduction of new materials, and explaining materials.

The first finding in pre-activity of the 2013 curriculum implementation

was about greeting and checking attendance. This finding indicated that the

English teachers began classroom activity by checking students’ learning

readiness and students’ understanding about previous materials. Widyastono

(2015) states that in the process of learning and teaching enforcement in order to

achieve the educational goals. Then, Jhadav and Patankar (2013) conveyed that

curriculum can supply information to teachers about teaching methods and

strategies, psychology of learners, learning materials, learning evaluation, and so

on. In brief, it was very important to begin classroom activity by checking

students’ learning readiness and students’ understanding about previous materials.

The second part in pre-activity of the 2013 curriculum implementation was

about preparation and motivation before learning. This part showed two important

findings namely the English teachers utilized preparation and motivation before

learning to start class with directing the students to focus on what they had to

learn. According to Hollin (2011), teachers’ preparation before teaching is very

important to provide instructional direction. A study conducted by Lamba et al.

(2014) have encountered that concentration in teaching and learning has a great

impact on the students-teachers’ development. Therefore, it was suggested to

invite the students to focus on what had to learn.

Then, the third part of the 2013 implementation in pre-activity was about

preparation and motivation before learning in pre-activity which revealed that the
 51

English teachers utilized preparation and motivation before learning to encourage

the students’ interests in learning process. A research conducted by Filgona et al.

(2020) has encountered that it is very important for the teacher to give motivation

to students for better learning achievement. A study conducted by Redondo

(2013) revealed that the students should be aware of the importance of motivation

in learning because it is a very influential component to support the development

of education. In short, the English teacher had to encourage the students in class

for their learning interest.

The fourth part of the 2013 implementation in pre-activity was about asking

previous lesson. This part indicated that the teachers asked about previous lesson

to check the students’ understanding about previous materials through the

students’ works given before the new materials. According to Meuret and

Bonnard (2010), students’ works have a great distribution to their academic

achievement. Callies and Denhiere (2002) have encountered that the students’

previous understanding or knowledge in very influential aspect to expand the new

knowledge. In summary, checking the students’ understanding about previous

materials was very necessary for teacher to do.

The next part of the 2013 implementation in pre-activity was about

introduction of new materials. This part uncovered that the teachers implemented

introduction of new materials to give a little information about the next materials

after finishing previous materials. A study conducted by Ilmiah and Nur (2018)

has shown that it is important for teacher to give information about the next

materials orientation so that the students can know what they have to prepare and
 52

this enables the students to like the materials. Alinawati (2013) mentions some

components of curriculum such as objective, content, and evaluation. Briefly,

giving the next information about materials were used in an applied curriculum.

The last part of the 2013 implementation in pre-activity was about

explaining materials which showed that the English teachers explained the

materials prepared interactively. Wahyuni (2016) has found that curriculum is a

guidance in educational field. It is therefore important to provide teaching

materials and also the methods for the implemented curriculum in order for

learning achievement. A research conducted by Dorgu (2016) found that the

implementation of curriculum in learning activity is a very serious thing to be

concerned with and it is therefore important to do it through effective methods for

effective implementation as well. Shortly, it was necessary for English teacher to

explain the materials interactively in implementing the used curriculum.

4.1.5 Whilst-Activity

The implementation of 2013 curriculum in English class about whilst-

activity was related to the apperception and observation, questions, and

experiments (communication and reflection) as described below.

The first part of the 2013 implementation in whilst-activity was about

apperception and observation. This indicated that the apperception and

observation was utilized by the English teachers to involve related objects to help

students understand the materials taught in English activities. Maganathan (2008)

has encountered that it is very important to invite other related materials about the

object of learning because it in in in line with the condition of what students’

 53

needs. A study conducted by Nikoopour and Farsani (2011) have discovered that

materials should be developed in the form of conforming it for the students’

different background for instruction in ELT. In summary, involving other related

object was very influential to the students’ comprehension the materials.

