The Dificultie Of English Teachers To Implementing Kurikulum 2013 In Junior Higt School.docx

Chapter 1 Introduction A. Background The curriculum is a very important learning tool for teachers as a guide in a learning. kurikulum contains lesson plans that will be given to students in a period of education are made to facilitate the learning activities. The payload in the curriculum should contain several components in the form of objectives, materials, media, teachers in teaching strategies. The same thing was said by Widodo Winarso (2015:2): "Kurikulum ialah sejumlah mata ajaran yang harus ditempuh dan dipelajari oleh siswa untuk memperoleh sejumlah pengetahuan. Mata ajaran dipandang sebagai pengalaman orang tua atau orang-orang pandai masa lampau, yang telah disusun secara sistematis dan logis".1 According to S. Nasution, the curriculum is a plan drawn up to launch the process of learning under the guidance and responsibility of the school or educational institution as well as teaching staff.2 The curriculum is a rule that is used to teach students to fit the purpose of education in order to create quality human beings. For the curriculum must be flexible for the needs of human qualities in the perspective of the work will change in every level of an unexpected time. This is confirmed in UUD No. 20 of 2003 on the national education system.3 Curriculum development is not just an abstraction, but prepare

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Widodo Winarso (Dasar Pengembangan Kurikulum Sekolah) 2015 Page 2 S. Nasution In (Pengembangan Kurikulum Dasar Dan Tujuannya) Page 17 3 Widodo Winarso (Dasar Pengembangan Kurikulum Sekolah) 2015 page 6 2

various examples and alternatives for action that is inspired by some of the ideas and any adjustments that are considered important. According to Audrey Nicholls and Howard Nicholls, as understood by Oemar Hamalik that curriculum development is planning learning opportunities intended to bring students to the direction of the desired changes and assess the extent to which such change has occurred on students.4 In Indonesia has undergone several changes of curriculum as what is described in a journal entitled "CURRICULUM FROM THE PAST TO THE FUTURE (Assessing SMA Phasing Education Curriculum in Indonesia)" By Fitri Wahyu is shortened to several periods as follows: Period Before Independence, Period After Independence (Kurikulum 1947, Kurikulum 1952, Kurikulum 1964, Kurikulum 1968, Kurikulum 1975, Kurikulum 1984 (Kurikulum CBSA), Kurikulum 1994, Kurikulum 2004 (KBK), Kurikulum 2006 (KTSP), Kurikulum 2013.5 Curriculum 2013 were government efforts in developing the previous curriculum that has the purpose to balance the skills, attitudes and knowledge. Character education becomes the focus of the curriculum in 2013, it became clear in the core competition that includes religious and social attitudes on every all subjects. As said by the said Director of Teacher Education, Ministry of Education Culture, Anas M. Adam. “Semua muatan pelajaran bermuara ke arah sikap religius dan sikap sosial

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Oemar hamalik in (pengembangan kurikulum dasar dan tujuannya) page20 Sukardjo, M ,, et al. Idi Abdullah. Fitri Wahyu. Taqwim Islami. Priest. In In (KURIKULUM DARI

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MASA KE MASA (Telaah Atas Pentahapan Kurikulum Pendidikan di Indonesia) by Fitri wahyuni page 233-237

yang baik. Sikap-sikap ini bukan sekadar menjadikan religiusitas dan sosial menjadi pengetahuan. "6 Curriculum 2013 is the curriculum used in Indonesia is now in implementing the learning. However, there are many teachers who are still experiencing difficulties in implementing the curriculum of 2013. As already described this curriculum prefers a balance between understanding, ability and character education. Students in demand to be able to understand, participate actively in discussions in class with a high manners. curriculum in 2013 using a scientific approach which consists of 5M that is Mengamati, Menanya, Mencoba/Mencari Informasi, Menalar .This is in line with Permendikbud No. 22 in 2016 and No. 103 of 2014 permendikbud is "Learning in the Curriculum 2013 using a scientific approach or process-based approach to science. "7 In this curriculum was students who will play an important role in learning in a classroom, students are given a problem then they will resolve the issue by using 5M formula as described above. This makes it difficult for teachers to change the perspective of student learning in the previous curriculum, which students are usually taught by using lecture methods Apart from teachers, students also have difficulty in implementing learning with

