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Jurnal : “ANALYSIS OF ENGLISH HIGH SCHOOL TEACHER MANAGEMENT AS THE IMPLEMENTATION OF CURRICULUM 2013”

Dipublikasikan pada : 15 Desember 2014. Kategori : .

ANALYSIS OF ENGLISH HIGH SCHOOL TEACHER MANAGEMENT AS THE IMPLEMENTATION OF CURRICULUM 2013

Sri Supiah Cahyati , Nai Supartini, Cynantia Rachmijati

English Department

STKIP SILIWANGI BANDUNG

ABSTRACT

Curriculum 2013 that will be implemented on the academic year of 2013-2014 is one of the efforts of the curriculum developer to answer today’s challenge  by reviewing the future, the perception from the society, the development of knowledge and pedagogy, future skills and the uprising of the negative phenomenon (Hasan,2013). In curriculum 2013 there are several factors in the curriculum management, they are: teachers, books, students and supervising. The objective of this study is to see the teacher’s role in terms of their effort and readiness towards curriculum 2013. English subject in curriculum 2013 clearly showing that their  rights is smaller, their competent is enough, the weights is heavier while the effectiveness is not fully in control. This shows that the teachers and the implementation still needs time and supports from all the supportive stakeholders.

Keywords: curriculum 2013, teachers’ management, English teacher, high school

 

A.BACKGROUND

Curriculum has a very centralistic role in the held of the education system (Nasution,2000). Therefore, a curriculum change in periodical time isn’t inevitable because it needs to answers the challenge of times. And also therefore needed an active changing and responsive from the curriculum developers in national scale to answers those challenges that keeps changing.

Teacher as the curriculum executor in the field obviously has an important roles in managing the successful of a curriculum design. Richard (2001) believes that in implementing a change in curriculum, teacher is the key factor. Even in a situation where the facility is limited, a difference in cultural, an impact with the environment and the diversity of the students, a good teacher should able to be the agents of curriculum changes.

That the teacher is a key factor to the success of the curriculum is also believes by Campbel (2012) who see teachers as the agent of change. The teachers supported teaching, learning, and schooling and even participated in the making of curriculum in the current policy. The teacher’s role as understandable as the one who interact directly with the students in the classroom.

Curriculum 2013 is lately becoming the talk of the town especially in the education society, contents many standards. The most important thing is the basic competent (standar kompetensi) which drawn the concept for the subjects itself; such as subjects, the subjects position, the subjects distribution in the semester and their credits for each class (Kementerian Pendidikan dan Kebudayaan, 2013). From that curriculum structure itself, also applied with a certain skills along with the certain competent that needs to be fulfilled for each subject, called kompetensi inti and kompetensi dasar. And by that new regulation and policy, it is hopeful that the society in Indonesia gain a same level of education and competent as it is regulated in Curriculum 2013.

Inside curriculum 2013, there are a few elements in the curriculum managements, they are: teachers, books, students and supervising. Considering the teacher’s role and the structure of Curriculum 2013, the objective of this study is to see the teacher’s role in terms of their effort and readiness towards curriculum 2013. Therefore the titled of this study is ANALYSIS OF ENGLISH HIGH SCHOOL TEACHER MANAGEMENT AS THER IMPLEMENTATION OF CURRICULUM 2013. With this study it is hopeful that it can explored the analytical situation from the teacher’s factors.

1.Question of the research

  1. How is the English High school subject teachers responded to the Curriculum 2013 in order of implementation of a practical learning methodology?
  2. How far is the readiness of the English High School subject teachers in understanding and implementing the literary theory of curriculum 2013 in the field?

2.The objective of the research

  1. To analysis the English high school teacher’s responded to Curriculum 2013 in terms of practical learning methodology
  2. To analysis the English high school teacher’s readiness in implementing the literary theory of Curriculum 2013

3.The limitation of the research

  1. The subject of the research is the English subject High School teachers
  2. The place (city?) of the research is Cimahi, Cianjur and Karawang (nggak tahu Kabupaten bahasa Inggrisnya apa ya -_-  ). The choosing of those three places it is hopeful to represent the Jawa Barat provinces from the south, middle and north in the geographic region.