The second part of the 2013 implementation in whilst-activity was about

questions. This part proved that the English teachers used questions for two

purposes namely the teachers asked questions for having the students’ attention on

the teacher’s explanation. According to Purwanti et al. (2017) have uncovered that

teachers’ strategies to ask students’ attention are very influential necessity to be

applied in teaching English in order to invite the students concentration on the

lesson topic. Al-Omairi and Al Balushi (2015) have shown that asking students’

attention in English class is very significant aspect to do because students’

attention helps them to catch the information conveyed in ongoing English class.

It can be concluded that asking the students’ attention was very important to

enable the students to catch the information in ongoing classrooms.

Another finding about questions in whilst-activity of the 2013 curriculum

implementation was the teachers utilized the questions to check students’

understanding about what was being discussed. According to Zhang et al. (2010),

asking some questions helps to check students’ comprehension and connects to

what teacher teaches in classroom. Lee and Kinzie (2011) have found that the

function of teachers’ questions is to create interaction in learning environment so

that the teacher can see whether the students have understood what is being
 54

discussed or not. It can be summarized that teachers’ question was used to check

the students’ comprehension about the materials discussed.

The last part of the 2013 implementation in whilst-activity was related to

experiments (communication and reflection) which generated two points namely

the teacher used the experiments to give a chance for the students to ask some

questions about what was discussed in class and the teachers also used the

experiments to give opportunities for the students to express what they wanted

from their teacher in teaching. Mahmud (2015) has found that the students’

questions in classroom activity distributes effective comprehension to the

materials discussed. Musingafi and Muranda (2014) have shown that students’

questions in class promotes good impact on the students’ learning improvements.

Hence, giving a chance for students to ask questions about what was being

discussed and what the students wanted from their teachers were influential part in

implementing the whilst-activity of curriculum.

4.1.6 Post-Activity

The implementation of the 2013 curriculum in English class about post-

activity was oriented to some parts namely conclusion, feedback, and plan of the

next activity and materials.

The first part of the 2013 implementation in post-activity was related to

conclusion. This part revealed that the teachers used conclusion to have the

students conclude what had been learnt at the end of meetings. A study conducted
 55

by Nurhayati et al. (2018) revealed that summarizing technique in English

teaching such as teaching reading has a good significance to increase students’

materials comprehension. A research conducted by Ozdemir (2018) has also

encountered that summarizing technique in teaching is very effective such as in

teaching writing skills because it can help them to develop their written skills.

This means that making conclusion is an effective way to do in teaching English

such as implementing post-activity of the used curriculum.

The second part of the 2013 implementation in post-activity was concerned

with feedback. This part showed that the teachers implemented feedback to advise

the students to be enthusiastic when some of the students were not active in

class. . A research conducted by Filgona et al. (2020) has encountered that it is

very important for the teacher to give motivation to students for better learning

achievement. A study conducted by Redondo (2013) revealed that the students

should be aware of the importance of motivation in learning because it is a very

influential component to support the development of education. In conclusion, it

was very important to advise the students for their enthusiasm in implementing

the post-activity of curriculum.

The last part of the 2013 implementation in post-activity was related to plan

of the next activity and materials. This part indicated that the teacher applied the

plan of the next activity and materials to inform the students about what to learn at

the next meetings. According to Mufutau (2013), planning materials is a very

important part in teaching because it give the next orientation about what to do. It

is therefore necessary known for maximal actualization of lesson. Jhadav and

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Patankar (2013) conveyed that curriculum can supply information to teachers

about teaching methods and strategies, psychology of learners, learning materials,

learning evaluation, and so on. In the sense that informing the students about what

to do next was necessary to do in implementing post-activity of the used

curriculum.

4.1.7 Competence of attitude, skills, and knowledge which refer to evaluation

guidance

The implementation of the 2013 curriculum in English class about

competence of attitude, skills, and knowledge which refer to evaluation guidance

is used for observation, self-assessment, performance test, project, written test,

and task assignment.

