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CHAPTER I

INTRODUCTION

A. The Background of Study


Related to the foreign language in Indonesia, Indonesian government
emphasizes English as an only foreign language to be taught in every level of
Indonesian formal education. Based on the history of English language in
Indonesia, it has already been established to be taught since the independent day
of Indonesia in 1945. English also was chosen as first foreign language to be
taught despite other foreign languages such as French, German, Arabic, Chinese,
and Japanese in Indonesia at that time.1 The Indonesian government chooses that
policy considering that English is the most urgent and essential foreign language
to be taught. It considered that English language is a means in the development
of the country, both for international relations and scientific-technological
advancement.2
English language teaching (ELT) in Indonesia year by year has
beenconducted based on the curriculum designed which is from the government
throughout provision curriculum policy. Since Indonesia got the
independence,the educational curriculum has already changed for several times.
At least, there are six curriculums design which affect the purpose of ELT in
Indonesia. Sahiruddin noticed that in every curriculum ELT has the specific
methodologies; (a) 1945’s grammar translation-based curriculum, (b) 1958’s
audiolingual based-curriculum, (c) 1975’s revised audiolingual based-
curriculum, (d) 1984’s structure-based communicative curriculum, (e) 1994’s
meaning-based communicative curriculum, (f) 2004’s competency-based
curriculum.3 If we take a look at the two newest curriculum that 2006 KTSP

1
Dardjowidjojo, S: Englishteaching in Indonesia. English Australia Journal, 18, 2000,
(1), p. 22-30.
2
http://www.oocities.org/upis3/bm/english-teaching-in-indonesia.htm
3
Sahiruddin: The Implementation of the 2013 Curriculum and the Issuesof English Language
Teaching and Learning in Indonesia. The Asian Conferenceon Language Learning
2013, Osaka, 2013, p. 567-574
curriculum and 2013 curriculum, the ELT methodology actually doesn’t really
change drastically, because basically 2006 curriculum and 2013 curriculum are
the revision of 2004 curriculum that still implement text-based approach in
English language teaching.
There is no doubt that the model of English language teaching in
Indonesia should depend on the curriculum design. However, in fact, the practice
of ELT methodology doesn’t always fit in the curriculum design. For instance,
in 1950 Indonesian government introduced audio-lingual approach which led to
audio-lingual based curriculum. However, in the field of ELT, even though the
aspect of audiolingual approach was developed, many teachers still employed
grammar-based approach in ELT because of large class issues.4It was actually
the common issue occured in ELT in Indonesia, however, methodology of
teaching is one of essential factor for acquiring curriculum objective.
There are plenty issues towards mismatch of the implementation of
methodology in Indonesian ELT. The mismatch of methodology employed, the
unqualified teachers, the large classes, and the minimum facility are the main
issues towards ELT in Indonesia. Hence, the government responds the issues by
designing the new policy which hopefully will lead the better result of ELT in
Indonesia. Designing new curriculum is one government’s response towards the
educational issues happen in Indonesia. Based on UU No. 20/2003; PP No 9
2005, curriculum defined as a set of plans and arrangements regarding the
purpose, content, and teaching materials and methods used as guidelines for
implementation of learning activities to achieve specific educational objectives.5
From this perspective of curriculum, it can be inferred the two essential
aspects in curriculum. The first is plans and arrangements regarding the purpose,
content and materials, the second is the methodology employed for
instruction(pembelajaran)6 process. As the meaning of curriculum above,