6

Risky ramdan (Monday, November 27, 2017 | 2:15 pm) Pendidikan Karakter Menjadi Fokus Utama Pada Kurikulum 2013, 6 July 2018,

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REGULATION OF THE MINISTER OF EDUCATION AND CULTURE OF THE REPUBLIC OF INDONESIA NUMBER 103 OF 2014 ON LEARNING ON EDUCATION AND SECONDARY EDUCATION.

scientific approach. Students have difficulty in formulating questions. It also happens because teachers are still difficult to guide students in formulating questions so that students difficult to formulate questions. In addition students also have difficulty in applying what is taught by the teacher as in attitude. Students are still difficult in using learning media so that teachers need to do guidance and also mentoring in using learning media. The handbook also an obstacle teachers in implementing the curriculum in 2013. this is because the condition of schools outside Java island that the distribution is quite old and not just in order because the publisher of the book that gets permission to print the handbook of 2013 curriculum is still small. In addition, In the learning process, the allocation of time used by teachers often exceeded the plans made or not in accordance with the RPP made. This happens because time allocations are often interrupted with other lessons so that learning should continue the next day. In addition, teachers also have difficulty in making the media because many activities that use the media then the teacher difficult to make and get it. Furthermore students, teachers also still need to provide guidance in using the media to the students.8

B. Focus of research Based on the above description, the author would like to see "What are the difficulties of english teachers to implementing the 2013 Curriculum in junior high school.”

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hasil wawancara dengan guru bahasa inggris di smp 3 sumalata

C. Research question 1. are the english teachers have difficulty in making RPP.? 2. are the english teacher difficulties in the implementation of learning because there is no book.? 3. are the english teachers have not been able to guide students formulate questions.? 4. are the english teachers have difficulty in evaluation or evaluation.? 5. are the english teachers difficult to adjust the allocation of time between RPP with the implementation of learning.? 6. are the english teachers difficult to find learning media.? D. The aim of research Based on the identification of the problems described above, the researcher will determine the focus of the research, as the scope of this research is about ; 1. The Difficulties of Implementation of the 2013 Curriculum in Junior High School". E. the significance of research 1. Theoretical benefits This research is used to develop scientific and insight in scientific activities. Development of this science by examining what english teachers need to do to overcome difficulties in implementing the Curriculum 2013 in learning activities in junior high school.

2. Practical Benefits a. Benefits to Master Provide information to English teachers in overcoming difficulties in implementing the 2013 Curriculum in learning activities in junior high school.

b. Benefits for English Students. Providing knowledge to students about the problems that exist in junior high school, especially related to difficulties in implementing the Curriculum 2013 in learning activities.

c. Benefits to the Local Education Department Knowing the field conditions related to the difficulty in implementing the 2013 Curriculum in the learning activities as an effort to follow up the training services in the implementation of the 2013 curriculum in junior high school.

d. Benefits for Students The results of this study are expected to improve the motivation of learning and student activeness, along with the improved implementation of the implementation of Curriculum 2013 conducted by English teachers.

Chapter II Theoritical review A. Curriculum 1. Definition of curriculum The term of the curriculum comes from the Latin Curriculum its beginning has a sense of a running course and in French courier which means to run means running. The term is then used for a number of subjects or courses that must be pursued to achieve a degree of awards in the world of education, known as diplomas.9 This is in line with what Professor Grace Chibiko Offorma said “The term curriculum has been differently defined by different people. These definitions are dependent on their different conceptions of education and the functions of school and the types of products they expect from educational institutions. The origin of the word curriculum was from the Latin word 'currus', which means to run a race. This means that once a child starts to learn, he/she begins to run the race. This race is comprehensive in nature because, in the course of the race, the child or the learner encounters a lot of experiences, which may be intellectual, social, moral, spiritual or physical. These experiences are provided to produce the total man. The experiences may be formal and planned or informal and accidental or unplanned. In the course of the race, the child may also encounter some obstacles which he/she must surmount either through his/her