B.LITERARY REVIEW

1.Curriculum

Curriculum means a planning for a learning program (Richards and Schmidt,2002). Therefore it is a learning program – a chain of educating event. But seeing from curriculum field of knowledge , historical and philosophical, its meaning is wide and complex. Marsh (2004) defines the characteristic of curriculum as follow :  a) it is a permanent lesson that contains an essential knowledge b) curriculum is a life lesson c) curriculum is an organized lessons that needs the responsibility from the school d) the whole learning experience where the students get their skills and knowledge e) is what the students built and do with computer and different networks

2.Curriculum 2013

Menteri Pendidikan dan kebudayaan M.Nuh explained that the curriculum 2013 theme is  “the curriculum that can produced Indonesian people who are productive, creative, innovative and affective through the strengthen of attitude, skills and integrative knowledge. He also added that Curriculum 2013 is the answer to improve human sources ability in facing the changes of the world (2013:72). He explained that the implementation of this curriculum will be starting in the academic year of 2013-2014 starting in July for the first and fourth grader of Elemtary School, 7th grade in junior high school and 10th grade for high school and vocational high school. It will be partial for the moment but for the next year will be held through out every school in Indonesia.

3.Management of  Curriculum 2013

In Curriculum 2013, there are a few elements in their managements such as : teachers, books, students and supervising which can be seen from the table below :

Table 1. The Elements in Curriculum 2013

Elements The management size Curriculum 2013
Teacher Rights Limited
Competent It should be high, but for those who still Low there are guidance books
Weights Light
The effectiveness of learning activity High
Books Publishers role Small
Content and process Low
Prices Low
Students The learning results Not entirely based from the teachers, but also from books that available from the governments
Supervising Titik penyimpangan?? Small
Besar penyimpangan?? Low
Supervising Easy

 

4.The implementation of Curriculum 2013

The implementation of Curriculum 2013 is an actualization of the curriculum into learning activity and the molding of the competent and student’s character. These things require the teacher’s activity to creating and growing many activities that fits into the program. The teachers should be able to make decisions, make good judgments, capable of learning methodology, the usability of teaching aid and understand how to value their students’ works.

The learning activity in curriculum 2013 is a competent learning activity by using a scientific approach that encourages students to see, ask, try/collecting the data, associate and communicate. This method is adapted from the science steps in growing the knowledge through a science eyes and therefore will have a “sense of inquiry” and the ability to “creative thinking” (Alfred De Vito : 1989).

The acts of see, ask, try/collecting the data, associate and communicate in English subjects, such as :

  1. See – to associate the learning subjects with daily everyday life situation. It consists of listening, reading the text, social functions, the language and the writing.
  2. Ask – to improve student’s ability in forms of concepts, principle, procedures and theory to have them thinking creatively, logically and systematically. It consists of questioning activity such as comparing the structure language pattern in Bahasa and English.
  3. Exploration – to improve student’s ability in English such as role play, simulation and many others.
  4. Associated – to help and improve students to think and act academically. It consists of any group activities such as analyzing the text, categories and many others.
  5. Communicated – to help students delivers their results in writing or speaking forms. It consists of writing, presenting, blogging, journal, school boards and etc.

 

 

C.RESEARCH METHODOLOGY

1.Research Methodology

This research is using a description qualitative method by analyzing the the English subject High School teacher’s readiness in implementing Curriculum 2013. The researcher will be using qualitative research and descriptive method in matrix.

2.Subject of the research

The subject of the research is the English High School teachers in Cianjur, Cimahi and Karawang. The samples are taken from purposive sampling technique.

3.Instrument of the research

The instruments that used in this research are questioner and interview. The questioner is aimed to ask the respondent their readiness and responds towards Curriculum 2013 and interview is used to clarify the answers. The data that used in this research is primer(main) and secondary data.

The main data is from the English teachers as the subject of the research. The secondary data is taken from Dinas Pendidikan as the school data of the High School who implementing the Curriculum 2013 in their schools.

The readiness variables is collected from 4 criteria which are suited from the Management of Curriculum 2013 :

  1. Teacher’s rights
  2. Teacher’s competent
  3. Teacher’s weight
  4. The effectiveness of the teaching-learning activity

The answers from the questioner then will be analyzed.