The part of 2013 implementation in competence of attitude, skills, and

knowledge which refer to evaluation guidance about observation resulted that the

teachers used the observation to supervise the condition of teaching and learning

activity as the teacher instructional evaluation. A research conducted by Baecher

and Thuy (2011) indicated that supervision gives a chance for English teachers to

increase their observation in class to promote responsibility for experienced

students. A study conducted by Kahyalar and Yazici (2016) revealed that

supervision is an important aspect to be given attention in teaching English

because it has a great contribution to the quality of feedback given to learning

condition. Pointedly, the use of supervision for teaching condition was very

important aspect in implementing the post-activity of curriculum implementation.

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After that, the part of 2013 implementation in competence of attitude, skills,

and knowledge which refer to evaluation guidance about self-assessment showed

that the teachers frequently used the evaluation when they wanted the students to

check their own works for possible mistakes. A research conducted by Iseni

(2011) has shown that there should be a correction for students’ works about

possible mistakes so that the teachers can give distribution for its improvement.

Then, Tarawneh (2013) has found that correction such as in the form of corrective

feedback is an important thing to do in English instruction such as for oral skills

because it is very influential to improve the students’ oral errors and mistakes.

This means that checking the students own mistakes was effective in

implementing the post-activity for the implemented curriculum.

Then, the part of 2013 implementation in competence of attitude, skills, and

knowledge which refer to evaluation guidance about performance test indicated

that the teachers utilized performance test to prepare some media to test students’

English performance. Afterwards, Gunawan (2017) also states that the 2013

curriculum emphasizes to build students’ characters, increasing relevant skills,

based on students’ interests and necessity. According to Mulyasa (2013), the 2013

curriculum is a set of educational guidance implemented in Indonesia by

practicing students’ independence in order to upgrade their knowledge, assess the

value of characters in the form of good morality (as cited in Ekawati, 2016, p. 86).

Hence, preparing some media to test students’ English performance was

implemented in the post-activity of curriculum implementation.

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The part of 2013 implementation in competence of attitude, skills, and

knowledge which refer to evaluation guidance about project indicated revealed

that the teachers applied the project to give four basic skills assignment-based

projects to students. A research conducted by Fragoulis (2009) has shown that the

implementation of project-based learning in teaching English may be a great

foundation to involve other students in participation so that they can increase their

English skills. A study conducted by Makmum and Nuraeni (2018) revealed that

giving projects to enhance English skills such as on an English community can

improve students’ English skills and establish service experience on the

community. In summary, project-based teaching was effective to use in post-

activity of curriculum implementation.

The next part of 2013 implementation in competence of attitude, skills, and

knowledge which refer to evaluation guidance about written test carried out a

result that the teachers utilized the written test in final examination to check the

students’ material mastery. A research conducted by Iseni (2011) has shown that

there should be a correction for students’ works about possible mistakes so that

the teachers can give distribution for its improvement. Then, Tarawneh (2013) has

found that correction such as in the form of corrective feedback is an important

thing to do in English instruction such as for oral skills because it is very

influential to improve the students’ oral errors and mistakes.

The last part of 2013 implementation in competence of attitude, skills, and

knowledge which refer to evaluation guidance about task assignment discovered

that the teachers used task assignment to give additional tasks for the students
 59

whose scores under the criteria of standardized achievement. A research

conducted by Zuniga (2016) has found that applying task in teaching English is an

influential teaching method to develop the four integrated skills of English.

Viriya (2018) has discovered that giving task to students in learning is significant

thing to do because it promotes the students’ English abilities improvement.

Therefore, give additional tasks for the students whose scores under the criteria of

standardized achievement was used in implementing of the used curriculum.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presented the conclusion of all the results gathered through

the findings. Then, this chapter also presented the researcher’s suggestions

oriented to the students, teachers, and another future researcher.