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Abdullah Idi, Pengembangan Kurikulum Teori Dan Praktek (Jakarta: Gaya Media Pratama, 1999), in PENGEMBANGAN KURIKULUM- DR. H. Hasan Baharun M.PD dkk page 2

efforts or by the assistance of someone else to enable him/her to attain the expectations of the society. The child is the main focus of the curriculum.”10

According to Taylor (1966) curriculum means all the learning which is planned or guided by the school, whether it is carried in groups or individually, inside or outside the school. Kerr (1968) says, "Curriculum means all the learning which is planned or guided by the school, whether it is carried on in groups or individually, inside or outside the school”.11 In the dictionary webster's New International Dictionary that the word curriculum derived from the Greek curikula which originally meant a way to pedati or race. This term is then used in education into roads, businesses, activities to achieve teaching objectives. Then the term develops into a number of subjects (syllabus) given in an educational institution to obtain a certain diploma..12 In a broader sense, as mentioned in the Law on National Education System (Sisdiknas) no. 20 of 2003 that the curriculum is: "A set of plans and arrangements concerning objectives, content and lesson materials and ways used as guidelines for the implementation of learning activities to achieve certain goals"13

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Professor Grace Chibiko Offorma APPROACHES TO CURRICULUM DEVELOPMENT page 77

Ms. Megha Sahebrao Jadhav. Dr.(Ms) Pratibha S Patankar- ROLE OF TEACHERS’ IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION page 5 DR. H. Hasan Baharun M.PD dkk. PENGEMBANGAN KURIKULUM page 2

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sintem Pendidikan Nasional, (Bandung: Citra Umbara, 2003), in PENGEMBANGAN KURIKULUM - DR. H. Hasan Baharun M.PD dkk.

2. Function of Curriculum a. The Adaptive Function Adjustment function implies that the curriculum as an educational tool must be able to direct students to have a well adjusted nature, that is able to adapt itself to the environment, both physical and social environment. The environment itself is changing and dynamic. Therefore, students must also have the ability to adapt to changes that occur in their environment. b. The Integrating Function The integration function implies that the curriculum as an educational tool must be capable of producing intact personalities. Students are essentially members and an integral part of society. Therefore, students must have the personality needed to be able to live and integrate with their society. c.

The Differentiating Function

The function of differentiation implies that the curriculum as an educational tool must be able to provide services to individual student differences. Each student has a difference, both from the physical and psychological aspects, which must be respected and served well. d. The Propaedeutic Function The preparatory function implies that the curriculum as an educational tool should be able to prepare students for further study to the next level of education. In addition, the curriculum is also expected to prepare students to be able to live in society if they can not continue their education.

e. The Selective Function The selection function implies that the curriculum as an educational tool should be able to provide opportunities for students to choose learning programs that suit their abilities and interests. This election function is closely related to the function of differentiation because the recognition of individual differences in students means that they also provide opportunities for these students to choose what suits their interests and abilities. To realize these two functions, the curriculum needs to be structured more broadly and flexibly. f. The Diagnostic Function The diagnostic function implies that the curriculum as an educational tool should be able to assist and direct the students to understand and accept the strength (potential) and weaknesses they have. If the student is able to understand the strengths and weaknesses that exist in him then it is expected that students can develop their own potential strength or improve their weaknesses.14

4. CURRICULUM ROLE

According to Oemar Hamalik (1990), there are three important curriculum roles, namely conservative role, creative role, and critical / evaluative role. Please consider the description of the curriculum role below, then discuss with your friends the extent to which it can be implemented in the curriculum implementation in primary schools today.

