A.

Curriculum Evaluation

Evaluation is an important component of the curriculum design process for the learner,
the institution and the overall program. Evaluation can be used in different ways - during, at the
conclusion of, or sometimes after the educational process (S. A. Gani & R. Mahjaty, 2017).
Ornstein and hunkis (1998) define curriculum evaluation as “ a process or cluster of processes
that people perform in order to gather data that will enable them to decide whether to accept ,
change, or eliminate something (valar, 2015). Evaluation is a part of management system,
namely planning, organization, implementation, monitoring and evaluation. Curriculum is
designed from planning stage, the organization then implementation and finally monitoring and
evaluation. Without evaluation, it will not know the condition of curriculum in design,
implementation and results (Wedan, 2018). According to Valar (2015) Evaluation also implies
the selection of criteria, collection and analysis of data. It includes obtaining information for use
in judging the worth of a programme and procedure. It is a comprehensive term and transcends
standardized tests covering all means of ascertaining the results of construction. Evaluation of
curriculum is an integral and essential part of the whole process of curriculum development. It is
a continuous activity and not a "tail-end-process". Curriculum evaluation is intended to examine
the overall curriculum performance in terms of various criteria. The performance indicators
evaluated are effectiveness, efficiency, relevance and feasibility of the program (Wedan, 2018).

In general, the purpose of curriculum evaluation includes two things: first, evaluation is
used to assess the effectiveness, efficiency and relevance of the program. Second, evaluation can
be used as a tool in implementing the curriculum (learning). As a tool, evaluation sometimes
functions in an effort to improve the program, and sometimes also functions to determine the
follow-up of curriculum development. From the two things above, in essence curriculum
evaluation is aimed at improving the curriculum by expressing the successes and shortcomings
of the curriculum implementation process in achieving the goals set (Wedan, 2018). Basically,
curriculum evaluation is important in presenting information material about areas of curriculum
weakness, so that the improvement process can be carried out towards a better one. It is also
important, in assessing the goodness of the curriculum whether the curriculum is still
implemented or not (Wedan, 2018).
 B. Teacher and Curriculum 2013

Curriculum is defined as a set of plans and rules about goals, contents, and learning
materials as well as the way of using it as guidance for implementation of learning activities that
is aimed at a specific goal National Education Standardized Institution (BSNP, 2006). Brown
(1995) defines curriculum as a series of activities that contribute to the growth of consensus
among the staff, faculty, administration, and students. According to Richards (1985) curriculum
is an educational program in which it is: (a) the educational purpose of the program (the ends);
(b) the content, teaching procedures and learning experiences which will be necessary to achieve
this purpose (the means); (c) some means for assessing whether or not the educational ends have
been achieved. With this regard, it is undeniable that teachers’ role is essential since they play as
curriculum implementer. In this case, teachers are expected to be able to bring about intended
learning outcomes as suggested by Cooper (1990). In short, teacher plays an important role in the
classroom especially in the instructional context of language learning such as the Indonesian
EFL classroom (Macaro, 1997, quoted by Liando, 2010).

According to Apsari (2018) In curriculum 2013, the teaching of English is developed with the
framework of Scientific Approach and it seems to pose some challenges for the teachers. They
should not only pay attention to linguistic aspects but also to strategic competence, socio cultural
and discourse aspects. Given this challenge, the teachers who have been accustomed to
conventional teaching which emphasizes on linguistics aspects need to switch to a new teaching
paradigm. Furthermore, Richards (2001) adds that teaching skill can be developed by the
following ways: observation of experienced teachers, observation of training videos, short theory
courses, practice teaching under the supervision of experienced teachers, and working with a
mentor teacher.
According to Susilo (2008), there are some components in new Curriculum. They are the
objectives, teaching materials, teaching learning process, and assessment and evaluation.

1. The Objective

The simple definition given from Matheson (2011), the term “objectives” refers to what the
teacher want the students able to do as the result of learning outcomes.In addition, according to
the Permendiknas No.23, 2006 on the Graduate Competence standard for primary and secondary
schools (Depdiknas, 2006), the teaching of English includes the four language skills: listening,
speaking, reading and writing.

2. Teaching materials

One measure which is used to make the process of teaching and learning effective is related to
selecting and adapting materials. As stated by Silver (1997) that there is a high correlation
between those who read a lot and those who improve in their comprehension and vocabulary
acquisition when they read. Thus, the teacher should provide the students’ preferable text in
order to encourage them to keep reading.

3. Teaching learning process

Schulman (1992, cited in Maisa, 2009) defines that professional English teacher is a teacher who
can maintain a high level of students’ involvement and whose students can reach the goal of
teaching learning process. Thus, it is reasonably to say that professional teacher is someone who
can cope with teaching tasks competently. The value of the teachers depend not just on their
ability to use language but also on their knowledge about language and their understanding on
how to implement the knowledge to facilitate their students’ learning (Harmer, 2003).

4. Assessment and evaluation

The last component of curriculum is assessment and evaluation. The importance of evaluation is
supported by Nunan (1992) states that no curriculum model would be complete without an
evaluation component. It means that the teachers and learners need to be involved in the
evaluation process.
 C. Characteristic curriculum 2013

The 2013 Curriculum has some characteristics that differ from other curricula. Based on the
regulations of the Ministry of Education and Culture (Kemendikbud, 2012). The followings are
some of the characteristics of the 2013 Curriculum :

Learning Approach

The 2013 curriculum uses a scientific approach and a thematic-integrative approach for the
teaching-learning processes. The scientific approach is an approach using scientific processes.
Learners learn and acquire experience in gaining knowledge directly by themselves. This helps
them to face and solve problems in life. The scientific approach is implemented in the content
part of the teaching-learning process. It has five steps, they are: observing, questioning,
associating, experimenting and networking. This way of teaching-learning can develop students
attitudes, skills and knowledge. the thematic integrative approach is an approach that stimulates
learning using themes related to the learners. Then, the teachers can integrate one theme with
another or one subject with another subject.

Goal Competency

goal competency is related to competency in attitudes, skills and knowledge. Actually, those
competencies are found in other curricula, but in the 2013 curriculum, competency in attitudes is
a priority together with competency in skills and knowledge. The 2013 Curriculum grouped three
domains, they are Affective, Cognitive, and Psychomotoric. Each domain embraces different
psychological processes, students develop Affective processes in order to receive, to appreciate,
to experience, and to perform. Whilst with Cognitive processes students learn to remember,
understand, apply, analyse, evaluate, and create. Finally Psychomotoric processes covers the
activities that teachers do for instance observe question, associate, experiment and create.

Evaluation

The 2013 Curriculum used an authentic assessment approach for the evaluation processes.
Authentic assesment is a form of complete assessment that includes the readiness of teachers, the
teaching-learning processes and the results of learning. It helps teachers to thoroughly assess the
competency of students in attitudes, skills and knowledge. Authors such as Karge (1998), Morris
(2001), and Prestidge and Williams (2000) describe a variety of authentic assessment tools that
are intended to increase students’ engagement and make learning more relevant. These include:

(1) role play and drama;

(2) concept maps;

(3) student portfolios;

(4) reflective journals;

(5) utilizing multiple information sources;

(6) group work in which team members design and build models. Authentic assessment provides
a measure by which student academic growth can be gauged over time while capturing the true
depth of student learning and understanding. It moves beyond the practices of traditional tools
and tasks and allows for a greater expression of student abilities and achievements.