D.RESEARCH FINDINGS

1.Data

1.1 High School who implementing the Curriculum 2013

The implementation of Curriculum 2013 is held in progress and doing step by step. Based on data that received from Kementrian Pendidikan Nasional there are several schools that have been appointed as the Pilot Project Implementation of Curriculum 2013. The area that will be research are Cimahi, Cianjur and Karawang. The three area chosen as hoped to be represents as the West Java provinces. Based on their geographical point of view, they are seen as the south, middle and north of West Java.

In this research, the school that is chosen is based from the easy access to the school. And the whole school data appeared as follow :

Table 2. High School who implements Curriculum 2013

No Area Schools that implements Curriculum 2013 Schools as the subject of the research
1 Cianjur 7 High School and 9 Vocational school 3 High School
2 Cimahi 3 High school and 7 vocational school 3 High school
3 Karawang 6 high school and 11 vocational school 2 High School

 

The appointment of the high school that implements the Curriculum 2013 is done by Departemen Pendidikan Nasional Direktorat Pendidikan Dasar dan Menengah based on their own schools judgment. Therefore, the high schools that implements the curriculum is the high school with their own values and good leverage (? Unggul apa ya Bu? -_-  )

1.2 Teacher’s Data

Teacher is the key point in teaching – learning activity. The teacher’s role as variables in teaching-learning activity in class is a determined as the successful of the curriculum itself.

The following are the  English subject High School teacher’s data as the subject of the research :

Table 3. English Subject High School Teacher

No School The last education The curriculum 2013 training
1 Respondent 1 Master degree Yes
2 Respondent 2 Bachelor degree Yes
3 Respondent 3 Bachelor Degree Yes
4 Respondent 4 Bachelor Degree No
5 Respondent 5 Finishing Master Degree Yes
6 Respondent 6 Bachelor Degree Yes
7 Respondent 7 Bachelor Degree yes
8 Respondent 8 Bachelor Degree Yes

 

1.3 Teacher Management Factor Data

The data from the respondents can be seen as follow :

a.Teacher’s rights

The English subject’s rights : The teachers gave many varied answers, but most of the respondents declares the teachers rights as small, due to the reasons of :

  1. The lesson is already decided
  2. The syllabus is already decided
  3. The textbook is already decided

 

b.Teacher’s competent :

The respondents data
  1. Almost all the respondents have an English Bachelor degree
  2. Almost all the respondents had their training in Curriculum 2013
  3. Almost all the respondents had been working for more than 5 years
The training and supervising of Curriculum 2013
  1. Good in implementing and supervising
  2. There’s reward and punishment to achieve its effectiveness
  3. Teachers more understand and know what to do in the class

 

c.Teacher’s weight :

The main factor in curriculum Most of the respondents declares that their workload is heavier, due to several reasons :

  1. The teacher should pay more attention to the students
  2. The learning material isn’t only from books
  3. The guidance text book isn’t available yet
The description of the graduates (kompetensi lulusan) Most respondents are agree that their workload is heavier, due to several reasons :

  1. The grading of the students has become more comprehensive
  2. The grading method is totally different from the usual
  3. To differentiate one student to another is more difficult because the grading standard is using index factor

 

d.The effectiveness of teaching-learning activity :

Learning method The teachers gave many varied answers, but most of the respondents declares:

  1. No special method, but make sure that all students participates
  2. Use technology
  3. Scientific approach and genre based approach depends on the teacher’s creativity

 

Teaching-learning activity
  1. Focusing on “students” therefore students will be more active
  2. Use “scientific” therefore knowledge and science will improve
  3. The studying time in English is actually more less than other subjects, teachers afraid in their fall back of the ability
  4. This curriculum more focus on student’s attitude and characteristic – while in English the important point such as speaking and grammar have been quite neglected
  5. The grading process has become more detailed – not only judged the student’s ability but also their attitude
  6. The English subject textbook based on the Curriculum 2013 is not available
Waktu tatap muka?? Mostly disagree, because :

  1. Heavier workload, both for the teachers and students
  2. The classroom isn’t available
  3. No added hour, but in fact lesser than usual

 

2.Findings

1.General View (gambaran umum?)

Based on the data from the field, the implementation of the Curriculum 2013 is  held in progress by the appointed of certain schools as the pilot project for the High School grade 10th. This event shows that the government still not wholly ready to support the curriculum 2013. The changes from the previous curriculum which as KTSP to Curriculum 2013 has a very basic difference. This very basic difference is shown from the teaching-learning activity and the grading process. This readiness should be supported by the teacher’s competent as the key point of the success and effectiveness of the curriculum implementation.