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5.1 Conclusion

Based on the result of data analysis by using thematic analysis, the

researcher concluded that the implementation of the 2013 Curriculum in English

Classroom at MTs DARUSSOLIHIN Banyuasin has been implemented based on

the components of the 2013 curriculum implementation. This could be seen based

on findings discovered by referring to these points namely namely (a) formulation

of learning objectives which revealed that the English teachers implemented to

formulate the learning objectives by well-curriculum K13 based preparation, (b)

selection and organization of teaching materials which showed that the 2013

curriculum was implemented by the English teachers to select and to organize the

teaching materials because they searched for materials necessary as guided in the

used syllabus of K13 in teaching in English classroom, (c) selection of learning

sources, learning methods, and assessment which indicated that the English

teachers followed teaching guidebook and involved other related sources, the

English teachers prepared various teaching methods before carrying out English

class, and the English teachers prepared evaluation instruments as guided in K13

(d) pre-activity which presented that the English teachers utilized greeting and

checking attendance to begin classroom activity by checking students’ learning

readiness and the students’ understanding about previous materials, preparation

and motivation before learning was used by the English teachers for two points

namely the English teacher used it to start class with directing the students to

focus on what they had to learn and the English teacher utilized it to encourage the

students’ interests in learning process, the English teachers asked previous lesson
 61

to check the students’ understanding about previous materials through the

students’ works given before the new materials, introduction of new materials was

applied by the English teachers to give a little information about the next

materials after finishing previous materials as conveyed by the participants of this

research, and explaining material was implemented by the English teachers to

explain the materials prepared interactively, (e) whilst-activity which showed that

the English teachers implemented apperception and observation to involve related

objects in helping students understand the materials taught in English activities,

the English teachers utilized questions for two purposes namely for asking some

questions for having the students’ attention on the teacher’s explanation and for

asking some questions to check students’ understanding about what was being

discussed, and the English teachers prevailed the experiments (communication

and reflection) for a couple of reasons namely for giving a chance for the students

to ask some questions about what was discussed in class and for giving

opportunities for the students to express what they wanted from their teacher in

teaching, (f) post-activity which revealed that the English teachers prevailed the

conclusion to ask the students to make a conclusion about what had been learnt at

the end of meetings, the English teachers used the feedback to advise the students

to be enthusiastic when some of the students were not active in class, and the

English teachers utilized the plan of the next activity and materials to inform the

students about what to learn at the next meetings, and (g) competence of attitude,

skills, and knowledge referring to evaluation guidance which also indicated that

the English teachers utilized observation for supervising the condition of teaching
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and learning activity as the teacher instructional evaluation, the English teachers

frequently used self-assessment when they wanted the students to check their own

works for possible mistakes, performance test was applied by the English teachers

when they wanted to prepare to test the students’ English performance facilitated

by some media, the English teachers applied project when they wanted give four

basic skills assignment-based projects to students, the written tests were given in

final examination to check the students’ material mastery, and the English

teachers implemented task assignments wanted to give additional tasks for the

students whose scores under the criteria of standardized achievement.

5.2 Suggestions

According to the conclusion above, the researcher would like to convey

some suggestions about the implementation of 2013 curriculum in English

classroom. In this context, the researcher’s suggestions are oriented to the

teachers, the school, the supervisors, and other future researchers.

By knowing the implementation of 2013 curriculum in English classroom,

the researcher hopes that the English teachers can understand how to infuse the

knowledge of English based on the 2013 curriculum and the English teachers can

figure out how to involve other related things in teaching to make students more

active in teaching and learning activities.

Then, the researcher expects that the present study can give some

beneficial information about the implementation of 2013 curriculum in English

classroom to the school in which the school can know everything needed in the
 63

process of the 2013 curriculum in English classroom so that the school can

provide everything to support the quality of teaching and learning process.

After that, the researcher hopes that the results of this study can give the

supervisor some beneficial information about the implementation of 2013

curriculum in English classroom so that the supervisor can know the condition of

the 2013 curriculum implementation progresses and the supervisor can take some

direct actions in solving some possible problems emerging in the 2013 curriculum

implementation in English class.

Finally, the researcher this research can be useful for other future

researchers who are interested in conducted a research about a curriculum

implementation especially about the implementation of 2013 curriculum applied

in Indonesia.