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Asep Herry Hernawan-HAKIKAT KURIKULUM,8-9

a. Conservative Role The conservative role emphasizes that the curriculum can serve as a means of transmitting or passing on cultural values of the past that are still considered relevant to the young generation, in this case the elementary school students. Thus, this conservative role essentially places a curriculum oriented to the past. This role is very basic, adapted to the fact that education is essentially a social process, in which one of the tasks of education, namely to influence and foster student behavior in accordance with the social values that live in the community. b. Creative Role The development of science and technology and other aspects always happen all the time. The creative role emphasizes that the curriculum must be able to develop something new in accordance with the development that is happening and the needs of society in the present and the future. The curriculum should contain things that can help each student develop all the potential that is in him to gain new knowledge, new abilities, and new ways of thinking needed in his life.

c. Critical and Evaluative Roles This role is motivated by the fact that the values and culture that lives in the community are constantly changing so that the inheritance of past values and culture to the students needs to be adjusted to the conditions that occur in the present. In addition, developments that occur in the present and the future is not necessarily in accordance with what is required by students. Therefore, the role of the curriculum not only passes on existing values and cultures or implements new

developmental results, but also has a role to assess and select the values and culture and new knowledge to be passed on. In this case, the curriculum has a role as a control or social filter. Social values that are no longer compatible with present circumstances and demands are eliminated and modifications or enhancements are made.15 3. Teachers And Curriculum Educators or more popularly said as Teachers are qualified personnel as teachers, lecturers, counselors, tutors, widyaiswara, tutors, instructors, facilitators and other designations in accordance with their specificity, and participate in conducting education.16 Importance of curriculum in teacher education A curriculum guides the instructional lessons that teachers use. A curriculum defines what the learner will learn and can possibly guide when the learner learns the information from the lesson. A curriculum offers teachers the ideas and strategies for assessing student progress. A student must meet certain academic requirements in order to go to the next level. Without the guidance of a curriculum, teachers cannot be certain that they have supplied the necessary knowledge or the opportunity for student success at the next level, whether that the levels involve a high school, college or career. Curriculum can help students to achieve some personal control over their learning, to plan their semester, and to manage their time effectively, and describes Active Learning. Students often conceive of learning as

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Asep Herry Hernawan-HAKIKAT KURIKULUM,10-11 E. Mulyasa, Menjadi Guru Profesional. (Bandung: Penerbit PT Remaja Rosdakarya, 2008). In PENGEMBANGAN KURIKULUM- DR. H. Hasan Baharun M.PD dkk

the acquisition of correct information, but they may not know what it means to take an active role in the process, beyond rote memorization and recall, students should be given some idea about what they should already know and what skills they should already have before taking course so they can realistically asses their readiness, sets the course in a Broader Context for Learning, describes Available Learning Resources.17 In a broad sense, the teacher assumes roles as a cognitive measure, as a moral agent, innovator, and cooperative. a. Teacher As Cognitive Size The teacher's job is generally to pass on knowledge and skills to students. The things that will be inherited it must necessarily be in accordance with the measures that have been determined by the community and is a picture of the social, economic, and political conditions of the community concerned. Therefore, the teacher must meet the size of ability needed to carry out his duties so that students can achieve a high educational measure. Teaching result is the result of interaction between the elements, motivation and ability of the student, the content or subject matter presented and learned by the student, the teacher's skill convey and the teaching aids that assist the inheritance. b. Teacher As a Moral and Political Agent The teacher acts as a moral agent of society because of its function of educating citizens to literacy, clever numeracy, and has a variety of other cognitive skills.

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Ms. Megha Sahebrao Jadhav. Dr.(Ms) Pratibha S Patankar- ROLE OF TEACHERS’ IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION page 5

Such skills are viewed as part of the moral educational process because a well-read and experienced society will try to avoid itself from criminal acts and take care of the size of society. Teacher is also a picture as well as a role as a political agent. Teachers convey the attitude of culture and political action menmen society to the younger generation. The powers of society are delivered in the process of teaching in the classroom. c. Teacher As an Innovator Thanks to the advancement of science and technology, society is constantly changing and developing in all aspects. These changes and developments demand the innovation of education which gives rise to new and qualitative materials different from the previous ones. The responsibility for implementing the innovation, among others, lies in the providers of education in schools, and teachers play a major role. Teachers are responsible for disseminating new ideas to students through the process of teaching in the classroom.