2.2Teacher Management Factor

a.Teacher’s rights analysis

Based on the respondents opinion, teacher’s rights is smaller due to syllabus, learning materials and the textbook have been decided by the government and not from the teacher’s view. But then , the materials demands to be analyzed and comprehend by the teachers to be associated with the daily life needs teachers to have more competent. While the grading of the students which are not based solely from their paper tests is the teacher’s right.

Looking at the syllabus, learning materials and the text books, the teacher’s rights seems smaller. But from the teaching-learning process and the grading process, then the teacher’s rights are bigger.

b.Teacher’s competent analysis

Based from all the data, it is obvious that all the teachers already have their degree; almost all had their Curriculum 2013 training and have experiences of more than 5 years teaching. Theoretically, their competent is more than enough.

But apparently, the changing from KTSP to Curriculum 2013 philosophically is very basic. The differences located  in the teaching-learning activity and the grading process. The teaching-learning process consists of teacher, students and teaching method. Those three factors that will make or break the implementation of Curriculum 2013.

Therefore, the teacher’s competent can’t be seen solely based on their degree and experience, but also the readiness to facing a challenge and thus needed other training such as technology training, computer training, curriculum 2013 training and others.

c.Teacher’s weight analysis

Conceptually, in Curriculum 2013 the teacher’s workload supposed to be lighter. But in reality actually it’s heavier. Starting from the preparation of the syllabus and the learning materials, yes the teacher does not need to prepare anymore since it is already available.

But from teaching-learning activity, it does need extra energy and extra competent to deal with the time changes, other knowledge, and paying attention to the students – which are heavier load. Therefore, it does needed teacher with comprehensive competencies.

d.The effectiveness of teaching-learning activity analysis

The high school characteristic and the teacher that became the subject of the research describing the situation in the West Java province ; it is obvious that the Curriculum 2013 has not been implemented wholly due to the gap of the concept with the human resource, which are teacher, student and its facilities. At this moment, the effectiveness of teaching and learning activity has not been achieved successfully due to several reasons :

  • The teacher that has not been fully competent
  • The difference of studying method, that hasn’t been successfully applied by the students, they are still using their ‘old way’ of studying
  • The facilities that has not been completed and supported yet, even the textbook in English Subject of Curriculum 2013 still not available
  • The class hours still not meet the expectations of the learning materials

F.CONCLUSION

Based on the analysis, therefore it is concluded:

  1. Based from the data of the research taken from the area of Cimahi, Cianjur and Karawang can be seen that the implementation of the Curriculum 2013 is not effective yet due to some problems such as : the teacher’s competent, changing the student’s studying habit and even the learning facility. It is assumed that the implementation of Curriculum 2013 is working effectively in big city with better facilities and the students with difference studying culture.
  2. The teacher’s response regarding Curriculum 2013 : the teacher’s rights is decreasing, the competent is enough, the workload is heavier and yet the effectiveness is not fully achieved.
  3. The teacher’s readiness in applying the Curriculum 2013 is not fully ready. It takes time and changing the behavior is not an easy task. An ideal cultural study will be created but with time and needs support from the whole stakeholders such as teacher, student, teaching method and its environment.

G.REFERENCES

Kementerian Pendidikan dan Kebudayaan. 2012. Dokumen Kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan.

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Kementerian Pendidikan dan Kebudayaan. 2013. Paparan Mendikbud dalam Sosialisasi Kurikulum 2013 di Bandung 16 Maret 2013.

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Mulyasa.2013.Pengembangan dan Implementasi Kurikulum 2013.Bandung : PT Remaja Rosdakarya

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Kusuma, Wijaya. 2013. Terverifikasi. Blog Edukasi. (Diakses tanggal 8 April 2013 jam 11.30 WIB).

Rich, Dorothy. 2008. Mega Skill: Building Our Children’s Character and Achievement for School and Life. Canada: Sourcebook Inc.

Richards, Jack C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Richards, J.C. dan Schmidt, Richard. 2002. Dictionary of Language Teaching and Applied Linguistics. 3rd Edition. Edinburg: Pierson Education Ltd.

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