The Implementation of 2013 Curriculum in English Teaching: Stories From Rural Areas

Afrianto Daud, Heri Gunawan

Abstract


This study aims to document how the 2103 curriculum has been implemented by English teachers in a high school located in a rural area in Riau province. This research in particular investigates the implementation of Scientific Approach by English teachers in Bunga Raya Siak regency. The study is specifically aimed at investigating two research questions: (1) how the scientific approach has been implemented in the classroom and (2) what problems the teachers face during the implementation. Three English teachers were selected as participants of this study using total sampling technique. Since the study employed mixed method, the data consisted of quantitative and qualitative entities. The quantitative data were obtained from a questionnaire (survey) while the qualitative ones were gained through semi-structured interviews. The results revealed that the teachers have implemented the scientific approach relatively well. This can be seen from the results of the survey in which the overall mean score calculated was categorized ‘very good’. However, the interview data shows that all teachers experienced some problems in implementing this new curriculum. In general, the problems can be classified into four: (a) insufficient English teaching hour; (b) the students’ high diversity in terms of ability; (c) discrepancy between curriculum and national examination contents; and (d) lack of the facility.

Keywords


Scientific Approach; curriculum implementation; English teaching; Rural Areas

Full Text:

PDF

References


Afrianto. (2017). The implementation of scientific approach for teaching English in Senior High School: voices from the field. Advances in Social Science, Education and Humanities Research (ASSEHR) 110: 186-191.

Boyce, C. & Neale, P. (2006). Interviews: A Guide for Designing and Conducting In-Depth Interviews for Evaluation Input. Pathfinder.

Flick, U. (2002). An introduction to qualitative research. London: Sage Publication.

Kemendikbud. (2013). Materi Pelatihan Guru Implementasi Kurikulum 2013 SMP/MTs. Jakarta: Kementrian Pendidikan dan Kebudayaan.

Kemendikbud. (2013). Permendikbud No. 81A/2013 – Implementasi Kurikulum: Pedoman Umum Pengajaran. Jakarta: Kementrian Pendidikan dan Kebudayaan.

Kemendikbud. (2014). Permendikbud No. 103/2014 – Pembelajaran pada Pendidikan Dasar dan Menengah. Jakarta: Kementrian Pendidikan dan Kebudayaan.

Kemendikbud. (2016). Permendikbud No. 22/2016 – Standar Proses Pendidikan

Lederman, N.G. & Lederman, J.S. (2013). Mixed up about mixed methods. Journal of Science Teacher Education 24 (1073-1076)

Mustafa, Z. (2009). Mengurangi Variabel Hingga Instrumentasi. Jakarta: Graha Imu.

Polit, D.F. & Hungler, B.P. (1995). Nursing research principles and methods. 3rd edition. Philadelphia: JB Lippincott.

Ratnaningsih, S. (2017). Scientific approach of 2013 curriculum: Teachers’ implementation in English language teaching. English Review: Journal of English Education, 6(1), 33-40. DOI: 10.25134/erjee.v6i1.768

Sandelowski, M. (2000). Focus on Research Method: Combining Qualitative and Quantitative Sampling, Data Collection, and Analysis Techniques in Mixed-Method Studies. Research in Nursing & Health (23), 246-255

Sofyan, A. (2016). The Implementation of Scientific Approach in English Teaching Based on 2013 Curriculum in SMK Negeri 2 Sragen in the Academic Year of 2015/2016. Thesis. Surakarta: Universitas Muhammadiyah Surakarta.

Utami, I.B. (2015). Implementasi Pendekatan Saintifik dalam Kurikulum 2013 pada Siswa Kelas II SDN Prembulan, Pandowan, Galur, Kulon Progo. Thesis. Yogyakarta: Universitas Negeri Yogyakarta.




DOI: https://doi.org/10.12928/eltej.v1i2.616

Refbacks

  • There are currently no refbacks.



English Language Teaching Educational Journal
Kampus 4 Universitas Ahmad Dahlan
Jl. Ringroad Selatan, Tamanan, Bantul, Yogyakarta
E-mail: eltej@pbi.uad.ac.id


e-ISSN: 2621-6485


 

View My Stats