d. teacher Holds Co-operative Role In performing their duties, the teacher may not work alone and rely on his ability individually. Therefore, teachers should work together, either in cooperation with fellow teachers, social works, prisons or by parent-student unions. The role of cooperation in teaching among teachers is formally developed in the team learning system.18

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Anas Salahudin, Bimbingan dan Konseling (Bandung: Penerbit Setia Pustaka, 2012), in pengembangan kurikulum - DR. H. Hasan Baharun M.PD dkk,5-7

4.

Kurikulum 2013

the 2013 curriculum is a curriculum construction that integrates two major frameworks of competence and character in learners. That is, this curriculum tries to internalize a unity of intellectual qoutient, emotional qoutient, and spiritual qoutient. Furthermore Loeloek Endah (2013: 286) emphasized that the kurikulum 2013 emphasized the development of abilities and skills and aspects of character in carrying out tasks with certain performance standards, so that the results could be felt by students, in the form of mastery of a particular set of competencies. From this curriculum gave birth to a character-based thematic-integrative learning pattern with a very broad dialogical space between teachers and students, so that this space provides freedom for students to actualize their potential and construct their normative-spirituality knowledge, values and norms.

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A. Basic Framework for 2013 Curriculum The basic thing from the 2013 curriculum, according to Mulyoto is the problem of the approach to learning. So far, the approach used is material. So the material is given to students as much as possible so that they master the material to the fullest. Even for the sake of mastery of the material, drilling has been given since the beginning, long before students face the national exam. In this type of learning, learning objectives of learning objectives are achieved more to the kgnitif aspect by negating the psychometric and affective aspects.

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PENGEMBANGAN KURIKULUM 2013 DALAM PARADIGMA PEMBELAJARAN KONTEMPORER- A. Sulaeman,76-78

These three aspects have actually been emphasized in our curriculum so far. At the time of the 2003 Competence Based Curriculum (KBK), cognitive, psychomotoric and affective aspects (known as Bloom's taxonomy of educational goals), have also become integral competencies to be achieved. Then at the time of the 2006 Curriculum, through character education, the affective aspect that seems to be forgotten by educational practitioners, is echoed. But in the praxis plain, only the cognitive aspects are pursued. The reason is that the curriculum is not guarded by a synergistic policy, but instead is stamped with the national exam policy. The national exam questions only test the achievement of cognitive aspects. Achievement of psychomotor and affective aspects can not be measured using this test. Though this test is the determinant of graduation. So the learning that happens is a material-based learning regardless of planting skills and attitudes. In fact, from the outset students have been accustomed to facing questions of the national exam model. Learning refers to the basic competencies that will be tested in the national exam. In fact there are also teachers who use the national exam questions that have been tested in the previous year as a reference in learning. Ahead of facing a national exam, the teacher gives a national exam to the students. Anything that has nothing to do with the national exam is abolished. Based on experience so far, this must be supported by a consistent policy, namely an evaluation system that measures balanced achievement of cognitive, psychomotor and affective abilities. It is undeniable that national exams must be abolished, so that the determination of graduation will be a transcript of grades obtained from report cards each semester. Because report card values as a result of

learning evaluation contain all three aspects, the learning will also be given thoroughly in all three aspects. With the removal of the national examination, the authority to re-evaluate the teacher so that the teacher's authority is complete; preparing lesson plans, implementing learning activities and carrying out evaluation activities. This is in accordance with Law No. 20 of 2003 on National Education System.20 B. The Legal Foundation Of The 2013 Curriculum In every curriculum development there must be foundations used. The following are the bases used in the 2013 curriculum development. 1. Philosophical Ground a. Pancasila philosophy which provides various basic principles in education development. b. Educational philosophy based on noble values, academic values, needs of students, and society. From other sources explain the philosophical foundation of the 2013 curriculum as follows:

1. Education is rooted in the culture of the nation, the life of the present and the foundation of future life. 2. Education is the process of inheritance and cultural development.