4
Ibid.
5
Kementrian Pendidikan dan Kebudayaan, Dokumen Kurikulum 2013, 2012, p. 5
6
Dr. Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi,
(Jakarta: Kencana, 2005), ed. 1, p. 78
curriculum revision is one of central strategy to build up better education in
Indonesia.
2013 curriculum is the newest curriculum design which was promoted
by the minister of education and culture in the beginning of 2013 to be
implemented in Indonesian formal education. This policy is decided to repair the
previous curriculum goal and process by designing the new objectives and
process. Basically the objectives of 2013 curriculum focuses on the competency-
based curriculum with improving students’ characters formation. Beside that,
scientific approach is also the main feature in 2013 Curriculum which is should
be adopted by teachers in their teaching.
Along with the implementation of new curriculum, ELT in Indonesia
also experiences the changes especially in instruction process. New syllabus
design, new book are developed, new form of assessment, and new teaching
approach are designed in 2013 curriculum. As addition, in 2013 curriculum,
English subject in elementary school level is removed as compulsory subject and
started at junior high school with the reduction of time teaching allotment. In
this case, English teachers are the spearhead of ELT based on the implementation
of 2013 curriculum in Indonesia especially in the methodology of teaching inside
the class.
Although the syllabus and official handbook have already been
designed and provided by the government, however, teachers require further
socialization towards the implementation of 2013 curriculum in Indonesia,
especially in assessment process and teaching process. Designing lesson plan,
implementing 2013 curriculum teaching approach, teaching method, teaching
technique, class atmosphere, and class circumstance which suit the curriculum
are the responsibility of teachers. Big class and grammar translation method are
considered as the common issues which will be faced during implementing ELT
confirming implementation of 2013 curriculum.
Since the 2013 curriculum was introduced in the beginning of 2013, it
has already been more than two years of this implementation up to now days.
There are many socializations and trainings which already been conducted
throughout teachers training program gradually. Considering the quantity and
the length of 2013 curriculum socialization, the English teachers should be
capable to implement it properly. Despite that, the model of ELT methodology
should be based on new curriculum design that is 2013 curriculum that based on
scientific approach which can be in various methodology of teaching such as
Discovery Based Learning, Project Based Learning, and Problem Based
Learning, moreover, Junior High school is the first level of English subject as
compulsory subject, it is kind of English teachers’ challenge to implement the
new government policy properly.
Moreover, as stated in electronical newspaper that there are three
common problems faced by the teacher in implementing 2013 curriculum that
are; conducting authentic assessment, practicing the scientific approach which is
a fundamental feature of 2013 curriculum, and creating active students during
the class.7 Considering the three major problems above, it can be seen that the
teachers’ problem is very technical problem which actually occurs during the
teaching process in class. Therefore, researcher is interested and curious to
observe and analyze further about English Teachers’ Perspectives on the
Implementation of 2013 Curriculum (A Case Study at the Seventh Class of
SMPN 3 South Tangerang in Academic Year 2015/2016) which aims to find
out everything inside the implementation such as the lesson plan, approach,
methodology, teaching technique, and assessment process.

B. The Focus of the Research


Based on what was explained in the background of study above, the
main focuses on this research is on the implementation of 2013 curriculum, in
this case, especially in English Language Teaching (ELT) in Indonesia. As the
issue of this research, there is no doubt that there must be factors influence the
problem whether in ELT issue or Curriculum issue.Start from ELT issue in
Indonesia, some factors rise that are; a). Many methodologies of language

7
http://news.okezone.com/read/2014/10/16/65/1052959/tiga-masalah-guru dalam implementasi
- kurikulum-2013. 19th of October 2015 at 4.20 pm
teaching were employed in Indonesia, however, the model of ELT still in a form
of conservatives teaching in major, b). The changes of methodology were not
accompanied by limitation of class size which still remains as the major issue
now days, c). The qualification of English language teacher doesn’t meet the
newest methodology employed in major.

C. The Question of Research


Based on the research background above, the research question was as
follow: How did the English teachers implement the 2013 Curriculum in their
teaching at the seventh class of SMPN 3 South Tangerang?

D. The Objective of Research


The objectives of this research are as followed:
To analyze the implementation of 2013 curriculum seen from teachers’
perspective which mean cover English teachers’ activities, they are:
- The preparation of designing the lesson plan.
- The process of instruction in class.
- The process of assessment.
- The handicaps faced during implementing 2013 curriculum in ELT based
on those three activities above.

E. Research Significance
The results of this research were expected to give some significances not only
theoretically but also practically go to:
1. English language teachers.
2. Students.
3. School.

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