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Mulyoto, Strategi Pembelajaran di Era Kurikulm 2013, in e-journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni 2017),16-17

3. Education provides a basis for students to participate in building present life. 4. Education develops the potential of the learners 5. Education is the process of developing the identity of students. 6.

Education puts the learner as a learning subject.21

2. Juridical Foundation Jurisdictionally, curriculum is a public policy based on the nation's philosophical foundation and juridical decision in the field of education. The juridical foundation of the curriculum is Pancasila and the 1945 Constitution, Law number 20 of 2003 concerning the National Education System, Government Regulation number 19 of 2005, and Minister of National Education Regulation number 23 of 2006 concerning Graduates Competency Standards and Minister of National Education Regulation number 22 of 2006 concerning Standard content.

1. RPJMM 2010-2014 Education Sector, on changes in the Learning Methodology and Curriculum Arrangement. 2. PP. No.19 of 2005 on National Education Standards. 3. INPRES No. 1 of 2010, on the acceleration of the implementation of the National Development Priorities, the improvement of curriculum and active learning methods based on the nation's cultural values to shape the foreign power and character of the nation.

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S. Hamid Hasan, Workshop/ kurikulum 2013 di SMP 19/materi pelatihan IPS kur 2013/penyegaran narsum 2013/milenium 26-28 Juni 2013, in e-journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari Juni 2017),17

Some juridical basis of the Act as follows: 1. The 1945 Constitution of the Republic of Indonesia 2. Law number 20 of 2003 concerning the national education system 3. Law no. Law No. 17 of 2005 on national long-term development plans, together with the provisions set forth in the national medium-term development plan, and Government Regulation no. 19 of 2005 on the national standard of education as amended by Government Regulation no. 19 of 2005 concerning national education standards. 3. Conceptual Basis a. Relevance of education b. Competency and character based curriculum c. Contextual learning d. Active learning e. Valid, complete and comprehensive assessment.22 4. Theoretical foundation The curriculum is developed on the basis of educational theory based on standards and theories of competency-based education. Education based on standart is education that sets national standard as the minimum quality of learning result applicable for each curriculum. National quality standards are stated as Graduates

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E. Mulyasa, Pengembangan dan Implementasi Kurikulum 2013 (Bandung: PT. Remaja Rosdakarya, 2013), , in e-journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni 2017),18

Competency Standards. Standart Competency Graduates are the minimum quality graduates of a ladder or educational unit. SKL covers attitudes, knowledge and skills (PP nimor 19 year 2005). 5. Empirical Platform Various changes have occurred id Indonesia. Progress has occurred in some sectors in Indonesia, but in some other sectors, especially education, Indonesia remains in place, or even retreats. Such matters indicate the need to change the curriculum orientation by not burdening the learners with the content, but on the essential skills aspect that all citizens need to participate in developing the country in the future. In one educational system, the curriculum is dynamic and should always be done change and development, in order to keep up with the development and challenges of the times. Nevertheless, curriculum change and development must be directed and not perfunctory.23 C. Objectives of 2013 Curriculum Development Curriculum 2013 aims to prepare Indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative, and affective and able to contribute to the life of society, nation, state, and world civilization.24

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e-journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni 2017),18-19

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ibid

D. Characteristics Of The Curriculum Some of the new things in the upcoming curriculum include: 1. Science-based curriculum 2. 2013 curriculum for elementary, thematic integrative. Science and social studies subjects are subject matter for all lessons (science and social studies are integrated into all subjects). a. IPA will be a subject for discussion on Indonesian language and mathematics lessons b. IPS will be a discussion of Indonesian Language and PPKN subject matter. 3.

Competence to be achieved is a balanced competency between attitudes, skills and knowledge, in addition to the holistic and enjoyable way of learning.

4. The learning process emphasizes cognitive, affective, psychomotor aspects through test-based assessment and complementary portfolios. The number of subjects is 7:

Religious education, Pancasila and civic education, Indonesian, Mathematics, Cultural arts and workshops, Sports physical Education and health, Scout

Allocation of time lessons primary school = 35 minutes Junior high school = 40 minutes senior High School = 45 minutes

5. Many lessons per week primary school = class I = 30 hours, class II = 32 hours, class III = 34 hours, class IV, V, VI = 36 hours Junior high school = 38 hours senior High School = 39 hours.25 Competency-based curriculum is a "outcomes-based curriculum" and therefore curriculum development is directed at achieving competencies formulated from SKL. Similarly, the assessment of learning outcomes and curriculum results is measured by the achievement of competencies. The success of the curriculum is defined as the achievement of competencies designed in curriculum documents by all students. The characteristics of the competency-based curriculum in the 2013 curriculum are:

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tunas63.wordpress.com/2012/11/16-karakteristik-kurikulum-baru-2013/ (Diakses 14 mei 2016). In

journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni 2017),19-20

1.

The content or curriculum content is a competency expressed in the form of Core Competence (KI) subjects and further details into Basic Competencies (KD).

2. Core Competence (KI) is a categorical description of the competencies

that students must learn for a school, class, and subject level. 3. Basic Competence (KD) is a competency that learners learn for a subject

in a particular class. 4. The emphasis of the competence of attitude, cognitive skills,

psychomotor skills, and knowledge skills for a unit of education and subjects is characterized by the number of subjects KD. For elementary school development attitudes are the main concern of the curriculum. 5.

Core competence becomes the organizational element of competence not a concept, generalization, topic or something derived from a "disciplinary-based

curriculum"

or

"content-based

curriculum"

approach. 6. Basic Competencies developed are based on accumulative principles,

mutually reinforcing and enriching between subjects. 7. The learning process is based on the effort to master the competence at a

satisfactory level by taking into account the characteristics of content competence where knowledge is content that is thorough (mastery). Cognitive and psychomotor skills are the ability to master content that can be trained. While the attitude is the ability to master content which is more difficult to develop and requires an indirect educational process.

8. Assessment of learning outcomes covers all aspects of competence, is

formative and results are immediately followed by remedial learning to ensure mastery of competence at a satisfactory level (Minimum Criteria of completeness can be a satisfactory level).26

5. teachers' difficulties to implementing the curriculum 2013 in junior high school

"Understandably, the assessment process is considered to be complicated, and many do not understand the assessment in the implementation of the 2013 curriculum," said Tuti at PGRI Building, Central Jakarta, Thursday (16/10/2014). Second, said Tuti, the teachers still have difficulty implementing the scientific approach in teaching and learning activities. According Tuti, the method is used because it sees a gap between levels of education, either elementary to junior high, high school to high school, high school to college. "It's a surprise to see the PISA results, but it's been a long time ago and it's been there from five steps of scientific approach: observing, asking,

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Abdima.blogspot.com./2013/02/karakteristik-kurikulum-berbasis.html. (accessed 14 Mei 2016). ). In journal KERANGKA DASAR DAN LANDASAN PENGEMBANGAN KURIKULUM 2013,( Volume VI, Nomor 1, Januari - Juni 2017),20-21

reasoning, trying, and networking, which is often missed," said Lecturer at Sepuluh Nopember Institute of Technology ITS) Surabaya. The third obstacle, said Tuti, is to make students active. Because, in the 2013 curriculum, teachers must be smart to be facilitators so students ask questions. Unfortunately, not all teachers have been able to implement it. 27

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https://news.okezone.com/read/2014/10/16/65/1052959/tiga-masalah-guru-dalamimplementasi-kurikulum-2013-(accessed 15-072018)

Chapter III Methodology Of Research A. Jenis dan Pendekatan Penelitian Judging from its kind this research is qualitative research. According to Bogdan and Taylor cited by Lexy J. Moleong, defines "metodologi kualitatif sebagai prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orangorang dan perilaku yang dapat diamati".28 Qualitative research aims to gain deep

understanding about a phenomenon that will be studied. Qualitative research as a human instrument, which functions to determine the focus of the research, choose information as a data source, collect data, assess data quality, analyze data, interpret data and make conclusions on its findings.29 analytical procedures that do not use statistical analysis procedures or other ways of quantification that do not make calculations.30 B. Tempat dan Waktu Penelitian

The implementation of this research is in the even semester of the 2018/2019 learning year. The location that was used as the object of this study was at SMP GORONTALO UTARA.

28

1Lexy J. Meleong, Metodologi Penelitian Kualitatif,(Bandung: Remaja Rosdakarya, 2007), 4

29

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2011), 306

30

Lexy J. Meleong, Metodologi Penelitian Kualitatif,3.

C. Instrumen Of Research The Instruments To Be Used In This Research Is:

1. Observation

Observation or also called observation, is a technique or method of collecting data by making observations of ongoing activities. In this study using non-participatory observation, the observer only plays a role in observing the activities, not participating in the activities observed. 2. interview According to Esterberg (2002), in Sugiyono "The interview is a meeting of two people to exchange information and ideas through question and answer, so that it can be constructed meaning in a topic." Esterberg also put forward several kinds of interviews, namely structured, semi-structured, and unstructured interviews.31 3. Documentation According Sugiyono (2013: 240) document is a record of events that have passed. Documents can be in the form of writing, pictures, or monumental works from a person. Writing documents such as diaries, life histories, stories, biographies, regulations, policies. Documents in the form of images such as photos, live pictures, sketches and others. Documents in the form of works such as works of art, which can be images, sculptures, films and others. Document study is complementary to the use of observation and interview methods in qualitative research.32

31 32

Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, hlm. 317-320 ibid

D. Sampel of Data Source 1. Headmaster of SMPN GORONTALO UTARA 2.

English Teachers in SMPN GORONTALO UTARA

3. Students in SMPN GORONTALO UTARA E. Technique of Collecting Data Berdasarkan intrumen penelitian diatas adapun alasan peneliti menggunakan instrumen tersebut; 1. Observation This method is used to obtain data and collect information about the problematics of applying Curriculum 2013 on learning English in SMPN GORONTALO UTARA. As well as the general condition at NORTH GORONTALO SMP 2. Interview In this interview, the researcher uses semi-structured interviews. The objective is to find the problem more openly, in which the interviewees are asked for opinions and ideas. This method is used to collect data on the implementation of the 2013 curriculum in English subjects and its problems at SMPN GORONTALO UTARA. 3. Documentation In this study Information or data collected through documentation studies include: a. Document of vision and mission of SMPN GORONTALO UTARA b. Documents on the condition of the school environment (teacher data, administrative staff, and learners) c. Documents on school facilities and infrastructure. d.

Document on the performance assessment of English subjects teachers

e.

Document on Lesson Plan, Annual Program, Semester Program Of English Subjects

f. Documents on the value and achievement of learners Learners in English subjects g. Documents about learning resources (English subject books, owned by teachers and students). F. Technique of Data Analysis

In this analysis the researcher uses three types of analysis, namely data reduction, display (data presentation), and data verification or conclusion. 1. Data reduction

This initial step to facilitate an understanding of what has been collected, data reduction is defined as the process of selecting and simplifying rough data obtained from written notes from the field. Data reduction is done by grouping data based on the aspects of research problems. 2. Display the next data it must be done data verification by studying existing data. The presentation of data is interpreted as a set of arranged information, which can provide the possibility of drawing conclusions and taking action. The data has been reduced, then presented in the form of description based on aspects and research, data presentation is intended to facilitate researchers interpret data, analyze data, and draw conclusions. 3. Verification of data and conclusions

Conclusions and verification are carried out based on an understanding of the data that has been collected. In qualitative research, this conclusion is carried out in stages, first drawing a temporary conclusion and will change if strong data is found that supports the collection stage. Based on this data verification, the researcher can draw the final conclusions of the research findings.